Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension

Autor/inn/en	Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju
Titel	Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension
Quelle	In: Computers & Education, 54 (2010) 2, S.436-445 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.08.027
Schlagwörter	Concept Mapping; Reading Comprehension; Reading Strategies; Reading Ability; English (Second Language); Second Language Learning; Learning Strategies; College Freshmen; College Instruction; Teaching Methods; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Electronic Learning; Statistical Analysis + Suchen Sie Ihr Suchwort? Concept Map; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Reading competence; Lesekompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienanfänger; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Statistische Analyse
Abstract	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. The research questions were: (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? One hundred ninety-four freshmen who were enrolled in the English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class to improve their reading ability. Through two-way ANOVA analysis, it was found that the computer-assisted concept mapping learning strategy had greater reading benefit for the low-level group than for the high-level group. In addition, the results of independent sample t-test analysis indicated that the computer-assisted concept mapping learning strategy enhanced learners' use of other English reading strategies--listing, enforcing, and reviewing. (Contains 2 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10