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This study aimed at comparing the differential effect of vocabulary strategy training and traditional mode of presenting vocabulary.  To this end, it statistically sampled sixty EFL language learners form an accessible population of 700 students. The subjects were then randomly assigned to the experimental and control group. Prior to treatment, they were given a vocabulary test to account for the initial differences between the two groups and subsequently after the treatment they were given a parallel test to account for the differential effect of strategy training and traditional mode of presenting words. Student t-test for independent and non-independent samples was used to analyze the data. The results showed that strategy training produced significantly higher results ( t =4.835, p=0.0001<0.05). The study has useful implications for syllabus designers, teachers and researchers.

The Effect of Strategy Training on the Vocabulary Development of EFL Learners in Public High Schools of Iran