
تعداد نشریات | 33 |
تعداد شمارهها | 770 |
تعداد مقالات | 7,474 |
تعداد مشاهده مقاله | 12,463,537 |
تعداد دریافت فایل اصل مقاله | 8,475,965 |
Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate | ||
Iranian Journal of Applied Language Studies | ||
دوره 15، شماره 2، آذر 2023، صفحه 69-90 اصل مقاله (433.76 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22111/ijals.2023.46466.2373 | ||
نویسندگان | ||
Ehsan Namaziandost* 1؛ Arash Hashemifardnia2؛ Goodarz Shakibaei3 | ||
1Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran | ||
2Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran | ||
3Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran | ||
چکیده | ||
As there have been few studies on the comparative effects of mind-mapping (MM) and concept-mapping (CM) techniques on learning English language skills and sub-skills, this survey pursued to scrutinize the impacts of these techniques on reading motivation, reading comprehension, and willingness to communicate (WTC) of Iranian EFL students. To fulfill these objectives, 78 intermediate EFL students were selected based on non-random sampling and accidentally assigned to two experimental groups (EGs) and one control group (CG). They were then pre-tested using a reading motivation test, a reading comprehension test, and a WTC test. Next, the intervention was conducted on the three groups. The MM technique was employed to teach 16 English reading texts to one EG and the CM technique was applied to teach the same texts to the other EG. None of these techniques were used to teach the texts to the CG. When the intervention ended, the post-tests of reading comprehension, reading motivation test, and WTC were given to the three groups. The outcomes of the One-Way ANOVA tests and the post-hoc Scheffe tests revealed that there was a substantial difference between the scores of the EGs and the CG on the three post-tests, with the results being in favor of the EGs. In effect, the findings indicated that the MM and CM techniques enhanced reading motivation, reading comprehension, and WTC of the experimental participants equally. Finally, the implications and conclusions of the research were explained. | ||
کلیدواژهها | ||
concept-mapping technique؛ mind-mapping technique؛ reading comprehension؛ reading motivation test؛ WTC | ||
مراجع | ||
Aalia, A. H. (2004). Mind mapping for career success, staff development. http://confe- rences.alia.org.au/newlibrarian2004/zobjects/presymppapers/HarrisWebsitepaper-Finalpdf adresinden 09 Ocak 2010 tarihinde edinilmiştir.
Alba, M. (2021). Using mind-map in developing EFL learners’ vocabulary. Journal of New Advances in English Language Teaching and Applied Linguistics, 4(1), 816-830.
Alhamdu, A. (2015). Interest and reading motivation. PSIKIS-Jurnal Psikologi Islami, 1(1), 1-10.
Alice Chen, M., & Hwang, G. (2019). Effects of a concept mapping-based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 3, 1–18.
Alosaimi, M. (2016). The role of knowledge management approaches for enhancing and supporting education. Business administration. Université Panthéon-Sorbonne - Paris I, 2016. English. NNT: 2016PA01E064.
Alqasham, F. H., & Al-Ahdal, A. A. M. H. (2021). Effectiveness of mind-mapping as a digital brainstorming technique in enhancing attitudes of Saudi EFL learners to writing skills. Journal of Language and Linguistic Studies, 17(2), 1141-1156.
AlWadi, A., & Ismail, N. S. (2019). The use of mind-mapping strategy to improve speaking competency among EFL primary school students. Trends in Social Sciences, 1(2), 6-14.
Arulselvi, E. (2017). Mind Maps in classroom teaching and learning. Excellence in Education Journal, 6(2), 50-65.
Astriani, D., Susilo, H., Suwono, H., Lukiati, B., & Purnomo, A. (2020). Mind-mapping in learning models: A tool to improve student metacognitive skills. International Journal of Emerging Technologies in Learning, 15(6), 4–17. https://doi.org/10.3991/ijet.v15i06.12657
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bernard, J. (2010). Motivation in foreign language learning: The relationship between classroom activities, motivation, and outcomes in a university language-learning environment. Carnegie Mellon University Dept. of Social and Decision Sciences.
Bhattacharya, D., & Mohalik, R. (2020). Digital mind-mapping software: A new horizon in the modern teaching-learning strategy. Journal of Advances in Education and Philosophy, 4(10), 400-406.
Brinkmann, A. (2003). Graphical knowledge display mind-mapping and concept-mapping as efficient tools in mathematics education. Mathematics Education Review, 16(4), 35-48.
