Reading comprehension is a rather difficult task for students in all the stages of study, especially when they are reading text in a foreign language. In the EFL (English as a foreign language) context, reading is one of the most intriguing and most common research topics. This study investigates the effects of teaching EFL reading comprehension to Japanese students through the Kit-Build concept mapping (KB-mapping) method. In doing so, we have conducted an experiment to compare the student comprehension with KB-mapping and Scratch-Build Concept Mapping (SC-mapping) methods. We gave participants a comprehension test (CT) and a delayed comprehension test (DCT; two weeks after using the mapping methods). By comparing the results of the CT and the DCT for the two conditions groups, we found that using KB-mapping was no better than using SC-mapping for participants understanding the text just after using the methods, but KB-mapping led to better effects in recalling and remembering of the text after a while.
This article compares and contrasts two versions of the Education Endowment Foundation's (EEF) Teaching and Learning Toolkit (‘Toolkit’), a web‐based summary of international evidence on teaching 3–18 year‐olds. The Toolkit has localised versions in six different languages in Australia, Cameroon, Chile, Jordan and Spain. The initial Toolkit, created in 2011 with funding from the Sutton Trust and updated since then with funding from EEF, drew upon over 250 meta‐analyses across 30 areas of education research. An updated version, drawing on a database of over 2500 single studies from these meta‐analyses was launched in Autumn 2021. This change was motivated by increased interest in evidence‐use in education, and a desire to engage in more rigorous synthesis of primary studies. The article presents the rationale for these changes, outlines the methods adopted to populate and analyse the Toolkit database and presents results from this analysis. Findings indicate that although the broad picture of the relative benefits of the different approaches is similar, a more fine‐grained analysis is possible. This deeper synthesis can provide more specific guidance about what has been successful in the different areas of the Toolkit in research studies and offers opportunities for further refinement and improvement. This increased specificity, however, comes at the cost of greater complexity in the findings and the implications for policy and practice, and it increases the challenge of ensuring findings are both accurate and accessible. A final section reflects on the challenges of summarising evidence from research to inform decision‐making in education.
Abstract-In this paper, we describe the effects of using KitBuild concept mapping (KB-mapping) method as a technologyenhanced 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.
knowledge gap between intended and attained curriculum in Ethiopian teacher education : identifying challenges for future development.', Compare : a journal of comparative and international education. .
Previous research studies on supporting EFL (English as a Foreign Language) reading showed that the Kit Build concept mapping (KB-mapping) method provided better efficiency than the Scratch Build concept mapping (SB-mapping) method when evaluated by a delayed comprehension test two weeks after the reading activity, although there was no difference in test results immediately following the reading activity. In the present study, we set out to investigate the following research question "Why does the KB-mapping method have better efficiency than the SB-mapping method in recalling the comprehended information two weeks later although there is no difference just after the reading?" We had observed that there was a difference in map-building behaviors between KB-mapping and SB-mapping methods, so we made the assumption that "KB-mapping method does not promote building the map sentence-by-sentence, although the SB-mapping method does". To confirm this assumption, we used an experiment to compare the learners' map-building progress by the KB-mapping and SB-mapping methods. In the experiment, we monitored the performance of learners in terms of the size of the maps and the progress they made for building maps. We added new functions to our system to record the building process of every learner. We observed that SB-mapping learners tended to use the sentence-by-sentence map-building style, but KB-mapping learners did not. Although there have been no previous research studies about map-building style in supporting reading comprehension with concept mapping, many researchers have indicated that sentence-by-sentence reading is not a good way to comprehend content deeply and keep it in memory for a long time, although sentence-by-sentence reading is useful to understand content rapidly and to keep it for a short time. In map-building, we suspected the same disadvantages and advantages would be true, and this would explain the results, KB-mapping method helps learners to avoid the sentence-by-sentence map-building style, but the SB-mapping method cannot help learners escape from this style of map-building. Based on these results, we will design adaptive support for reading comprehension in our future work.
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