A Critique of Memorization versus Semantic Mapping in L2 Vocabulary Acquisition Study - Research Proposal Example

Critique of Research Article Name Institution Course Instructor Date Critique of Research Article Introduction The purpose of this essay paper is to present a critique of a quantitative research study, entitled, “Memorization versus Semantic Mapping in L2 Vocabulary Acquisition” (Khoii & Sharififar 2013). To ensure that this essay achieves its objective, I attempt to identify the reasons (aims) that prompted the conduction of the aforementioned research study. The identification process involves a contextual study of the research paper’s literature review to establish the informational gap. Thereafter, I proceed to evaluate the credibility of the research paper’s methodology. Methodological evaluation involves a critical analysis of the methods used by the researcher in collecting and analyzing data. Moreover, the critical analysis is important in establishing if the methodology complements the aims of the research paper. Following the critical analysis, I explore the viability of the research paper’s findings and discussions. The exploration process precedes the scrutiny of the research paper’s conclusive recommendations. With overall outlook on the research paper, I finalize by reflecting on the research paper’s evident applicability and assumed concepts. Aims Since the researchers are Iranians, they were concerned about the ineffectiveness of various cognitive strategies in improving English vocabulary learning in students. It is true to state that their concerns emerged after they had contextually studied the existing literature on vocabulary learning cognitive startegies. The existing literature on vocabulary learning cognitive startegies did not provide a reliable strategy that is universally applicable in all vocabulary learning situations (Khoii & Sharififar 2013). This implies that the researchers identified an information gap that was important in resolving the ongoing debate on the effectiveness of different English vocabulary learning cognitive startegies. The informational gap formed the basis of defining the aims of their research. Whereby, according to Khoii & Sharififar (2013), high vocabulary proficiency is a necessary requirement in the employment environment. This means that students must rely on certain cognitive strategies in attaining vocabulary proficiency. Contrarily, the ongoing debate inhibited a research-based universal appropriation of a specific cognitive strategy that meets the vocabulary learning demands and expectations of all students. Therefore, the researchers aim was to conduct a research that compares and contrasts the effectiveness of different existing vocabulary learning cognitive strategies. By doing so, they intended to provide an appropriate cognitive vocabulary learning strategy. In this case, the appropriation process involved the comparison and contrast of rote memorization and semantic mapping cognitive strategies. Methodology The researchers employed an empirical study design that initially involved 52 female participants aged between 19 to 24 years (Khoii & Sharififar 2013). The participants befitted the aims of the study based on the fact that they were sophomore students taking an English Translation course in the North Tehran branch of Islamic Azad University. The researchers conducted a harmonization exercise to increase the participants’ suitability, thereby reducing the number of participants to 38 students. It is true to state that the selection of participants matched the research’s problem solving focus. Whereby, the research intended to resolve English vocabulary learning problems among students. After harmonization, the researchers divided the remaining 38 students into two groups, each with equal number of students. The participants undertook a pre-test to determine their vocabulary knowledge-ability. The two groups consisted of ‘rote memorization’ students and ‘semantic mapping’ students. All the students underwent a rigorous study sessions of English comprehension that was conducted twice a week and took 90 minutes per every session. However, after every session, the teachers assigned 50 new vocabularies to rote memorization participants as part of homework. On the other hand, semantic mapping participants were further divided into smaller groups. The teachers assigned different comprehension-based themes to each smaller group. The assignment required students in such groups to brainstorm the new words that related to the given theme of the comprehension. After every three comprehension sessions, the teachers administered continuous assessment tests to evaluate the vocabulary learning progress of all participants. The tests inclined the students to learn with the motive of performing well. The researchers marked the assessment tests and returned the corrected test papers to the students. At the end of the 6-unit comprehension learning process the students expected a final post-test exam (Khoii & Sharififar 2013). The exam contained vocabularies that the students encountered during the learning process. Basing on the systematic presentation and execution of the research’s methodology, it is evident that there is reliability and ‘un-biasness’ in the researchers’ data collection process. Results After collecting the results of the vocabulary learning process, the researchers used t-test analytical tables to compare and contrast the students’ results in pre-vocabulary learning test, continuous vocabulary learning assessment test and post-vocabulary learning test. It was necessary to use a t-test as an analytical research tool due to the zero-margin error that characterizes its usability. By using the t-test approach, the researchers observed that there was no