THE EFFECTS OF SENTENCE WRITING AS SEMANTIC ELABORATION ON SECOND LANGUAGE LEXICAL ACQUISITION OF IRAQI EFL LEARNERS

Abstract

Understanding vocabulary acquisition mechanisms is paramount in the evolving landscape of English as a Foreign Language (EFL) education. This research investigates the role of sentence writing as a form of semantic elaboration and its impact on the lexical acquisition of Iraqi EFL students. Analysis of existing literature identified four key variables: vocabulary use, lexical density, linguistic diversity, and frequency of use. Semi-structured interviews centered on these variables provided nuanced insights into their interplay with sentence writing. Participants, drawn from diverse Iraqi EFL learner backgrounds, ensured rich representation. Findings indicate that sentence writing, conceptualized as semantic elaboration, significantly enhances learners' vocabulary prowess. Specifically, it deepens engagement with words, improving vocabulary use. It also increases the lexical density of learner outputs, enabling more complex ideas to be expressed succinctly. Lexical diversity, reflecting vocabulary range, showed marked improvement. Finally, sentence writing influenced the frequency of specific lexical item usage, highlighting repetition's role in retention. Integrating sentence writing as a semantic elaboration tool offers a promising strategy for boosting the lexical competency of Iraqi EFL learners. Educators are urged to incorporate writing-focused strategies into curricula to foster superior vocabulary acquisition.