The Effect of Semantic Mapping on Students' Vocabulary

Al-Otaibi, Ghuzayyil Mohammed

doi:10.24093/awej/vol7no1.16

Cited by 2 publications

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“…[27] Al-Otaibi assured in her research that semantic mapping expanded the vocabulary of nursing students at King Saud University (K.S.U.). [4] Some research that supports this matter is as follows; Sadeghi & Taghavi aimed to determine the effectiveness of semantic mapping on reading comprehension. Participants in this research were 120 male and female lower intermediate undergraduate students taking a general English course at Urmia University.…”

Section: The Related Previous Studiesmentioning

confidence: 99%

Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges

Adakhiel¹

2021

IJLL

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EFL learners' weak performance in English vocabulary is a problem commonly found in a foreign language context. This research aims to suggest a fun and exciting way for helping students memorize a lot of new words quickly and better. The researcher presents the semantic feature technique to achieve this goal. In addition, this study generally attempts to investigate students' attitudes towards learning vocabulary via their semantic features in an EFL virtual setting. It also sheds light on the challenges they faced during their involvement with such a technique. Fifteen female intensive course students at Onaizah College for Sciences and Arts voluntarily participated in this research. The data were obtained by analyzing students' questionnaires and the observations in the virtual class during semantic feature activities. The questionnaire findings show students' positive attitudes towards semantic feature activities. On the other hand, results of the observation indicate four major fundamental problems students encounter while applying this technique, 1) the time gap between participant and researcher, 2) students' cheats, 3) weak level in English. 4) students' shyness to ask or participate. However, observation shows that they respond to this technique enthusiastically. Hence, semantic feature activities could be a practical technique if carefully planned to teach vocabulary.

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Section: The Related Previous Studiesmentioning

confidence: 99%

Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges

Adakhiel¹

2021

IJLL

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Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

Ayana,

Mereba,

Alemu

2024

Front. Educ.

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IntroductionVocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.MethodsA quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixed-method research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.ResultsHigh reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based vocabulary, saying the new word aloud, using the vocabulary section in textbook, and continuing to study words over time vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed.ConclusionThe study concluded that training in vocabulary learning strategies had a significant impact on students’ vocabulary knowledge achievement.

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The Effect of Semantic Mapping on Students' Vocabulary

Cited by 2 publications

References 0 publications

Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges

Teaching Vocabulary Using the Semantic Feature Technique in Saudi EFL Virtual Classrooms; Students’ Attitudes and Challenges

Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

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