ERIC Number: EJ866185
Record Type: Journal
Publication Date: 2010-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0360-1315
EISSN: N/A
Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension
Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju
Computers & Education, v54 n2 p436-445 Feb 2010
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A