Abstract
The present study was conducted with the aim of designing new educational strategies for rapid learning of English words (imaginary coding, written coding) and comparing their effectiveness with the traditional method in students' language learning. This research was applied in terms of purpose and mixed in terms of method, which was in a quantitative part of an experimental type with pre-test - post-test with a control group. The statistical population was first year university students. The statistical sample included 25 people for each of the experimental groups and 25 people for the control group; which were randomly selected and randomly replaced in experimental and control groups. The teacher taught 150 words from the book of 1100 words to the students of the three experimental groups using three methods of visual, written and traditional coding (Lightner box and using flash cards) during four two-hour sessions for each method. While no training was given to the control group. After completing the training, a post-test was conducted for all four groups. Data were analyzed using repeated measures analysis of variance. The statistical results indicated that all three methods of teaching visual, written and traditional coding compared to the control group had a significant effect on vocabulary learning, and in the comparison of the three methods, visual coding, written coding and traditional methods had the greatest effect. The results were repeated in the three-month follow-up.