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Namaziandost, Ehsan, Hashemifardnia, Arash, Shakibaei, Goodarz. (1402). Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2023.46466.2373
Ehsan Namaziandost; Arash Hashemifardnia; Goodarz Shakibaei. "Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1402, -. doi: 10.22111/ijals.2023.46466.2373
Namaziandost, Ehsan, Hashemifardnia, Arash, Shakibaei, Goodarz. (1402). 'Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2023.46466.2373
Namaziandost, Ehsan, Hashemifardnia, Arash, Shakibaei, Goodarz. Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate. نشریه علمی دانشگاه سیستان و بلوچستان, 1402; (): -. doi: 10.22111/ijals.2023.46466.2373

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
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 شهریور 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2023.46466.2373
نویسندگان
Ehsan Namaziandost* 1؛ Arash Hashemifardnia2؛ Goodarz Shakibaei3
1PhD in Applied Linguistics (TEFL); Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
2PhD in Applied Linguistics (TEFL); Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3Assistant Professor, Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
چکیده
This survey pursued to scrutinize the impacts of mind-mapping (MM) and concept-mapping (CM) 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 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.
کلیدواژه‌ها
Concept-Mapping Technique؛ Mind-Mapping Technique؛ Reading Comprehension؛ Reading Motivation Test؛ WTC
آمار
تعداد مشاهده مقاله: 56


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