Brown, D. (2007). Principles of language learning and teaching (5th ed.). Longman Pearson Education Company.
Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35. https://doi.org/10.3200/JECE.35.1.35-46
Buran, A., & Filyukov, A. (2015). Mind-mapping technique in language learning. Procedia-social and Behavioral Sciences, 206, 215–218.
Buzan, T. (2017). Mind maps. https://www.tonybuzan.edu.sg/about/mind-maps/
Buzan, T., & Buzan, B. (2006). The mind map book. BBC Active.
Casco, M. (2009). The use of “mind maps” in the teaching of foreign languages. https://wlteacher.files.wordpress.com/2013/02/mindmaps.pdf
Chang, K., Sung, Y., & Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71 (1), 5–23.
Dakhi, S., & Damanik, I. S. (2018). Students’ motivation in reading English text: A qualitative study in EFL context. Journal of English Teaching, 4(2), 81-93.
Dawson, C. (2002). Practical research methods: A user-friendly guide to mastering research techniques and projects [e-book].
Desta, M. A. (2020). An investigation into teachers practices of teaching early reading and practical problems in its implementation. Indonesian Journal of English Language Teaching, 5(1), 97-108.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Routledge.
Espinosa, M., Martinez, N., & Garcia, S. (2007). Generating intelligent teaching-learning systems using concept maps and case based reasoning. Revista ovamces en sistmas e informatica, 4 (1), 17-22.
Fan, X. (2022). The development of EFL learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontier in Psychology, 13:1001283. http://doi.org/10.3389/fpsyg.2022.1001283
Fearzana, H., Farrand, P., & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education. 36, 426–431.
Feng, H. Y., Fan, J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50-58.
Feng, R., Alsager, H.N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners’ vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6), 1-13. http://doi.org/10.1016/j.heliyon.2023.e16560
Fisher, G. A. (2013). A qualitative study of motivation to read for pleasure with adolescent struggling readers using a theoretical model: How to begin? [Doctoral dissertation, University of Louisville]. USA.
Folse, K. S., & Lockwood, R. B. (2010). Four point listening and speaking 1: Intermediate Eap. Ann Arbor: University of Michigan Press.
Glasersfeld, E. V. (1989). Constructivism in education. Pergamon Press.
Guthrie, J. T., Wigfield, A., Humenic, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232-245.
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: What characterizes good and poor mappers?. Instructional Science, 36(1), 53–73.
Hussain, M. S., Salam, A., & Farid, A. (2020). Students’ motivation in English language learning: An exploratory study of motivation-al factors for EFL and ESL adult learners. International Journal of Applied Linguistics and English Literature, 9(4), 15-28.
Indrayadi, T. (2021). Indonesian EFL learners’ reading motivation. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 334-346.
Jiang, Y. (2020) Application of the mind map in learning English vocabulary. Open Access Library Journal, 7, 1-4.
Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.
Jones, B.D. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.
Khodadady, E., & Ghanizadeh, A. (2011). The impact of concept mapping on EFL learners’ critical thinking ability. https://www.ccsenet.org/journal/index.php/elt/article/view/13354/9229
Kinchin, I. M. (2000). Using concept maps to reveal understanding: a two tier analysis. School Science Review, 81(296), 41-46.
Kruk, M. (2022). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in second life: The case of two advanced learners of English. Computer-Assisted Language Learning, 35, 190–216. https://doi.org/10.1080/ 09588221.2019.1677722
Lai, H.Y.T. (2013). The motivation of learners of English as a foreign language. International Education Studies, 6(10), 90-101.
Le, N. H. G. (2009). The effects of semantic mapping in teaching vocabulary [Master thesis, University of Social Sciences and Humanities of Ho Chi Minh City], Vietnam.
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. Computers and Education, 54(2), 436–445.
Liu, T., & Yuizono, T. (2020). Mind-mapping training’s effects on reading ability: Detection based on eye tracking sensors. Sensors, 20(16), 1-15.
Luangkrajang, M.S. (2022). Use of mind-mapping in language learning: A cognitive approach. Theory and Practice in Language Studies, 12(8), 1616-1621.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. The Journal of Language and Social Psychology, 15, 3–26.
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7, 61–88. https://doi.org/10. 14746/ssllt.2017.7.1.4
MacIntyre, P. D, Dörnyei, Z., Clément, R., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05 543.x
Mahadi, T.S.T., & Jafari, S.M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230-235.
