The Effect of Brain-based Techniques on Vocational Vocabulary Acquisition A Case Study on Technical Diploma Students
DOI:
https://doi.org/10.47750/pegegog.15.01.07Keywords:
Semantic mapping, vocabulary acquisition, EFL, ESP, vocational vocabularyAbstract
The present study explored the impact of a brain-based technique namely; semantic mapping techniques on technical diploma students’ learning of vocational vocabulary in English as a Foreign Language (EFL) classes. Forty-two male students, in total, were equally and randomly assigned to a control group who received traditional vocabulary teaching strategies and an experimental group whose teaching included semantic mapping techniques (i.e., concept categories map, definition-description-example map, and fishbone map). Both groups took an English placement test to assure the similarity of their proficiency levels and a pretest at the start of the intervention to assess their baseline vocabulary knowledge. This procedure was repeated as a post-test, at the end of the learning period to assess the impact of the mapping techniques. The results indicated that both groups had significantly improved their vocabulary of English for Specific Purposes (ESP) at posttest, but the improvement was greater for the students whose learning incorporated the semantic mapping techniques. An adopted five-point Likert scale questionnaire (by Hamdan & Alharbi, 2017) was also used to examine the experimental group learners’ attitudes toward semantic mapping techniques and were found to be generally positive, particularly concerning the use of conceptual category maps. Some questionnaire statements were found to contribute positively to the learners’ vocational vocabulary knowledge. The results are discussed in light of related literature and some recommendations are suggested for further studies.
Downloads
References
Abdelrahman, O. N. M. B. (2013). The effect of teaching vocabulary through semantic mapping on EFL learners‟ awareness of vocabulary knowledge at Al Imam Mohammed Ibin Saud Islamic University. International Interdisciplinary Journal of Education, 2(7), 722–731.
Al-Ghazo, A. (2015). The effect of SQ3R and semantic mapping strategies on reading comprehension learning among Jordanian university students. International Journal of English and Education, 4(3), 92–106.
Al-Otibi, G. (2016). The Effect of Using Computer-Assisted Semantic Mapping on Nursing Students' Reading Comprehension of Medical Texts and Vocabulary Increase at King Saud University. (Master thesis). King Saud University, KSA. Retrieved 22th July 2017 from http://www.awej.org/images/Theseanddissertation/GhyzayelMuhammadAlOtaibi/108%20thesis.pdf
Alahmadi, A., & Foltz, A. (2020). Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition. PLoS ONE, 15(7 July), e0236798. https://doi.org/10.1371/journal.pone.0236798
Ali, L. F., & Zaki, S. (2019). Exploring vocabulary learning strategies across ESL/EFL contexts: Juggling between experiential and traditional modes of learning. Journal of Education and Educational Development, 6(2).
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.
Amirian, S. M. R., & Momeni, S. (2012). Definition-based Versus Contextualized Vocabulary Learning. Theory & Practice in Language Studies, 2(11).
Anderson, L. B. (1982). The ‘perfect’ as a universal and as a language-specific category. Tense-Aspect: Between Semantics and Pragmatics, 227–264.
Anderson, L. B. (1986). Evidentials, paths of change, and mental maps: Typologically regular asymmetries.
Antonacci, P. A. (1991). Students Search for Meaning in the Text through Semantic Mapping. Social Education, 55(3), 174.
Brooks, M. (2014). The role of vocabulary in English for Specific Purposes (ESP) teaching and learning: Considerations for Asia University. 英語教育センター紀要 (CELE Journal), 22, 157–175.
Buis, K. (2004). Making words stick: Strategies that build vocabulary and reading comprehension in the elementary grades. Pembroke Publishers Limited.
Buran, A., & Filyukov, A. (2015). Mind mapping technique in language learning. Procedia-Social and Behavioral Sciences, 206, 215–218.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
Clarke, J. H. (1991). Using visual organizers to focus on thinking. Journal of Reading, 34(7), 526–534.
Coxhead, A. (2012). Vocabulary and ESP. The Handbook of English for Specific Purposes, 115–132.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Curado Fuentes, A. (2001). Lexical behaviour in academic and technical corpora: implications for ESP development.
Dilek, Y., & Yürük, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. Procedia-Social and Behavioral Sciences, 70, 1531–1544.
Duffy, G. G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies. Guilford Press.
Fadi, A.-K. (2019). The impact of vocabulary knowledge on the reading comprehension of Saudi EFL learners. Journal of Language and Education, 5 (3) (19), 24–34.
Fadi Maher Al-Khasawneh, & AlHawamdeh, N. M. A. (2023). The potential of semantic mapping strategy to enhance vocabulary learning. Journal of Southwest Jiaotong University, 58(1).
Fitria, T. N. (2020). Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT). Journal of English Teaching Adi Buana, 5(01).
