The main objective of this study was to examine the Educational SatelliternTelevision (EDSTV) vocabulary teaching as compared to the NONEDSTVrnone. In order to conduct the study, two sample high schools (Jiren and SettornSecondary Schools that are found in Jimma town) were selected which fitrnthe purpose of the research - to compare differing modes of vocabularyrninstruction. Thus, two groups were involved - a Study Group (that employsrnthe EDSTV programme) and a Comparison Group (that attends thernNONEDSTV programme).rnThe main instruments used to collect data for the study were classroomrnobservation, questionnaire and a vocabulary retention test. Direct classroomrnobservation was conducted with the help of a checklist to gather first handrninformation, i.e. to investigate what the teaching/learning process looks likernin the actual setting. In addition to this, questionnaire was administered tornEnglish teachers of both schools to investigate the long-term practice thatrnthe EDSTV programme and the classroom teachers make use of inrnvocabulary teaching. Ten teachers participated from the schools in thernstudy.rnAfter completing the observation, a total of 210 students from both groupsrnwere randomly selected and they were given a vocabulary test. The test,rnwhich comprises 50 items, was a vocabulary retention test and all the targetrnwords were taken from Units 2 and 3 (English for Ethiopia, student text forrngrade ten). The test aimed at investigating whether or not the introduction ofrnthe EDSTV instruction brought about a significant difference in thernvocabulary retention of the students more than did the non-televisedrnprogramme.rnThe responses of the teachers and the results of the observation werernanalyzed side by side simultaneously in tables using figures andrnpercentages. Besides, the mean and standard deviation of the test scoresrnwere computed and analyzed. In addition to this, an independent samplesrntest was administered to see if there was a significant difference between therntwo groups.The outcomes of the analysis revealed that the vocabulary teachingrntechniques of the EDSTV programme employed were by far more effective asrncompared to those employed by the NONEDSTV one. Especially, the visualrnaid supplement, the fluency in giving brief definitions of the target wordsrnand the revision procedures were effective. Nevertheless, the way vocabularyrnitems are designed, practiced and recycled was unsatisfactory in bothrnprogrammes.rnOn the other hand, even if it was below average, the study indicated that thernEDSTV students scored a significantly better result than the NONEDSTVrnstudents in the vocabulary retention test administered to both groups.