摘要：The present study has been an attempt to investigate the impact of using story maps as graphic organizers on developing vocabulary learning of Iranian intermediate EFL learners. Sixty male and female students, who had scored homogenously in a TOEFL test, participated in this study. Both the control and the experimental groups participated in a vocabulary pre-test. After undergoing a course of 8 sessions of reading short stories, through which story maps were used as post-reading activity in the experimental group and traditional question and answer techniques were used in the control group, both groups took part in a vocabulary post-test. The data analysis revealed a significant difference between the performances of the two groups with the experimental group outperforming the other.
