effects of a computer assisted concept mapping learning

Effects of a computer- assisted concept mapping learning

strategy on EFL college students’ English reading

comprehension

Instructor: Teresa HsuStudent: Alice Lin

Date: April 20th , 2011

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Citation

Liu, P. L., & Chen, C. J., & Chang, Y. J. (2010). Effects of a computer- assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computer & Education, 54, 436-445.

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Content

Introduction

Research background

Methodology

Results

Conclusion

Reflection

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Introduction

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In Taiwan, the instructors seldom teach learners how to use reading strategies effectively to improve Students’ reading comprehension.

Introduction

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Introduction

Computer-assisted with concept mapping learning may have offered solutions to the limitations of the traditional paper-pencil methods.

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Research Background

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Research Background

All kinds of learners can obtain benefits by using concept mapping.

(Novak et al., 1983)

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Concept mapping helps students to recognize the important concepts, relationships, and structures of a text.

( Boyle & Weishaar, 1997; Gould, 1987; McCagg & Dansereau 1991; Reese, 1988 )

Research background

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The strategy linked with the related nodes concept map is the most widely used and can be classified in two categories:

Research background

Inner to outer Upper to lower(Fisher, Gleeitman, & Gleitman, 1991)

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The Purpose of Study

To investigate the effects of a computer- assisted concept mapping learning strategy on EFL college learners’ English reading comprehension

Research Questions

1. What was the influence of the computer- assisted concept mapping learning strategy on different learners’ English reading comprehension?

2. Did the computer- assisted concept mapping learning strategy affect learners’ use of other English reading strategies?

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Methodology

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Experimental groupVS.

Control group

94 students VS. 98 students

Background Freshmen English

English Level Intermediate level

Location Taiwan

Participants

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Instruments

Materials

•9 articles•English magazines•3000-5000 words•Novel and lively

Tests

•22 reading comprehension questions•60 minutes•Reliability (.72~.80)

Questionnaire

• A revised version from Yang(2003)

• Five Likert scale• 13 questions • Cronbach’s α = 0.83

Software

• Inspiration• To build a strong foundation of

thinking and comprehension

1. Lord Byron: A Dark and Daring Romantic2. Staying Healthy by Going Nuts.3. Leonardo Da Vinci: The Grand Explorer

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1 I will mark the key points in the original text.

2 I will take notes even on key points which were marked before.

3 I will speculate about the authors’ intention in writing these articles.

4 I will speculate about word meanings based on the situations.

5 When reading, I try to recall personal experiences associated with the original text’s topic.

6 When reading, I will recall personal knowledge associated with the original text’s topic.

7 I try to summarize every paragraph orally when reading.

8 I try to summarize a whole chapter orally when reading.

9 I try to comment on each of the author’s techniques in order to reach the goal.

10 I try to figure out reasons why I agree with the author’s viewpoints when I am reading.

11 I try to figure out the reasons why I do not agree with the authors’ viewpoints

12 I will look back over the content of the original texts.

13 I will pay attention to the original text’s structure in order to apply it o my composition later.

Content of Questionnaire

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Instruments

Materials

•9 articles•English magazines•3000-5000 words•Novel and lively

Tests

•22 reading comprehension questions•60 minutes•Reliability (.72-.80)

Questionnaire

• A revised version from Yang(2003)

• Five Likert scale• 13 questions • Cronbach’s α = 0.83

Software

• Inspiration• To build a strong foundation of

thinking and comprehension

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T-test

Two –way ANOVA

Analytical tool

Result

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Questionnaire

Listing

Elaborating Summarizing

Reviewing

Inferring

Evaluating

1. I will mark the key points in the original text.2. I will take notes even on

key points which were marked before.

3. I will speculate about the authors’ intention in writing these articles.

4. I will speculate about word meanings based on the situations.

5. When reading, I try to recall personal experiences associated with the original text’s topic.

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Five Likert Scale

Agreement never Seldom Sometimes Often Always

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7. I try to summarize every paragraph orally when reading.

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Inspiration

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A cultural difference: being on Time

Example

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Concept mapping reading strategy instruction

1. Choose one theme for the article.

2. Find the main idea and the supporting ideas.

3. Exclude irrelevant ideas.

4. Map out the hierarchical relationship among the ideas.

5. Connect the ideas with lines and markings.

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Procedure

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Experimental group (N=94)

M= 54.72 M= 56.54

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First week 2nd &3rd week Fourth week 5th &6th week

Seventh week

8th & 9th week

The final week

Pre reading test & pre reading strategy

application questionnaire

Introduce the idea of concept & practice first concept map

with 3 articles

Reading test

Completed their second concept map practice with three

articles

Reading testCompleted their third concept map practice

with three articles

Reading test & reading strategy application

questionnaire

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Results

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Student’s performances on the pre-test and other three tests.The experimental group showed significant improvement.

(t= 3. 89, p= .00)The control group did not showed significant improvement.

(t= .87, p= . 39)

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Analysis of the scores of the three tests by two- way ANOVA.Test 1 & test 2 no significant difference was found

between the scores.Test 3 was no significant difference until week ten that the

experimental group outperformed the control group.

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ANOVA analysis of the differences between the performance of the experimental and control groups of different level

students on Test 2 and Test 3.

Poor reader

Good reader x

The computer- assisted concept mapping reading strategy was associated with significant difference of test 2 & 3.

The concept mapping reading strategy resulted in significant difference on test 2, but not test 3.

ANOVA analysis on different levels of students of both groups on Test 2 and 3.

Significant differences existed between good and poor readers of the control group. The improvement of poor readers was greater than the improvement of good readers.

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The independent t-test of pre and post questionnaires of the two groups

Post- test showed there were significant differences between the two groups; the experimental group mean scored higher than the control group. 33

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The independent t- test of the post- test of the experimental group and the control group

Learners tended to apply various reading strategies once they were trained in

the computer- assisted concept mapping reading strategy instruction.

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Conclusion

1. The computer- assisted concept mapping reading strategy has positive effects on learners’ reading ability.

2. The concept mapping reading strategy as a meta- cognitive strategy, learner can evaluate their own leaning outcomes as they monitor their learning.

3. The concept mapping reading strategies are more effective than traditional reading strategies for poor readers.

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Reflection

The research topic is helpful for teaching English reading in Taiwan.

The researchers identified the weakness of teaching English reading in Taiwan.

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The researchers didn’t show the reliability of English level of participants.

The researchers should spend more time to do the research.

Reflection

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Thank you for attention.