Effects of Computerized Graphic Organizers on English as a Foreign Language (EFL) Students               Expository Readin...
Effects of Computerized Graphic Organizers on            English as a Foreign Language (EFL) Students                     ...
Purpose  • This study aims at comparing facilitative effects of    two types of Graphic Organizers (GOs) in EFL    exposit...
Backgrounds  • Reading is one of the important learning activities in    modern world for it is the main approach of    in...
Backgrounds  • As learning proceeds, learners will gradually be    exposed to expository texts rather than narrative    te...
Backgrounds  • First language learners regularly face problems in    expository reading. (Berkowitz, 1986);  • Foreign lan...
Backgrounds    Expository                               Foreign    reading                                 languageCentre ...
Backgrounds    Expository                               Foreign    reading                                 language       ...
Relevant Knowledge                                                 Graphic Organizers        Concept Map                  ...
Relevant Knowledge                                                 Graphic Organizers        Concept Map                  ...
Relevant Knowledge                                                 Graphic Organizers        Concept Map                  ...
Relevant Knowledge                                                 Graphic Organizers        Concept Map                  ...
Relevant Knowledge                                                 Graphic Organizers        Concept Map                  ...
Relevant Knowledge          Kintsch’s (1994) model:          1) the surface structure          2) the textbase            ...
Methodology  • The methodology used for the study is a    mixed method of experimental approach and    quantitative techni...
Methodology   Experiment                                             115 high school Chinese                              ...
Methodology                                                 Training of GO                                                ...
Methodology  • Pre- & Post- Experiment Test    • -collect learners’ pre- & post- experiment performance    • -explore whet...
Finding and discussionCentre for Information Technology in Education
Finding and discussionCentre for Information Technology in Education
Finding and discussion  • Limitations:      • The training time in the study is limited.      • The study only focused on ...
Conclusion  • The pilot experiment:      • Trainings of CM and GOs representing text        structure showed overall posit...
Thanks for your attention!              Neo Qiang Hao: qianghao@hku.hkCentre for Information Technology in Education
Reference  Pretorius, E. J. (2006).The comprehension of logical relations in expository          texts by students who stu...
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Effects of Computerized Graphic Organizers on EFL Students' Expository Reading

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HAO, Qiang (Program of Master of Science in Information Technology in Education of The University of Hong Kong)
SIU, Felix L.C. (Division of Information and Technology Studies)

http://citers2012.cite.hku.hk/en/paper_534.htm

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  • With the technological development, more courseware and reading tasks are transformed from paper-based to computer-based. Though rich interactivity is possible by computerization, learning by reading text is still a main learning approach.
  • The great challenge of reading expository texts necessitates the integration of reading strategies into learners’ course and learning materials, and further exploration of reading strategies. Thus, the exploration on the differences may provide practical suggestions for technological development that is capable of supporting various reading strategies.
  • Effects of Computerized Graphic Organizers on EFL Students' Expository Reading

