The concept of text-oriented vocabulary exercises is based on Kühn's (2000) three-step model of vocabulary teaching--receptive, reflective and productive vocabulary exercises--which focuses on working with texts. Since the production is in principle more exhausting than the reception--as can be seen from the Levels of Processing Effect--one can assume that it comes to a deeper processing in the text production and consequently exerts a positive influence on the retention performance of the learners. The main purpose of this paper is to conduct an empirical study on Iranian GFL-learners (Note 1) to demonstrate whether text production has a positive impact on the short-term, medium-term and long-term retention of the GFL-learners who have learned the new words in foreign language based on the concept of text-oriented vocabulary exercises or not. In addition, this study also has the secondary object of demonstrating the possibility of GFL-Learner's sex as well as the age having any effect on the retention performance. The results have shown that the text production has a positive effect on the short-term and medium-term retention. It could also be shown that gender exerts an influence on the medium-term retention performance of female GFL-learners. In terms of age, the result was that text production has a positive impact on the retention performance of the 30 to 40-year-old GFL-learners, enabling them to better remember the textually learned words in the short, medium and long term.