The Effect of Using Semantic Maps on Vocabulary Learning among Jordanian EFL 8th Grade Students

This study investigated the effect of using semantic maps on vocabulary retention among Jordanian EFL 8th-grade students. The participants were 83 female eighth-grade students from two intact sections at Balleh Secondary School for Girls. One group was assigned as the control group, which was taught according to the guidelines of the teacher's book, while the other group served as the experimental group and was taught using a semantic map-based instructional program. The instructional program lasted for eight weeks during the first semester of the 2018-2019 academic year. Data were collected using pre- and post-vocabulary tests. The findings showed statistically significant differences (at α ≤ 0.05) between the two groups' performance on the vocabulary tests, favoring the experimental group. The improvement in students' vocabulary items is likely attributed to the use of semantic maps in teaching vocabulary. As a result, students expanded their vocabulary. Several recommendations were proposed for EFL researchers and the Ministry of Education.