The Impact of Semantic Mapping on Reading Comprehension Among Moroccan EFL Students

Abstract

Research indicates a relationship between vocabulary complexity and reading comprehension skills of EFL learners. Expanding vocabulary can improve comprehension, but increasing the number of words may not be enough. Direct vocabulary instruction is less effective than semantic mapping techniques, which involve creating interconnected maps of vocabulary terms to activate readers’ existing background knowledge. This study investigates the efficacy of semantic mapping as a pre-reading strategy for improving reading comprehension of cultural texts among beginner EFL learners in Morocco. A quasi-experimental research design was used, with experimental and control groups assigned according to the Macmillan’s Language Hub placement test. The experimental group was taught through semantic mapping and the control group received direct vocabulary teaching. The experiment lasted for eight sessions, with a pre-test and post-test administered along with individual interviews. Data were analyzed using SPSS and subjected to a repeated measures ANOVA. Results indicate that semantic mapping yielded significant improvements at the inferential level of reading comprehension, but no significant effects were observed at the literal level. Research implications and future directions are discussed.