DOES SEMANTIC CLUSTERING OF L2 VOCABULARIES AFFECT EFL LEARNERS’ CRITICAL THINKING AND VOCABULARY LEARNING?

The purpose of this study is to investigate the impact of target/second language (L2) vocabularies semantic clustering on critical thinking and permanent vocabulary learning of Iranian EFL young learners. 32 female English as Foreign Language (EFL) beginners of junior secondary school in Birjand (South Khorasan), Iran, participated in this study. They were assigned to two intact groups, one experimental group (n=16) and one control group (n=16). The students in the experimental group were exposed to the semantic clustering technique for teaching new vocabulary. But in the control group, the traditional techniques were used. The method of the research was quasi-experimental using pretest-posttest design. After analyzing the statistical results, there was significant evidence that the semantic clustering of L2 vocabularies were effective in improving the level of critical thinking and vocabulary learning of Iranian EFL young learners.