The Effect of semantic mapping and lexical glossing on the reading comprehension of Egyptian EFL learners

Abstract EN

This study investigated the effect of two types of pre-reading lexical assistance (semantic mapping versus lexical glossing) on the Egyptian EFL learners' reading comprehension from aschema-theoretic perspective.

Forty-eight linguistically homogenous learners studying English at a language center in Cairo University were randomly divided into three equal-in-number groups.

Then, the three groups were exposed to different pre-reading lexical assistance treatments.

The first group received pre-reading semantic mapping, whereas the second group received pre-reading lexical L1 glossing.

The subjects in the third group (the control group), however, received no pre-reading lexical assistance.

All subjects sat for pre- and post- reading tests.

After applying one-way ANOVA and a post-hoc Scheffe comparison test, results showed that the two pre-reading activities produced significantly higher comprehension scores than the control condition, and there was an advantage of semantic mapping over lexical glossing.

Subjects' attitudes towards semantic mapping and glossing were qualitatively analyzed through a one-item questionnaire and summary writing.

When surveyed, 54% of the participants preferred lexical glossing while 38% preferred semantic mapping as pre-reading lexical assistance activities.

Results of the study were interpreted in relation to the schema-theoretic view of the reading process, and to their implications for EFL reading instruction.