USING COMPUTER-BASED CONCEPT MAPPING AS A TOOL FOR VOCABULARY RETENTION

Vocabulary is an essential component of communicative competence, and vocabulary learning is an important ingredient of second or foreign language learning. The emergence of computer-based concept mapping software in the last decade has established a powerful presence in foreign language teaching and learning in general, and learning L2 vocabulary in particular. The present study investigated the effect of three different presentation modes on Iranian children’s (with an age range of 9 – 11) vocabulary learning with a computer-based concept mapping program. Initial homogeneity of participants was identified using a general proficiency .They were randomly assigned to one of four groups: a control group that received no modes and three treatment groups that received 1) computer-assisted static imagery concept nodes 2) computer-assisted dynamic imagery concept nodes, and 3) computer-assisted textual concept nodes. In order to assess the efficacy of each mode, a vocabulary post- test was designed and administered to participants. The findings indicate that the dynamic imagery concept nodes group outperformed the other groups statistically in the post-test. Based on the results of the present study, computer-assisted imagery concept nodes are suggested as a vocabulary teaching strategy. Teachers who are interested in promoting vocabulary development of their students can benefit from the findings of this study.