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

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.