English literary texts have not been widely taught in EFL classrooms at many universities in Taiwan for at least one decade. In other countries, some researchers emphasize the topic of using literary texts to teach in English language learning settings. However, less and less English teachers choose literary works to teach EFL courses in Taiwan. An aim of my study was to explore the effectiveness of teaching imagery poetry in EFL classrooms. This study attempted to test the hypothesis that it would be easy and effortless to recite and memorize the song-like, nursery-rhythm, rather short lines in English imagery poems and these poetic characteristics would help enhance lexical and syntactic levels. It compared the effects of grammar-translation method for a control group and eclectic method for a treatment group on the performance of undergraduates who enrolled in English classes. Participants of the control group were taught in Chinese, whereas those of the treatment group were taught fully in English in the eclectic method using audio-visual aids. The posttest was exactly the same as the pretest, and both were calculated by an independent two-sample t-test in SPSS, including three kinds of variables: (a) vocabularies, (b) verbs and phrasal verbs, and (c) prepositions. Results indicated that the teaching of imagery poetry helped the participants learn certain poetic words, phrasal verbs and prepositions that are common in daily communication and use them correctly at the end of this study. Participants taught in the eclectic method performed significant better than those taught in grammar-translation method. The approach outlined in this study needs to be replicated in other universities to determine the role of English imagery poems as supplementary teaching materials in EFL classrooms.