Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy
Journal Title: International Journal of Advanced Computer Science & Applications - Year 2016, Vol 7, Issue 4
Abstract
In this paper, we describe the effects of using Kit-Build concept mapping (KB-mapping) method as a technology-enhanced support for the Reading Comprehension (RC) in English as Foreign Language (EFL) contexts. RC is a process that helps learners to become a more effective and efficient reader. It is an intentional, active and interactive activity that language learners experience in their daily working activities. RC of EFL is a significant research area in technology-enhanced learning. In order to clarify the effect of KB-mapping method, we compared the results with that of selective underlining (SU) strategy through the Comprehension Test (CT) and the Delayed Comprehension Test (DCT) that performed two weeks later. As the results, it is clarified that there is a noticed difference in the DCT scores, while there is no significant difference in the CT scores. It indicates that the use of KB-mapping method helps learners to retain their information for longer period of time. By doing more statistical analysis for the results of the Kit- Build Conditions (KB-conditions) group and comparing them with the map scores, we found that the learners could answer 76% of the questions whose answers were included in their learner’s maps. It was found that learners could recall 86% of the questions and that their answers were included in their learner’s maps. It indicates that the use of KB-mapping method helps learners to retain and recall more information compared with the SU strategy even after two weeks elapsed. In a follow-up questionnaire after the end of all experiments, it was revealed that participants thought that using KB-mapping was similar to SU for the CT just after the use, but KB-mapping was more useful in remembering information after a while, and it was more difficult to carry out. Participants liked to use it in RC tasks, but asked for more time to do it.
Authors and Affiliations
Mohammad ALKHATEEB, Yusuke HAYASHI, Taha RAJAB, Tsukasa HIRASHIMA
Keywords
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- EP ID EP101480
- DOI 10.14569/IJACSA.2016.070410
- Views 95
- Downloads 0
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