The Effects of Computer-Assisted Concept Mapping on EFL Students’English Reading PROCEEDINGS
Pei-Lin Liu, National Chia-Yi University, Taiwan ; Chiu-Jung Chen, Graduate Institute of Business Management, National Kaohsiung First University of Science and Technology, Taiwan, Taiwan
EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this research was to investigate the application computer-assisted concept mapping for improving learners’ English reading comprehension. The research question was: What was the influence of computer-assisted concept mapping on learners’ English reading? Ninety four freshmen who took the English course were divided into low-level and high-level groups according to their English proficiency. Computer-assisted concept mapping strategy was introduced to learners in the class to improve their reading ability. Through the analysis of ANOVA, it is known that the effect of computer-based concept mapping reading strategy has more reading benefit on the high-level group than that on the low-level one.
Liu, P.L. & Chen, C.J. (2008). The Effects of Computer-Assisted Concept Mapping on EFL Students’English Reading. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4724-4739). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2017 from https://www.learntechlib.org/p/29044/.
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