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This study compares the effect of using different vocabulary teaching techniques and L1 (Arabic) on vocabulary retention. The participants were 162 Saudi intermediate school students who were divided into two groups. The first group was taught the target words using L1 whilst the second group was taught using multiples teaching techniques (synonyms, body language and pictures). A pre-test, post-test and delayed post-test based on meaning recall were utilised. The findings show that the multiple group achieved superiority over the L1 group in both post-test and delayed post-test. Also, pictures were found to be the most effective teaching technique while body language was the least.

L1 versus Multiple Vocabulary Teaching Techniques