چكيده
This study aimed to find out the effect of collaborative pictorial concept mapping learning strategy on vocabulary learning of male and female EFL learners. To this end, four intermediate classes from one private language institutes in Salmas, Iran, comprising 150 students were selected for the current study. Their age range was between 17- 23. All of them were both male and female and their first language was Turkish. At first 150 EFL learners took part at the study and two weeks before the onset of the study, Oxford Quick Placement Test (OQPT) was used to homogenize learners’ general English. After scoring the results of test, 100 EFL learners, whose scores fell one standard deviation above and below the mean, have been chosen as final participants and they were assigned into one experimental and control groups. The other instruments were pretest of vocabulary in the form of VKS and posttest in vocabulary in multiple-choice format. The results represented that EFL learners in the collaborative pictorial concept mapping outperformed those in the control group in terms of vocabulary learning. Moreover, the role of gender was not influential in this study. The study has implications for EFL learners and teachers in using collaborative pictorial concept mapping for vocabulary instruction.
