The study attempted to determine the impacts of rewards on learners' performance in vocabulary in ESL classroom. Two groups comprising twenty-four subjects each were formed denoting the experimental and control group. Four stages (ABAB) were involved in which ten lessons were conducted based on Unit 8 of English Language Textbook for Year 3 pupils. At the end of each lesson, the subjects sat for a vocabulary test. The initial stage A served the purpose of obtaining baseline scores. Rewards were introduced during initial stage B. Subsequent stage A was carried out without rewards. Rewards were reintroduced during final stage B. Findings revealed that the use of rewards increased subjects' performance in the tests. However, their performance declined in the absence of rewards and increased subsequently with the reintroduction of rewards. The impacts of rewards were also found to be distinctive according to the subjects' gender and level of proficiency. Findings of this study offer implic.....

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