Page 1 Effects of a Computer-assisted Concept Mapping Learning Strategy on EFL College Students’ English Reading Comprehension Presenter: Samantha Chang Student ID: Instructor: Kate Chen
Page 2 Contents
Page 3 Introduction Background of the Study 1 Statement of the Problems 2 Purposes of the Study 3 Research Question 4
Page 4 Background of the Study Concept mapping is a strategy that helps learners organize information through visual aids while a concept map is a diagram showing the relationships among concepts.
Page 5 Background of the Study When a learner is processing information, concept mapping can stimulate his/her meta-cognitive awareness so that it assists the learner not only to establish an appropriate monitoring strategy but also to increase the use of retrieving and memorizing knowledge. (Chen & Chang, 1997; Chiu, Huang, & Chang, 2000; Li, 1998; Novak, 1990; Yu, 1997)
Page 6 Background of the Study In English learning, reading is an essential skill that promotes the acquisition of knowledge and exchange of information. However, English instructors in Taiwan still focus on correcting the learner’s grammar or increasing the learner’s vocabulary size. The instructors seldom teach learners how to use reading strategies effectively to improve their reading comprehension. (Chi, 1997; Tsao, 2004)
Page 7 Background of the Study Researchers have found that concept mapping reading strategies can enhance learners’ reading comprehension. A concept mapping reading strategy offers readers a more systematic and organized way to clarify the important concepts of an article. (Chmielewski & Dansereau, 1998; Griffin, Malone, & Kameenui, 1995; Robinson, Katayama, & Fan, 1996)
Page 8 Background of the Study Compared with paper-based maps, computer- assisted concept maps facilitate the modification of nodes and links that make it easier to draw and revise the structure. Computer- assisted concept maps combine with the multimedia system to present the reading content in ways that give the learners a strong impression of the article. (Alpert & Grueneberg, 2001)
Page 9 Statement of the Problems Computer-assisted concept maps help learners organize concepts effectively and achieve meaningful learning, but little research has applied a concept mapping learning strategy to English teaching.
Page 10 Purpose of the study The purpose of this research was to investigate the effects of a computer- assisted concept mapping learning strategy on EFL college learners’ English reading comprehension.
Page 11 Literature Review Concept mapping reading comprehension strategy Computer-assisted concept mapping
Page 12 Concept mapping Reading Comprehension Strategy Concept mapping can enable learners to recall and organize the messages from essays. On the other hand, concept mapping can also reduce the tendency of poor readers to forget the content they have read as a result of constantly checking vocabulary meaning. (Mayer, 1996)
Page 13 Concept mapping Reading Comprehension Strategy Various concept mapping strategies have been developed in recent years. The strategy linked with the related nodes concept map is the most widely used. (Novak & Gowin, 1984) It takes one concept as the center, and related concepts and details emerge as the mapping develops from the central to the external. (Fisher, Gleitman, & Gleitman, 1991)
Page 14 Concept mapping Reading Comprehension Strategy It classified in two categories: one is development from inner to outer.
Page 15 Concept mapping Reading Comprehension Strategy The other is development from upper to lower
Page 16 Concept mapping Reading Comprehension Strategy Two approaches to concept mapping are used in class: one is the ‘‘learner-constructed concept map”; the other one is the ‘‘expert-constructed concept map”. Each approach have their appropriate times, and instructors can use these two ways of concept mapping alternately in order to trigger meaningful learning. (Huang, 2005)
Page 17 Learner-constructed Concept Map Teachers ask learners to construct concept maps themselves after explaining and demonstrating concept mapping to them. The process helps students to recognize the important concepts, relationships, and structures of a text. (Boyle & Weishaar, 1997; McCagg & Dansereau, 1991; Reese, 1988)
Page 18 Expert-constructed Concept Map This concept map differs from the former learner-constructed concept map because it is developed by the instructor. The expert-constructed concept map is used to train learners in comprehension of a text and to save instructors time in teaching. (Hall, 1988; Jonassen, Beissner, & Yacci, 1993)
Page 19 Computer-assisted Concept Mapping Computerized concept mapping is easily corrected, and it helps learners construct concept maps quickly. The use of computerized mapping makes instructors and learners interactive as well. (Anderson-Inman & Zeitz, 1993; Novak & Gowin, 1984) In addition, computers can track and record learners’ concept-constructing processes, analyze their thinking patterns, and resolve test results. (Foegen & Hargrave, 1999; Shin, Deno, Robinson, & Marston, 2000)
Page 20 Computer-assisted Concept Mapping Many kinds of computer-assisted concept mapping software, such as Inspiration, EDGE Diagrammer, SemNet, and IHMC CmapTool, have recently been made available. Learners can download them from the Internet. Inspiration was adopted as the concept mapping software program in this study.
Page 21 Methodology
Page 22 Participants Two classes of freshmen (experimental and control groups) Department of Applied Foreign Language in Chaoyang Freshmen English Class
Page 23 Instruments Reading material Reading tests Reading strategy application questionnaire Concept mapping reading strategy instruction Concept mapping software program
Page 24 Procedure of the Study
Page 25 Procedure of the Study
Page 26 Data Analysis
Page 27 Thank you for your listening !