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Article In: Pedagogical Linguistics: Online-First Articles

Scaffolding strategic transition

The role of instructional support in adopting semantic mapping for vocabulary learning

ORCiD logo with link | Suzhou University of TechnologySuzhou | University of Southampton
 | Hebei International Studies University
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Abstract
This study investigates the cognitive mechanisms and pedagogical interventions involved in transitioning from rote memorisation to deep-processing strategies among Chinese postgraduate students entering a study-abroad context. While the superiority of deep processing is well-established, the specific role of pedagogical scaffolding in facilitating this strategic shift remains underexplored. Adopting a sequential explanatory mixed-methods design and grounded in Levels of Processing and Cognitive Load theories, the experiment compared scaffolded semantic mapping with rote memorisation. A two-way mixed ANOVA revealed a significant interaction effect between the instructional condition and test time, with the semantic mapping group demonstrating statistically superior and more robust vocabulary retention. Qualitative findings further elucidated the phenomenon of “strategic dissonance,” where learners’ habitual reliance on rote learning conflicted with the high cognitive demands of new deep-processing tasks. Crucially, the data indicate that structured scaffolding acted as a vital mediator, mitigating initial cognitive overload and enabling the successful internalisation of more effective learning strategies. These findings suggest that for international students in academic transitions, the effectiveness of vocabulary instruction depends not only on the depth of processing but also on the provision of adaptive scaffolds to bridge strategic gaps.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The cognitive foundations of vocabulary learning: From depth of processing to cognitive load
    • 2.2The strategic dilemma of the target learners: Entrenched habits and the challenge of transition
    • 2.3Building the bridge: Instructional scaffolding as a key mediator for strategic transition
    • 2.4Positioning the present study
  • 3.Methodology
    • 3.1Research design: A sequential explanatory mixed-methods approach
    • 3.2Participants and sampling method
    • 3.3Data analysis
  • 4.Findings
    • 4.1Quantitative findings
    • 4.2Qualitative findings: A process-oriented perspective
  • 5.Discussion
    • 5.1The retention gains (RQ1)
    • 5.2Navigating strategic dissonance and cognitive load (RQ2)
    • 5.3Pedagogical implications for strategy instruction
  • 6.Conclusion
  • Acknowledgements
  • Author queries
  • References
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