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- 1. Effects of A Computer-Assisted Concept Mapping Learning Strategy on EFL College Students’ English Reading Comprehension Presenter: Jane Luo Advisor: Dr. Teresa Hsu Date:104/03/30 1
- 2. 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. 2
- 4. Introduction Purpose of the study Research Questions 4
- 5. Purpose of the study to investigate the effects of a computer- assisted concept mapping learning strategy on EFL college learners’ English reading comprehension 5
- 6. Research Questions What was the influence of the computer-assisted concept mapping learning strategy on different learner’s English reading comprehension? Did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies? 6
- 7. Literature Review Concept mapping reading comprehension strategy Computer-assisted concept mapping 7
- 8. Concept mapping reading comprehension strategy 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) 8
- 9. Computer-assisted concept mapping Shawn(2000) undertook a case study of college students with learning disabilities with respect to their use of a meta-cognitive strategy relating to concept mapping. (Shawn, 2000) 9
- 11. Participants 192 freshmen 94 experimental group 49 poor readers 45 good readers 98 control group 50 poor readers 48 good readers Computer-assisted concept mapping learning strategy Tradition instruction 11
- 12. Instruments Reading material • nine articles include in the high- intermediate proficiency level of an English magazine Reading tests • 22 reading comprehension questions • 60 min 12
- 13. Reading strategy application questionnaire • revised version of Yang’s questionnaire • include 13 questions, 5 point Likert scale • 20 min • include six reading strategy applications : listing, inferring, elaborating, summarizing, evaluating and reviewing 13
- 14. Concept mapping reading strategy instruction choose one theme for the article find the main idea and the supporting ideas exclude irrelevant ideas map out the hierarchical relationship among the ideas connect the ideas with lines and marking 14
- 15. Concept mapping software program 15
- 16. Procedure 16 10 week : do reading test 3 and post reading strategy application questionnaire 8and 9week : complete third concept map practice with three more articles 7week : do reading test 2 5 and 6week : complete second concept map practice with three articles 4 week : do reading test 1 2 and 3 week : introduce the idea of the concept map and the function of Inspiration software, practice first concept map with three article from an English magazine 1 week : complete pre reading tests and pre reading strategy application questionnaire
- 17. 17 Result What was the influence of the computer- assisted concept mapping learning strategy on different learner’s English reading comprehension?
- 18. 18
- 19. 19 That is no significant between the score of Test 1 and Test2. But the experimental group outperformed the control group in Test3.
- 20. 20 For poor readers, that is significant on Test 2 and Test 3. For good readers, that is significant on Test 2, but not on Test 3.
- 21. 21 Did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies?
- 22. 22 On the pre-test, that is no significant between two groups. But on the post-test, that is significant between two groups.
- 23. 23 The scores of listing, elaborating and reviewing increased significantly in the experimental group.
- 24. 24 Conclusion The computer-assisted concept mapping reading strategy has positive effects on learners’ reading ability. Concept mapping can enhance the use of English reading strategies.
- 25. 25 Reflection Computer-assisted concept mapping can help the students linking some ideas about the article. The students are able to understand the article.
- 26. 26