Vocabularies represent the basic elements of any language, thus, if there wasn’t sufficient control in using them then the result would be a difficulty in vocabulary retention when needed. The Picture Word Inductive Model Strategy (PWIM) than traditional methods. The current study aims at investigating the effectiveness of using (PWIM) Strategy in developing EFL Iraqi students' vocabulary retention. The study is conducted by using an achievement test to check the study sample. The researcher has selected a sample of (65) students in third stage in English Department in the Colleges of Education at Missan University in the Academic Year (2021-2022). The students are divided into two groups, the first group is the experimental group and the second group is the control group. In order to find out whether there are any statistically significant differences among the two groups’ achievement, the researcher applied the T-test formula for the two samples in an independent way. Based on the outcome of the study, there are statistically remarkable differences appeared in the results from the two groups. Accordingly, the study proves that using (PWIM) can increase the vocabulary retention of the students.

The patriarchal structure in Turkish society along with teacher-centered instructional style cause Turkish learners to become passive and dependent learners. Teacher is accepted as an authority figure in the classroom, who should take most of the responsibilities and make most of the decisions about their learning in the classroom context. Also, teaching English is regarded as a subject to be taught, but not a language of communication. These characteristics of Turkish learning culture are considered as factors that hinder students in the continuum of independent or autonomous learning. This study aimed to figure out the learning realities of learners and the specific conditions affecting the development of learner autonomy into consideration to identify students’ readiness for autonomous study. The analysis of the learner autonomy questionnaire results indicated that participants had weak control over their own learning process indicating low level of autonomy. Moreover, they do not feel very competent in making decisions about their own learning in formal classroom environment.