Drawing on the tenets of generative learning theory, proposed by Wittrock (1992), the present study examined to what extent providing EFL students with short stories accompanied with illustrations, drawn by an artist, portraying some scenes relevant t o the content of the stories, might influence the recall of major features of the fictional texts. A sample of Michigan proficien cy test was initially administered to 75 intermediate female students at Parax Language Institute (PLI), in Mashhad, Iran, and those wh o scored within the range of one standard deviation above and below the mean were selected as the participants of the study (N=54). Then , they were randomly assigned to two equal groups (a c ontrol and an experimental gr oup), each consisting of 27 homogenous students. The pa rticipants were given three short stories. The experimental group received the illustrated version of t he stories. However, the control group was merely given the text of the same stories. Four weeks after presenting the texts, both g roups were given a recall test of multiple - choice format. The findings revealed that students who were given the texts acco mpanied with illustrations outscored the control group, sugges ting that illustrated short stories are likely to enhance the recall of such texts by EFL learners

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