The Effect of Argument Mapping and Mind Mapping on Vocabulary Learning of Iranian EFL Learners

One of the key factors in education is memory training. One approach to this issue is the use of mnemonics like mind mapping and argument mapping in teaching and learning. Therefore, this study was carried out to shed light on a more definitive conclusion on the potential effect of aforementioned techniques of vocabulary teaching. To this end 70 pre-intermediate Iranian female students whose age ranged from 18 to 22 years old were selected via convenience sampling and were randomly divided into two equal experimental groups. One group was taught vocabulary via argument mapping and the other one through mind mapping. The data obtained were fed to SPSS software, version 19 and analyzed running ANCOVA and Man Whitney U statistical tests. The results of the study showed that mind mapping had stronger positive effect on Iranian EFL learners vocabulary learning.