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ERIC Number: ED435193
Record Type: Non-Journal
Publication Date: 1999
Pages: 9
Abstractor: N/A
Reference Count: N/A
Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension.
El-Koumy, Abdel Salam A.
A study compared the effectiveness of three classroom methods for teaching semantic mapping to college-level learners of English as a foreign language (EFL). Subjects were 187 freshmen at an Egyptian university, randomly assigned to three treatment groups: teacher-initiated semantic mapping; student-mediated semantic mapping; and teacher-student interactive semantic mapping. Treatment was administered over 5 months in one session per week. Subjects were pre- and posttested in reading comprehension. While the pretest indicated no significant differences in the groups, posttest results revealed students in the teacher-student interactive semantic mapping group scored significantly higher than the other two groups, which had similar results. Contains 61 references. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt