EXAMINING HOW VOCABULARY DEPTH AND SEMANTIC SET AFFECT EFL STUDENTS’ WRITTEN VOCABULARY USE

Abstract

This study examines the impact of semantic sets and vocabulary depth on the writing performance of EFL learners. Research on the function of vocabulary depth in EFL writing is still lacking. The study's objective was to investigate how learners' comprehensive vocabulary and semantic sets aid them in selecting relevant words for writing. Seventy lower-intermediate and upper-intermediate EFL students took part. The Oxford Quick Placement Test, the Word Association Test (WAT), and writing assessments were among the tools utilized in this investigation. These instruments were used to assess students’ writing abilities and vocabulary. The study focuses on how learners’ ability to select relevant words is influenced by vocabulary depth and how better vocabulary use in writing tasks is supported by semantic relationships between words.