This paper examines the effectiveness of using thematic maps as a tool for teaching in CLIL and EFL
contexts by focusing on how they improve vocabulary acquisition and retention among undergraduate
university students in Japan and Colombia. The data collected from pretest and posttest vocabulary test
scores indicate that using thematic maps can progress students' vocabulary acquisition and retention.
The study shows that thematic maps can assist in teaching new vocabulary and improving student’s
knowledge of English speaking countries, as they provide a visual representation of words in context
and encourage students to analyze, interpret and explain real-world information. This paper also
provides insights for educators in CLIL/EFL classrooms via classroom procedure descriptions of map
usage and thus its utility can be replicated.departmental bulletin pape
