Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness

2019 ◽  
Vol 10 (2) ◽  
pp. 93-116
Author(s):  
Ehsan Rassaei
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Reading Strategies ◽  
Concept Maps ◽  
Concept Map ◽  
Control Group ◽  
L2 Reading ◽  
Mapping Techniques ◽  
L2 Reading Comprehension ◽  
Experimental Group

AbstractThe present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were asked to do guided concept mapping by reading a text in each session and completing a partially filled concept map of the text afterwards. The participants of the second experimental group were provided with a similar text in each session along with its concept map in which some concepts were wrongly incorporated and were asked to revise the concept map. Participants of the control group were asked to read the same texts without doing any concept mapping activity. Reading comprehension pre- and post-tests and a strategy awareness questionnaire were used as dependent measures. Analysis of the participants’ post-test comprehension scores revealed that both concept mapping techniques were effective for promoting the participants’ reading comprehension skill. Meanwhile, the results indicated that map correction was more effective than guided concept mapping for promoting reading comprehension. The findings also revealed that drawing concept maps enhances learners’ awareness of other reading strategies.

scholarly journals The Impact of Using Indicative Concept Map Technique of Teaching on Students’ Reading Comprehension in the Region of Kurdistan A Co- Research Paper Submitted

لارك ◽  
2019 ◽  
Vol 1 (10) ◽  
pp. 1-18
Author(s):  
Nada Jabbar Abbas ◽  
Kusai Tawfiq Ghazal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Mapping Technique ◽  
Control Group ◽  
Control Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

           Reading skill has not been given enough care by the teachers of English language in the classrooms so students are no more good readers. As a result students should be aware of the strategies that they can follow when they start reading in order to make the reading process a fruitful process. One of the reading techniques that help students comprehend what they read is the concept mapping technique of teaching (CM). The researchers conducted a study to investigate the effect of using the indicative concept mapping technique  on the students' reading comprehension achievement . Therefore, this study tries to answer the following question: “Is there a statistically significant difference between the mean scores attained by the experimental group and those attained by the control group on reading comprehension on the post-test that can be attributed to the concept mapping technique”?           To answer this question, the researchers selected two groups of students randomly to form the experimental and the control groups with (20) students for each group. The two groups set for pre-test to assure that the two groups are equivalent. The experimental group was taught reading comprehension (RC) lessons through the use of indicative concept map technique. On the other hand, the controlling group was taught by the traditional technique of teaching reading comprehension.            The findings revealed that there are significant differences between the mean scores attained by the experimental group and those attained by the control group in favor of the experimental group due to the use of Concept mapping technique; therefore, the researchers rejected the null hypothesis and accepted the alternative one which indicates that there is a significant differences between the experimental and the control groups. The researchers recommended in light of the findings that the students should be encouraged to follow the concept mapping technique while reading and to engage students in such activities that allow them to transfer more and more lessons into different types of concept maps.

scholarly journals The effect of intensive authentic reading tasks on reading performance of academic ielts test takers

2020 ◽  
Vol 13 (32) ◽  
pp. 1-17
Author(s):  
Maria Shobeiry
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Instructional Methods ◽  
Schema Theory ◽  
Positive Influence ◽  
Control Group ◽  
Authentic Tasks ◽  
Comprehension Development ◽  
Intensive Reading ◽  
Experimental Group

This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42  were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies.  The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

scholarly journals Mother Tongue as an Asset in Developing l2 Reading Comprehension Skill Among Iranian EFL Learners

2018 ◽  
Vol 6 (1) ◽  
pp. 44
Author(s):  
Farzaneh Iranmanesh ◽  
Mohammad Golshan
Keyword(s):  
Reading Comprehension ◽  
Mother Tongue ◽  
Language Teachers ◽  
Early Years ◽  
Control Group ◽  
L2 Reading ◽  
Efl Learners ◽  
Comprehension Skill ◽  
Motivation And Confidence ◽  
L2 Reading Comprehension

This study attempted to explore the effect of teachers switching to l1 on developing l2 reading comprehension among learners and to justify the assumption that their switching to l1 can be purposeful, following pedagogical goals. To this respect two groups of students majoring at English teaching were selected from intact classes ,one as the control group, the other as the experimental receiving l2-only and l2 plus l1switching instruction respectively for their reading comprehension course with the same teacher under equal condition (highly attempted).The result showed that non/low proficient l2 readers who rely more on translation in the process of comprehending English texts made more advantage of the teacher’s implementing strategy and developed more than other participants. That is; apart from various reading strategies utilized by EFl learners, teachers’ code switching as a compensation strategy to clarify the complex unknown (assumed for the learners) syntactic/semantic structures plays a prominent role in facilitating the struggling task of comprehension among learners. It also justified the premise that insisting on l2-only instruction in reading comprehension is not facilitating but frustrating and time consuming. However, systematic switching to l1 can be developmental and timesaving through making positive effect on comprehension, motivation and confidence. Hence this study can provide language teachers with pedagogical implications for non-proficient l2 readers particularly at the early years of learning process.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

scholarly journals THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS' READING COMPREHENSION AT MA ARRASYID TEMBILAHAN

2018 ◽  
Vol 2 (2) ◽  
pp. 83-100
Author(s):  
Syafrizal Syafrizal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
T Test ◽  
Control Group ◽  
Test Procedures ◽  
Paired Sample ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.

scholarly journals The effectiveness of the use of a teaching strategy given to the model of Ausubel in the Achievement of the Ninth Grade female students in biology and their attitudes towards it: فاعلية استخدام استراتيجية تدريس قائمة على نموذج أوزوبل في تحصيل طالبات الصف التاسع الأساسي بمادة الأحياء واتجاهاتهن نحوها

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Suhaila Hamed Hamadeen, Mohammad Falah Al-shugairat
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Ninth Grade ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to reveal the effect of the use of a teaching strategy given to the model of Ausubel in the Achievement of the Ninth Grade female students in biology and their attitudes towards it. The study sample consisted of (44) female students, assigned randomly into two group: the experimental group consisted of (21) students taught using teaching strategy given to the model of Ausubel (concept mapping), and control group consisting of (23) students taught using conventional teaching. The study tools consist of two instruments were developed, the achievement test and the trend scale towards biology, and after verifying the validity and reliability have been applied to study tools triabl group and then teaching the experimental group using the model of Ausubel (concept mapping) and the control group in the usual way. The results of study showed that there were statistically significant differences between the two groups on the achievement in favor of the experimental groups, in addition to the impact of teaching using the strategy of concept maps in developing the students' direction towards biology. In light of the study findings, some recommendations were offered.

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