SEMANTIC NETWORKS AND CONCEPTUAL CHANGE: A COMPUTATIONAL ANALYSIS OF VOCABULARY ACQUISITION IN ELT

Authors

  • Dr. Aisha Bhatti Assistant Professor, Department of English Language and Literature, College of Science and Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia Author
  • Dr. Hashim Khan Assistant Professor of English, Department of Humanities & Social Sciences, Bahria University, Islamabad Campus Author
  • Ms. Uzma Arshad Mughal Senior Lecturer, Department of English, Capital University of Science and Technology (CUST), Islamabad, Pakistan Author
  • Dr Muhammad Saqib Zaigham Assistant Professor, Department of English, Capital University of Science and Technology (CUST), Islamabad, Pakistan Author
  • Sikandar Seemab Lecturer, Department of English, Capital University of Science and Technology (CUST), Islamabad, Pakistan Author

Keywords:

Vocabulary Acquisition, Computational analysis, Semantic Networks, Conceptual Change, English Language Teaching (ELT), Language, Linguistics

Abstract

This study investigates the role of semantic networks and conceptual change in vocabulary acquisition within English 
Language Teaching (ELT), leveraging computational tools to analyze and enhance learning processes. Traditional 
vocabulary teaching often prioritizes memorization over meaningful connections, neglecting the cognitive 
mechanisms that underpin effective language learning. The study adopts a mixed-methods approach, combining 
quantitative computational analysis with qualitative insights from classroom applications. The study involves 200 
ELT learners from intermediate-level English classes at three different institutions, representing diverse linguistic 
and cultural backgrounds. Participants will be divided into two groups: Experimental Group that Learners exposed 
to teaching methods informed by semantic network analysis Data Sources were Textbooks, learner-written essays, 
and classroom discourse will serve as corpora for analysis Procedure of data analysis was done through Semantic 
networks. While acknowledging limitations such as learner variability and the complexity of computational tools, the 
study offers significant implications for educators and researchers, paving the way for future studies in vocabulary 
acquisition, digital linguistics, and learner-centered pedagogy. 

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Published

2024-10-31

Issue

Vol. 7 No. 4 (2024): (JALT)

Section

Articles