The Effect of Semantic Mapping Instruction on Iranian Undergraduate Students’ Writing and Recall
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2015, Vol 9, Issue 1
Abstract
Presented study identifies semantic mapping strategy employed by Iranian undergraduate university students and its effect on writing and recall. To this end, 40 students of technical and engineering studying English at Urmia University of Technology participated in this study. They were divided into two groups: a- control group which consisted of (20) students and were taught writing composition through conventional teacher led instructions, and b- experimental group which also consisted of (20) students who were introduced to and taught the semantic mapping strategy as treatment. A pre- and post-test were utilized to assess students’ writing skill before and after the intervention. Semantic mapping strategy treatment lasted for 12 sessions. Following Hosenfeld et al.'s, model, and also by means of applying Kolmogorov-Smirnov test (KS-test) the findings indicate that 1) the semantic mapping strategy was highly effective, 2) participants in the experimental group, introduced to and taught by semantic mapping, believed that semantic mapping training had a positive effect on their recall of writing texts 3) participants in group (b) scored significantly higher and outperformed those in group (a). Our observations are in support of prior studies underlying the effectiveness of semantic mapping.
Authors and Affiliations
Ulduz Arshadi MA| Department,Islamic Azad University, Maragheh, Iran, Mahin Yavari MA| English Department,Islamic Azad University, Maragheh, Iran, email: mahin.yavari@gmail.com
Keywords
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