scholarly journals LEXICAL CATEGORIES: CONCEPT MAPPING INSTRUCTION ON THE EFFECT OF NOUN IDENTIFICATION IN FOREIGN LANGUAGE TEXTS

2019 ◽  
Author(s):  
José Luis Gómez Ramos ◽  
Enrique Arias Fernández ◽  
Juan Lirio Castro
Keyword(s):  
Foreign Language ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Sample ◽  
Control Group ◽  
Specific Information ◽  
Sample Group ◽  
Grammatical Categories ◽  
Mind Maps ◽  
Experimental Group

Concept maps basic training differences were examined in noun identification from written texts, in the context of reading and writing assignments in a foreign language. Sample groups were comprised of 10-year-old Spanish primary students who attend a bilingual school. Both male and female participants were included in the non-randomized experiment. Experimental and control sample groups were accurate in identifying singular and collective nouns, including plural irregular nouns. Although the trained sample group was efficient in detecting and categorising hypernyms and first hyponyms, compared to lower hyponym categories, pupils did not precisely discriminate adjectives within the texts, sometimes confusing them with nouns. In contrast, while the non-trained sample group disclosed precision in circling nouns and discriminating adjectives within the texts, they demonstrated less precision identifying other grammatical categories. The control sample group did not reveal accuracy discriminating verbs, adverbs, and pronouns from nouns when compared to the experimental group. Because of their lack of training, the control group displayed more creativity (charts, mind maps, tree diagrams...) when asked to create concept maps, in comparison to the experimental group. However, the trained group accomplished this activity satisfactorily. The outcome of this study reveals that a three-month trained concept mapping sample group disclose achievement in discriminating specific information from English texts. These conclusions suggest that concept mapping helps students differentiate lexical and grammatical categories from written foreign texts, which will benefit them when synthesizing the information to be learned.

Concept Mapping for Noun Identification in CLIL Textbooks by Primary Education Students

2020 ◽  
Vol 5 (6) ◽  
pp. 42-53
Author(s):  
José Luis Gómez ◽  
Enrique Arias ◽  
Juan Lirio
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
English Language ◽  
Control Sample ◽  
Control Group ◽  
Trained Group ◽  
Classroom Context ◽  
Writing Assignments ◽  
Grammatical Categories ◽  
Mind Maps

This study aims at observing if initial training on concept mapping improves pupils’ skills on noun category identification from foreign language (L2) texts. To observe the null hypothesis, learners receive short-term training to manage the basics of concept mapping. After the intervention, in a classroom context of reading and writing assignments in the English language, Spanish primary students identify and circle substantives in texts from their CLIL textbooks. The sample comprises sixty fifth-grade Spanish pupils age-ranged 10 to 11. Though the school has an English-Spanish bilingual program, the students are not complete bilinguals. In the sample, participants belong to both male and female genders non randomly assigned. Concerning the identification of singular and collective nouns from texts, including plural irregular nouns, both treated and control sample groups displayed similar results. Although the instructed group was skilled in detecting and categorizing hypernyms and first hyponym categories of nouns, they did not precisely discriminate adjectives, confusing them with nouns. Dissimilarly, the untrained control group not only mistakenly identified adjectives as nouns but also other grammatical categories as verbs, conjunctions, pronouns, and adverbs. The scarce disclosed precision by the non-trained group was also perceptible in the production of the concept maps. When they had to make the concept mapping tasks, control participants tended to make flow charts, mind maps, and tree diagrams instead. Contrarily, the trained group accomplished the activities satisfactorily. Yet the outcome of this study reveals that a little training on concept mapping leads to disclosing slight achievement in discriminating information from L2 texts in students. Hence, statistical analysis reveals that concept mapping helps students differentiate lexical and grammatical categories and to synthesize the information.

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.

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 Effects of Team-based Learning using Concept Mapping on Critical Thinking Disposition and Metacognition of Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 277-288
Author(s):  
Yeo Won Jeong ◽  
Hae Young Min
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Learning Method ◽  
Critical Thinking Disposition ◽  
Team Based Learning ◽  
Thinking Disposition ◽  
Experimental Group

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

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.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

Electronic texts or learning through textbooks: An experimental study

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 539-557 ◽  
Author(s):  
NINETTE CARTES-ENRIQUEZ ◽  
M. I. SOLAR RODRIGUEZ ◽  
R. QUINTANA LETELIER
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Computer Lab ◽  
Electronic Texts ◽  
Post Test ◽  
Search For Information ◽  
Experimental Group ◽  
Traditional Class

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

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