Malmir, A., & Khosravi, F. (2018). The effect of argument mapping instruction on L2 writing achievement across writing tasks and writing components: A case of Iranian EFL learners. Applied Research on English Language, 7(4), 515–540.
Middleton, M.E. (2011). Reading motivation and reading comprehension [Master thesis, The Ohio State University]. USA.
Moreira, M., & Moreira, S. (2011). Meaningful learning: Use of concept maps in foreign language education. Aprendizagem Significativa em Revista/Meaningful Learning Review, 1(2), 64–75.
Mousapour Negari, G., & Talebinezhad, M., (2009). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Special Issue, English, Winter, 49, 85-108
Nasr-Esfahani1, N., Chalak, A., & Heidari Tabrizi, H. (2021). Impacts of utilizing e-mind maps on Iranian adolescent vs. adult EFL learners’ language learning strategy choices. The Journal of English Language Pedagogy and Practice, 14 (29), 146-169.
Nasution, D. S. (2020). Mind-mapping to improve students’ speaking skill. English Journal for Teaching and Learning, 8(1), 1-12.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448.
Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937–949.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548–571.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.
https://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Null, J. W. (2004). Is constructivism traditional?, Historical and practical perspectives on a popular advocacy. The Educational Forum, 68(2), 180-188.
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learn. Individ. Dif. 37, 269–275. https://doi.org/10.1016/j. lindif.2014.12.009
Pangestika, A. M. B. (2018). A Small-scale survey on reading motivation of undergraduate students [Master thesis, Islamic University of Indonesia]. Indonesia.
Plotnick, E. (2018).Concept mapping: A graphical system for understanding the relationship between concepts. InERIC Digest. https://files.eric.ed.gov/fulltext/ED407938.pdf.
Sabbaghan, S., & Ansarian, F. (2013). Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension. International Journal of Research Studies in Educational Technology, 2(1), 57-70.
Saeheng, P. (2017). A study of e-learning, blended learning, and traditional teaching methods to motivate autonomous learning in English reading comprehension of Thais learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 1-20.
Sani, B., Chik, M. N. W., Nik, Y. A., & Raslee, N. A. (2011). The reading motivation and reading strategies used by undergraduates in University Teknologi MARA Dungun, Terengganu. Journal of Language Teaching and Research, 2(1), 32-39.
Sarani, A., & Malmir, A. (2019). The effect of Dogme language teaching (Dogme ELT) on L2 speaking and willingness to communicate (WTC). Journal of English Language Teaching and Learning, 11(24), 261–288.
Tatipang, D., Oroh, E. Z., & Liando, N. V. (2021). The application of mind-mapping technique to increase students’ reading comprehension at the seventh grade of SMP. KOMPETENSI: jurnal Bahasa dan seni, 1(3), 389–397.
Thuy Trang, P. (2017). The effects of concept mapping on EFL students’ reading comprehension. European Journal of English Language Teaching, 1(2), 178-203.
Tucker, J., Armstrong, G., & Massad, V. (2010). Profiling the mind map user: A descriptive appraisal. Journal of Instructional Pedagogies, 2(1), 1-13.
Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S and Chinese students. Reading Research Quarterly, 39 (2), 162–186.
Wang, L. (2019). Research on the application of the mind map in English grammar teaching. Theory and Practice in Language Studies, 9(8), 990-995.
Wang, M., Wu, B., Kirschner, P. A., Spector, J.M. (2018). Using cognitive mapping to foster, more in-depth learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450–458.
Wangmo, K. (2018). The use of mind-mapping technique to enhance writing skills of grade four Bhutanese students. St. Theresa Journal of Humanities and Social Sciences, 4(2), 30-57.
Wannas, A., Hassan, I., & Mohsen, M. (2022). Effects of mind-mapping on learning ESP vocabulary: A case study. Insights into Language, Culture and Communication, 1(1), 39-48.
Wenying, Z. (2022). The use of schema theory in the teaching of English reading comprehension. International Journal of Social Science and Education Research Studies, 2(3), 66–69.
Yan, X., & Kim, J. (2023). The effects of schema strategy training using digital mind-mapping on reading comprehension: A case study of Chinese university students in EFL context, Cogent Education, https://doi.org/10.1080/2331186X.2022.2163139. | ||
آمار تعداد مشاهده مقاله: 627 تعداد دریافت فایل اصل مقاله: 425 |