摘要：AbstractThis follow-up study examined the effect of some strategies on vocabulary recall of 75 Iranian intermediate learners through PowerPoint. Three groups were in the study. Seventy new hyperlinked thematically-related words were explicitly taught in context. The first experimental group used L1 translation via hyperlinks for vocabulary learning, while the second experimental group received English definition in the same way. The control group learned the words using a handout through a traditional method. The results indicated a significant difference between the experimental groups and the control group but not between the experimental groups. The study has some theoretical and pedagogical implications.
关键词：explicit strategy instruction;thematic clustering;cognitive strategies of L1 translation and English definition;hyperlinks;vocabulary recall
