Abstract:

Based on the findings of Mouchrif et al.'s (2023) study, significant improvements were observed in inferential comprehension among Moroccan beginner EFL teens when instructed to utilize the semantic mapping strategy as a pre-reading technique, particularly in comprehending cultural materials. However, literal comprehension did not exhibit significant improvement, suggesting that pre-reading techniques like semantic mapping are particularly relevant to higher-order skills and comprehension dimensions. This study aims to replicate and compare the outcomes of Mouchrif et al.'s study, focusing on the impact of the semantic mapping strategy on the literal and inferential reading comprehension of upper intermediate-level adult EFL learners.
An experimental class of B2+ EFL (English as a Foreign Language) learners will undergo four sessions of semantic mapping treatment. Pre- and post-tests will be administered using multiple-choice reading comprehension items, and unstructured interviews will be conducted to explore learners' perceptions and attitudes toward the technique. By investigating the effectiveness of semantic mapping at more advanced language proficiency levels, this study aims to contribute to the existing knowledge in the field.
The selection of upper intermediate-level adult EFL learners is crucial as it allows a better understanding of the benefits and limitations of the semantic mapping strategy among learners with higher linguistic competence. It examines whether the positive effects observed among beginner learners extend to learners with more developed language skills. Focusing on adults provides insights into the strategy's applicability and effectiveness in lifelong learning and non-native language acquisition contexts.
The research design follows a quasi-experimental approach, incorporating quantitative and qualitative data collection. Pre- and post-tests measure progress in literal and inferential comprehension after the intervention. Multiple-choice items ensure standardized evaluation, while unstructured interviews capture learners' perspectives and experiences.
The study's outcomes will contribute insights to language teaching and learning. By examining the effects of semantic mapping on literal and inferential comprehension, it aims to provide a comprehensive understanding of the strategy's benefits and limitations at the upper intermediate level. Findings will contribute to the literature on pre-reading techniques and their impact on reading comprehension. Exploring learners' attitudes will offer valuable feedback for teachers and curriculum designers, aiding informed decisions about incorporating semantic mapping into instruction.
In conclusion, this study replicates and extends the findings of Mouchrif et al.'s study, examining the effects of semantic mapping on literal and inferential reading comprehension of adult EFL learners at the upper intermediate level. By investigating the strategy's effectiveness at more advanced language proficiency levels, it contributes to the knowledge base in language teaching and learning. The findings provide insights into the benefits and limitations of semantic mapping in enhancing reading comprehension skills among adult EFL learners.

Keywords:

Literal and inferential comprehension, Moroccan upper-intermediate adult learners, beginner learners, cultural material, semantic mapping.