The Comparative Effect of Using Semantic Mapping and Mnemonics on EFL Learners’ Vocabulary Achievement

Amirnader Elahi, Nasim Shangarffam


This study aimed at examining the comparative effect of using mnemonic techniques and semantic mapping strategy on EFL learners’ vocabulary achievement. To fulfill this, 50 male students aged 13-16 were selected via administering Key English Test (KET) from among 70conveniently sampled students of elementary EFL learners from a public language school in Tehran. They were then randomly divided into two experimental groups namely mnemonics and semantic mapping and received 12 sessions of instruction. The semantic mapping group was taught how to utilize semantic mapping, whereas the mnemonics group was taught to make use of mnemonic flashcards, while learning vocabulary.  Finally, a post-test on vocabulary was conducted on both groups and an independent sample t-test analysis was conducted  to see whether the treatments had a significantly different effect on learners' vocabulary achievement or not. The results of the statistical analysis revealed that there was no significant difference between using mnemonic techniques and semantic mapping strategy on EFL elementary learners’ vocabulary achievement. In the past, vocabularies were usually learnt through rote-learning memorization and repetition which were ineffective and tedious but based on the outcome of this study, learners can utilize vocabulary achievement techniques and strategies such as mnemonics and semantic mapping which are influential and enjoyable.

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