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Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension
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Computers & Education Volume 54, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

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.

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. Computers & Education, 54(2), 436-445. Elsevier Ltd. Retrieved December 9, 2019 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ866185

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