Hamdan, M., & Alharbi, N. (2017). The effectiveness of semantic mapping strategy on vocabulary achievement of EFL Saudi female preparatory-year students. Journal of Applied Linguistics and Language Research, 4(7), 14–46.
Hanf, M. B. (1971). Mapping: A technique for translating reading into thinking. Journal of Reading, 14(4), 225–270.
Harmer, J. (2001). The practice of English language teaching. London/New York, 401–405.
Heimlich, J. E., & Pittelman, S. D. (1986). Semantic Mapping: Classroom Applications. Reading Aids Series, IRA Service Bulletin. ERIC.
Hussein, E. G. M. (2016). The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students’ Vocabulary Acquisition. Journal of Faculty of Education-Benha University, 27(109), 521–554.
Hunchenko, Y. (2023). Peculiarities of teaching vocabulary at esp classes.
Khazaal, E. N. (2019). Impact of Intensive Reading Strategy on English for Specific Purposes College Students’ in Developing Vocabulary. Arab World English Journal, 10(2), 181–195.
Ilxom qiz, N. M., & Alisher o’g’li, T. A. (2023). The Effect of Semantic Mapping in EFL Vocabulary Acquisition. International journal of language learning and applied linguistics, 2(3), 136–141.
Keshavarz, M. H., Ataei, M. R., & MOSSAHEBI, M. S. (2006). The effect of semantic mapping strategy instruction on vocabulary learning of intermediate EFL students.
Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT Journal, 67(2), 199–209.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford University Press.
Laufer, B. (1997). The lexical plight in second language reading. Second Language Vocabulary Acquisition, 20–34.
Lazard, G. (1981). The quest for semantic universals in linguistics. Semiotic Acts (Bulletin), 19, 26–37.
Lily, L. (2019). THE CORRELATION BETWEEN STUDENTS’MASTERY IN VOCABULARY AND THEIR ABILITY IN COMPREHENDING AN ENGLISH FOR SPECIFIC PURPOSE (ESP) TEXT. Wahana Inovasi: Jurnal Penelitian Dan Pengabdian Masyarakat UISU, 8(1).
Mah, B. Y. (2011). Semantic mapping: A visual and structured pre-writing strategy in the process of essay writing. ESTEEM Academic Journal UiTM Pulau Pinang, 7, 81–92.
Nation, I. S. P. (2013). Learning vocabulary in another language second edition. Cambridge: Cambridge University Press.
Nofriati, E. (2017). Improving essay writing using the Semantic Mapping technique. English Education Journal, 8(1), 43–53.
Nyoni, E. (2012). Semantically enhanced composition writing with learners of English as a Second Language (ESL). International Journal of Humanities and Social Science, 2(18), 264–274.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Qian, D. D., & Lin, L. H. F. (2019). The relationship between vocabulary knowledge and language proficiency. The Routledge Handbook of Vocabulary Studies, 66–80.
Robinson F. P. (1941). Diagnostic and remedial techniques for effective study. New York, NY: Harper.
Sabbah, S. (2015). The effect of college students’ self-generated computerized mind mapping on their reading achievement. International Journal of Education and Development Using ICT, 11(3).
Saeidi, M., & Atmani, S. (2010) Teaching vocabulary through Semantic Mapping as a prereading activity across genders. Journal of English Studies, 1(1), 51-64
Saragih, E. (2019). The effect of semantic mapping technique on technical vocabulary mastery for Midwifery students. Studies in English Language and Education, 6(2), 333–342.
Schmitt, N. (2020). Vocabulary in language teaching. Cambridge University Press.
Semartini, A., Ariyanti, L., & Rahmawati, A. N. (2023). Correlation of English Scientific Vocabulary Mastery with English for Specific Purposes Text Comprehension on Health Science School Students. LUNAR, 7(1), 18–32.
Tanyer, S., & Öztürk, Y. (2014). Pre-service English Teachers’ Vocabulary Learning Strategy Use and Vocabulary Size: A Cross-sectional Evaluation. Journal of Language Teaching and Research, 37-45.
Tateum, S. (2007). A case study of the implementation of semantic mapping as a pre-teaching vocabolary activity to 2nd year English major students at Lampang Rajabhat University.
Udaya, M. (2022). Using semantic maps as a teaching strategy for vocabulary development. European Journal of English Language Teaching, 6(5).
Vakilifard, A., Bahramlou, K., & Mousavian, M. (2020). The effect of cooperative learning approach and semantic mapping strategy on the acquisition of L2 Persian vocabulary. Cogent Education, 7(1), 1762287.
Wisran, W. (2021). Semantic Mapping in Language Teaching in term of Memorizing Vocabularies. Jurnal Konsepsi, 10 (2), 76–81.
Xhaferi, B. (2009). Teaching and learnig ESP vocabulary. LFE: Revista de Lenguas Para Fines Espec ficos, 15, 229–255.
Zhonggen, Y. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers & Education, 127, 214–232.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.