The significance of vocabulary in learning a second language has become one of the most controversial subjects among linguists, teachers and researchers. Different vocabulary strategies and their effects on language learning and different skills have been studied by many researchers. In this regard, the present study sought to investigate the relationship between Iraqi EFL learners’ use of technological-based vocabulary learning strategies and their improvement on lexical knowledge. It also examined role of L2 students’ gender on the association between technology-based materials utilization and their vocabulary knowledge. To address these issues, 60 EFL learners were selected after passing the Oxford Placement Test (OPT). Then, based on the convenient sampling procedure, 25 male and 35 female participants were asked to participate in the research. To address the research questions of the study, a vocabulary test was performed as pre and posttest of the study. To answer the first research question, an ANCOVA statistic test was run to check the relationship between Iraqi EFL learners’ use of mobile-based materials and vocabulary knowledge. The results showed that there was a statistically significant different between the learners in experimental groups who received technological based materials and those in control group who received traditional vocabulary-based material learning. To answer the second research question and to check the gender differences in terms of using technological-based materials. It was evidenced that students’ gender differences played a significant role in the strength of the association between the 2 variables.
