Abstract:
In today’s fast-paced era, having a strong command of the English language vocabulary is crucial. For English as a second language (ESL) learners, developing English proficiency relies heavily on their understanding of the language’s vast vocabulary. Against this backdrop, this study investigated the effectiveness of word mapping to enhance learners’ English vocabulary development at a secondary school in Roma, Maseru. The theoretical underpinnings of this participatory action research draws from Schmitt’s Theory of Vocabulary Learning Strategies, Vygotsky’s Social Constructivism Theory, and Sweller’s Cognitive Load Theory. Through the pragmatism paradigm lens, the research adopted a sequential explanatory mixed methods approach, involving Grade 10 English language learners. Sampling techniques included convenience and purposive samplings. Data collection involved tests, questionnaire, focus group discussions and reflective journal. Descriptive statistics were applied to analyse quantitative data, while thematic analysis was utilised for qualitative data. Analysis softwares used were SPSS and ATLAS.ti programs.
The findings unveiled that several factors hindered learners’ vocabulary development prior word mapping intervention, including low self-confidence, limited exposure to the English language, inadequate resources and ineffective teaching methods. The study further revealed that word mapping significantly enhanced the English vocabulary development of Grade 10 learners. As a result, students demonstrated improved speaking and writing skills. The study recommends that the National Curriculum Development Centre should consider revising the Integrated Curriculum to incorporate explicit English vocabulary instruction. Furthermore, providing teachers with specialised training and awareness on the importance of vocabulary in ESL is highly recommended. Collaboration between all the stakeholders, including teachers, learners, parents and community is advised, to facilitate effective English vocabulary development and overall mastery of ESL in Lesotho secondary schools.
