Semantic mapping as a neurocognitive strategy for efl learners

Abstract

Vocabulary acquisition is one of the main challenges faced by students of English as a foreign language, since the human brain has a limited working memory capacity to process large numbers of new words at the same time, which often leads to cognitive overload and hinders vocabulary retention. To address this issue, this study analyzes the role of semantic mapping as a neurocognitive strategy, examining teachers’ pedagogical experiences to understand its influence on vocabulary retention and semantic organization among EFL students. For a more detailed exploration, a qualitative methodology and a phenomenological study were chosen as a metodology, with data collected through eight open-ended questions in Zoom interviews with five teachers with experience in neuroscience. The results reveal that semantic mapping organizes vocabulary visually, reduces working memory overload, and strengthens long-term retention, confirming that it is an effective and flexible strategy for vocabulary learning in EFL classrooms.