Concept Mapping Strategy and EFL Learners’ Vocabulary Acquisition and Retention

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzade


In recent decades, vocabulary as a top priority in second language learning and a most challenging concern of EFL and ESL learners persuade most researchers to specific consulting on learning strategies. In this vein, sophisticated problems of most EFL learners in vocabulary learning rooted in lack of immediate exposure has posed crucial sources of investigations. For this aim, this quasi-experimental research attempted to introduce and examine the concept-mapping strategy on vocabulary learning of Iranian pre-intermediate EFL learners. To determine the effectiveness of this strategy, 40 participants who enrolled in Language center of Maritime University in Iran were participated in the study and randomly divided into two groups of control and experimental. After checking their homogeneity they were divided into two groups of experimental and control and a vocabulary pretest was administered before their treatment. At the end of treatment, the same vocabulary was run as post-test. In addition, delayed posttest was run with the aim of explore the effectiveness of Concept-mapping strategy in retention of vocabulary to be learned. From analyzing the data two main results were achieved. The results showed the effectiveness of concept-mapping strategy on EFL learner's vocabulary learning (sig = 0.027, P< 0.05). Further, results obtained from delayed posttest revealed the effectiveness of concept-mapping strategy on retention of vocabulary (sig=0000, p<.05).


vocabulary learning, learning strategy, cognitive strategy, meta- cognitive strategy, Concept-mapping strategy.

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