    1. 1. Effects of Computerized Graphic Organizers on English as a Foreign Language (EFL) Students Expository Reading Neo Qiang Hao, Student from MSc Program in IT in Education Faculty of Education The University of Hong Kong Dr Felix Siu, Teaching Consultant Division of Information and Technology Studies The University of Hong Kong
    2. 2. Effects of Computerized Graphic Organizers on English as a Foreign Language (EFL) Students Expository Reading • Purpose • Background • Relevant knowledge • Methodology • Finding and discussion • ConclusionCentre for Information Technology in Education
    3. 3. Purpose • This study aims at comparing facilitative effects of two types of Graphic Organizers (GOs) in EFL expository reading, and investigate relevant training’s influence on students’ reading strategy. • The two types of GOs are: – Concept Maps – Graphic Organizers representing text structureCentre for Information Technology in Education
    4. 4. Backgrounds • Reading is one of the important learning activities in modern world for it is the main approach of information input (Pretorius, 2006). For any learners, the essential process of learning is information input. Thus, reading ability is therefore considered as one of the most significant skills that determine students’ academic success.Centre for Information Technology in Education
    5. 5. Backgrounds • As learning proceeds, learners will gradually be exposed to expository texts rather than narrative texts (Pretorius, 2006). • Expository texts reading is also considered much more challenging (Oliver, 2009)Centre for Information Technology in Education
    6. 6. Backgrounds • First language learners regularly face problems in expository reading. (Berkowitz, 1986); • Foreign language learners are generally expected to meet bigger problems in expository reading due to – limited language ability; – insufficient background knowledge; – unfamiliarity with logical relations (Lin, & Chen, 2007; Pretorius, 2006).Centre for Information Technology in Education
    7. 7. Backgrounds Expository Foreign reading languageCentre for Information Technology in Education
    8. 8. Backgrounds Expository Foreign reading language Scaffolding strategy Graphic OrganizersCentre for Information Technology in Education
    9. 9. Relevant Knowledge Graphic Organizers Concept Map representing text structureCentre for Information Technology in Education
    10. 10. Relevant Knowledge Graphic Organizers Concept Map representing text structure Freedom RestrictionCentre for Information Technology in Education
    11. 11. Relevant Knowledge Graphic Organizers Concept Map representing text structure Freedom Restriction Whether to follow the structure of the passage Whether to refer to limited patterns of GOsCentre for Information Technology in Education
    12. 12. Relevant Knowledge Graphic Organizers Concept Map representing text structureCentre for Information Technology in Education
    13. 13. Relevant Knowledge Graphic Organizers Concept Map representing text structureCentre for Information Technology in Education
    14. 14. Relevant Knowledge Kintsch’s (1994) model: 1) the surface structure 2) the textbase Classification of 3) the situation model reading test questions according to different comprehension levelsCentre for Information Technology in Education
    15. 15. Methodology • The methodology used for the study is a mixed method of experimental approach and quantitative technique.Centre for Information Technology in Education
    16. 16. Methodology Experiment 115 high school Chinese students from Beijing, Mainland China Experiment Experiment Control group group 1 group 2Centre for Information Technology in Education
    17. 17. Methodology Training of GO representing Experiment text structure group 1 Pre-training Training of Post- training test test concept and Experiment mapping questionnaire group 2 filling Outlining & summary training Control groupCentre for Information Technology in Education
    18. 18. Methodology • Pre- & Post- Experiment Test • -collect learners’ pre- & post- experiment performance • -explore whether there exists difference among the three groups • Questionnaire • -collect learners’ opinions about EFL reading facilitative strategies • -explore whether there exists any difference among the three groupsCentre for Information Technology in Education
    19. 19. Finding and discussionCentre for Information Technology in Education
    20. 20. Finding and discussionCentre for Information Technology in Education
    21. 21. Finding and discussion • Limitations: • The training time in the study is limited. • The study only focused on paper reading; reading on computers is the trend worth further exploration.Centre for Information Technology in Education
    22. 22. Conclusion • The pilot experiment: • Trainings of CM and GOs representing text structure showed overall positive effects in learners’ reading. • No significant difference is found between the two types of Graphic Organizers.Centre for Information Technology in Education
    23. 23. Thanks for your attention! Neo Qiang Hao: qianghao@hku.hkCentre for Information Technology in Education
    24. 24. Reference Pretorius, E. J. (2006).The comprehension of logical relations in expository texts by students who study through the medium of ESL. System: An International Journal of Educational Technology and Applied Linguistics, v34, 432-450. Oliver, K. M. (2009). An investigation of concept mapping to improve the reading comprehension of science texts. Journal of Science Education and Technology, 18(5), 402-414. Berkowitz, S. (1986). Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading Research Quarterly, 21, 161–178. Lin, H., Chen, T. (2007). Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language learning technology, v11, n3, 83-106.Centre for Information Technology in Education

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