The Effectiveness of Semantic Mapping Strategy on Vocabulary Achievement of EFL Saudi Female Preparatory-Year Students

Abstract

The purpose of this study was to investigate whether applying semantic mapping strategy to teach new vocabulary for preparatory-year EFL Saudi female students was useful on reading texts. To achieve the purpose of this paper, the study attempted to provide answers to two research questions: How does the use of semantic mapping in teaching vocabulary affect EFL female Preparatory-year students' learning of new reading texts? Which types of semantic maps are effective in teaching vocabulary based-reading material? The study participants were forty students divided into two groups: control and experimental group. The control group received a traditional instruction of vocabulary whereas the experimental group was taught through using five different types of the semantic mapping strategy, namely, concept categories map, hierarchical organization map, compare- contrast map, definition, description, example map and fishbone map. Both groups were tested before and after the experiment. Additionally, the experimental group was given a questionnaire to evaluate the five types of semantic mapping strategy. The results of the study indicated that semantic mapping strategies had a positive impact on students' vocabulary performance and reading.  Moreover, concept- categories maps were regarded to be the best type of semantic mapping strategies preferred by students, followed by compare- contrast map. Finally, the questionnaire findings reflected students' positive attitudes towards using semantic mapping strategies with all its different types.