The present study attempted to investigate the effectiveness of keyword and semantic mapping methods on vocabulary retention of Iranian intermediate students. Initially, 75 female students participated in this study: They were divided into three groups: 2 experimental groups and a control group. During the eight treatment sessions, one experimental group was taught vocabulary by using keyword-strategy instruction that involved associating new L2 words with an acoustically or orthographically similar L1 keyword. The other experimental group received semantic-mapping strategy instruction. In the control group, the participants were exposed to the conventional vocabulary instruction activities. Data analysis indicated that there was a significant difference among the mean of the experimental groups and that of the control group. Hence, it was concluded that the keyword-strategy instruction is superior to semantic-mapping method of vocabulary retention of Iranian intermediate EFL students. Accordingly, suggestions are put forward for teachers, learners and material designers.

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