difference in the results obtained from the two groups in the pre-vocabulary learning test. This is because; all students had the same level of vocabulary knowledge ability. The trend started to change as the students were further exposed to the context of their particular vocabulary learning strategy. In this regard, the rote memorization group showed a significant improvement compared to the semantic mapping group (Khoii & Sharififar 2013) As a result, the post-vocabulary learning test showed that the rote memorization group had a high vocabulary learning progress compared to the semantic mapping group. In a nutshell, the researchers removed the possibility of analytical errors by relying on the t-test comparison approach. Discussion The researchers established that regardless of the vocabulary learning strategy used, every student had a determination to learn. The determination to learn emerges from the necessity to meet the expectations of English Translation course (Khoii & Sharififar 2013). By capitalizing on the students’ determination, the rote memorization strategy suited the learning expectations of the students. This is because; the participants are Iranians, therefore, they traditionally rely on mnemonic memorization to learn new English vocabularies. So the introduction of semantic mapping tended to disrupt their learning tradition. The disruption occurred due to the ‘complex’ learning approach that characterizes semantic mapping. In this case, semantic mapping is complex based on the fact that the Iranian education approach favors individualistic approach over group-learning approach (Cañas, Novak & Reiska 2012). The ineffectiveness of group work in Iran’s educational system is associated with lack of learning engagement among students. That is why the researchers obtained consistent results from semantic mapping group students. On the other hand, students’ familiarity with rote memorization contributed to the observed improvement in English vocabulary learning study. In other words, despite the reliability of the research methodology, the prevailing factors influence the resultant research value (Inglis & Bradley 2012). Conclusion Basing on the context of the research study, the researchers concluded that rote memorization is effective in fostering English vocabulary learning. In this case, the study context implies that rote memorization favors vocabulary learning in Iran as opposed to semantic mapping. There is a high possibility that semantic mapping is effective in other study contexts, especially in western countries. This is because; western countries have an effective approach that favors the applicability of group work. The effective approach is characterized with inculcation of other technological study tools that influence the success of group work. Alternatively, it is possible to conclude from the research study that by utilizing proper planning, the Iranian institutions can implement a combination of rote memorization and semantic mapping approaches. The combination of the two approaches will provide a better platform of studying and understanding English vocabularies. Evidence It is important to note that the research relied on an achievable methodological approach that included real institutions, real participants and real analytical tools. In this case, the institution included North Tehran branch of Islamic Azad University. On the other hand, the participants included female students majoring in the English Translation course. These students had prior knowledge on the expectations of the course. Such knowledge prompted their selection into the research study program. Also, the same knowledge propelled the students to concentrate in their specific group-works to achieve high performance results. To ensure that the research maintained its viability, the researchers turned on teachers to execute the program. By relying on the teachers’ aid, the researchers prevented the students from having the ‘research consciousness.’ On a final note, the researchers’ utilization of t-test tool prevented analytical errors and increased the credibility of the research study results. Assumptions There are various assumptions that the researchers made in the course of the study. First, they assumed that there is a possibility of establishing a universally applicable vocabulary learning cognitive strategy. However, basing on the study’s results, there is no possible solution to the ongoing debate on which cognitive strategy is universally appropriate for English vocabulary learning. Second, the researchers assume that vocabulary learning problems affect students majoring in English Translation courses, especially female students. Such assumptions hide the fact that many students regardless of their course majors and language background are affected by vocabulary learning problems. Finally, they assume that one institution represents the learning predicaments experienced in other Iranian higher learning institutions. As a result, the study’s results portray a narrow scope of applicability. They are only suitable in solving vocabulary learning problems experienced by female students majoring in English Translation. References Cañas, A. J., Novak, J. D. & Reiska, P. 2012, September, ‘Freedom vs. restriction of content and structure during concept mapping–possibilities and limitations for construction and assessment,’ In Proceedings of the fifth international conference on concept mapping, pp. 247-257. Inglis, A. & Bradley, A. 2012, ‘Using conceptual mapping as a tool in the process of engineering education program design’, Journal of Learning Design, vol. 1, no. 1, pp. 45-55. Khoii, R. & Sharififar, S. 2013, ‘Memorization versus semantic mapping in L2 vocabulary acquisition’, ELT journal, vol. 67, no. 2, pp. 199-209. Read More