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.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.