1. Effects of a computer- assisted
concept mapping learning
strategy on EFL college
students’ English reading
comprehension
Instructor: Teresa Hsu
Student: Alice Lin
Date: April 20th , 2011
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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.
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3. Content
Introduction
Research background
Methodology
Results
Conclusion
Reflection 3

4. Introduction
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5. Introduction
In Taiwan, the instructors seldom teach learners
how to use reading strategies effectively to
improve Students’ reading comprehension.
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6. Introduction
Computer-assisted with concept mapping learning
may have offered solutions to the limitations of the
traditional paper-pencil methods.
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7. Research Background
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8. Research Background
All kinds of learners can obtain benefits by using
concept mapping.
(Novak et al., 1983)
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9. Research background
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 )
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10. Research background
The strategy linked with the related nodes concept map
is the most widely used and can be classified in two
categories:
Inner to outer Upper to lower
(Fisher, Gleeitman, & Gleitman, 1991)
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11. The Purpose of Study
To investigate the effects of a computer- assisted
concept mapping learning strategy on EFL college
learners’ English reading comprehension
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12. 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?

13. Methodology
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14. Experimental group 94 students
VS. VS.
Control group 98 students
Background Freshmen English
English Level Intermediate level
Location Taiwan
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15. Instruments
Materials Tests
• 9 articles • 22 reading comprehension
1. Lord Byron: A Dark and Daring Romantic
questions
• English magazines
2. Staying Healthyminutes Nuts.
• 60 by Going
• 3000-5000 words
• Novel and lively
3. Leonardo DaReliability (.72~.80) Explorer
• Vinci: The Grand
Questionnaire Software
• A revised version from • Inspiration
Yang(2003) • To build a strong foundation of
• Five Likert scale thinking and comprehension
• 13 questions
• Cronbach’s α = 0.83
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16. Content of Questionnaire
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
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later.

17. Instruments
Materials Tests
• 9 articles • 22 reading comprehension
• English magazines questions
• 3000-5000 words • 60 minutes
• Novel and lively • Reliability (.72-.80)
Questionnaire Software
• A revised version from • Inspiration
Yang(2003) • To build a strong foundation of
• Five Likert scale thinking and comprehension
• 13 questions
• Cronbach’s α = 0.83
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18. Analytical tool
Two –
T-test way Result
ANOVA
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19. Questionnaire
1. I will mark the key points in
Listing the original text. Inferring
2. I will take notes even on
key points which were
marked before.
3. I will speculate about the
Elaborating authors’ intention in
Summarizing
writing these articles.
4. I will speculate about word
meanings based on the
situations.
5. When reading, I try to
recall personal experiences
Evaluating associated with the
Reviewing
original text’s topic.
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20. Five Likert Scale
V
Agreement never Seldom Sometimes Often Always
7. I try to summarize every paragraph orally when reading.
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21. Inspiration
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22. Example
A cultural difference: being on Time
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23. 23

24. 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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25. Procedure
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26. Experimental group Control group
(N=94) (N=98)
Good readers Good readers
M= 54.72 M= 56.54
Poor readers Poor readers
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27. Pre reading test & Introduce the idea of Completed their
pre reading strategy concept & practice second concept map
Reading test
application first concept map practice with three
questionnaire with 3 articles articles
2nd &3rd Fourth 5th &6th
First week
week week week
Seventh 8th & 9th The final
week week week
Completed their third Reading test & reading
Reading test concept map practice strategy application
with three articles questionnaire
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28. Results
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29. The control group did not showed significantimprovement.
The experimental group showed significant improvement.
Student’s performances on.87, p= . 39) and other three tests.
(t= 3.the pre-test
(t= 89, p= .00)
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30. Test 3 was no significant difference differenceten that the
Test 1 & test 2 no significant until week was found
Analysis of the scores of the threescores. two- way ANOVA.
between the tests by
experimental group outperformed the control group.
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31. 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 concept mapping reading strategy resulted in
The computer- assisted concept mapping reading strategy
was associated with significant difference of test 2 & 3.3. 31
significant difference on test 2, but not test

32. 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.

33. 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

34. Learners tended to apply various reading strategies once test were trained in
The independent t- test of the post- they of the
experimental group and the control group
the computer- assisted concept mapping reading strategy instruction.
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35. 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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36. 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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37. Reflection
The researchers didn’t show the
reliability of English level of
participants.
The researchers should spend
more time to do the research.
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38. Thank you for attention.
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