Badis, Manel MeriemHamadouche, Mokhtar2018-11-262018-11-262018http://hdl.handle.net/123456789/6520Learning new vocabulary items and making them long lasting is not an easy task to accomplish. For that sake numerous strategies and methods have been implemented. The present study aims at investigating the effects of audiovisual rhyming on Middle School pupils' target language vocabulary retention. It is, therefore, hypothesized that if the audiovisual rhyming strategy is implemented frequently and repeatedly in classrooms, pupils will retain vocabulary more effectively. Thirty-six second-year pupils have been chosen randomly from (140 pupils) enrolled at Beroual Houcine Middle School, Ain M'lila. The participants were equally divided into two groups: an experimental and a control. Both groups were pre-tested using four different activities about rhyming and vocabulary retention. Afterwards, the experimental group was exposed to audiovisual rhyming during the treatment period, unlike the control group which was taught routinely. Then, the two groups were post-tested using the same pre-test activities and targeted words, but changing the order of activities and association of words. The findings have revealed that the audiovisual rhyming strategy has a positive effect on pupils' vocabulary retention as the experimental group scored a statistically significant difference before and after the treatment when compared to the control group's results (t=10.692). As a consequence, audiovisual rhyming is recommended to be used as a strategy to make learners actively engaged in the lesson, since they are highly interested in the high-tech world.enLong lastingVocabularay retentionAudiovisual rhyningOther