The process of learning a second or foreign language can be challenging and demanding, especially for teachers, as they are required to continuously innovate and improve their teaching by integrating new strategies and techniques into the classroom environment. Hence, the present research intents to examine the effect of utilizing the Wordless-Book strategy on Iraqi Preparatory school students vocabulary retention. A quantitative research method is adopted, and a sample of (40) preparatory school students is randomly chosen to exemplify the two sets of the research (the control and experimental groups). The study adopts a pre-test post-test design to measure the influence of the strategy. The first hypothesis is accepted, and the researcher concluded that indeed Wordless-Book strategy helps in developing the students retention of new words; however, other studies could concur or find different results.
Key words: Wordless-Book, Vocabulary, Acquisition, Contextual Inferencing.
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