The effect of integration electronic mind maps into Arabic language vocabulary’s lecture on achievements of fifth-grade students in Jordan

Alomari, Akram M.; Alhorani, Mohamad E.

doi:10.18535/ijsrm/v7i5.el03

Cited by 3 publications

(4 citation statements)

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“…The mean score of the Control Group was the lowest (M = 5.51; SD = 2.03). The findings of the MANCOVA test in Table 4.1 demonstrated that there is a significant difference between the Experimental Group 1, Experimental Group 2 and Control Group in their mean score for multiple-choice questions for comprehension in the Post-test (F = 81.71, These results clearly support the findings by Alomari (2019) which showed that utilizing of Bubble Map and Tree map methods had significantly improved the mean score of students in MCQ compared with the Control Group. These findings are in line with findings by Saori (2020) which indicated that the use of Bubble Map and Tree Map methods were effective in promoting students' critical thinking skills and stimulate them to answer the comprehension questions.…”

Section: Rq1supporting

confidence: 73%

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The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension

Selvarajasingam,

Nair,

Wider

2023

WJEL

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The effective method of teaching CEFR reading comprehension makes students to have better exposure and gain confidence in Malaysian secondary schools. The ultimate goal of this study is to investigate whether the use of Bubble Map and Tree Map methods enhances students’ learning of Multiple-Choice Questions (MCQ) in the CEFR reading comprehension. This quantitative study employed a quasi-experimental design. The sample of this study consisted of 105 Form One students (13 years old) from three different schools (school A, B and C) from Petaling Jaya, Selangor. The sample were chosen as intact groups. The Experimental Group 1 (EG1) from school A was taught using Bubble Map, Experimental Group 2 (EG2) from school B was taught using Tree Map and the Control Group (CG) from school C was taught using conventional method. The pre-test and post-test were used as instruments to collect the data for this study. The quantitative data was analyzed using SPSS program for Windows version 26. The MANCOVA test and Tukey HSD were used to analyze the data. The findings demonstrated that EG1 (using Bubble Map) significantly outperformed EG2 and CG in their CEFR reading comprehension. The results also indicated that EG2 (using Tree Map) performed significantly better than CG (using conventional method). This study has essential pedagogical implication because the Bubble Map and Tree Map methods had positive effects in enhancing students’ CEFR reading comprehension. As such, teachers can use Bubble Map and Tree Map methods as an alternative method to teach CEFR reading comprehension in the ESL classroom.

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Section: Rq1supporting

confidence: 73%

“…This leads them to stay focus for a longer period of time and the learning process is enjoyable. Alomari (2019) assessed the effectiveness of mind mapping to develop students' reading comprehension in Jordan. The sample of the study consisted of 65 students using quasi-experimental design.…”

Section: Review Of Literaturementioning

confidence: 99%

The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension

Selvarajasingam,

Nair,

Wider

2023

WJEL

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“…Moreover, one of the most S. R. Sharif, C. K. S. Singh, E. T. Ong, D. Mulyadi, I. Z. Ichsan, H. Rahmayanti & T. Kiong, The use of i-THINK Mapping in teaching reading comprehension among ESL teachers | 91 important aspects of the i-THINK maps is the students' ability to display thinking skills to complete the maps (Alomari, 2019). Research conducted by Hassan et al (2016) on 11th-grade students found that the thinking levels of analysing and synthesising were the strengths of the concept map while a particular strategy also strengthened students' mastery of information on HOTS (Awofala, 2011).…”

Section: Discussionmentioning

confidence: 99%

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

Sharif

Singh

Ong³

et al. 2023

SiELE

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This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.

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“…It also has a great impact on reading comprehension. Using mind maps to help students learn English more effectively is a new means of modern English Teaching Model [12].…”

Section: Communicative Approachmentioning

confidence: 99%

English Teaching Model Based on Mind Map and Cultivation of Innovative Thinking in the Age of Internet of Things

2023

trance

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The current era is a multimedia network era. Under the current situation of the big data era, the use of the Internet of Things (IoT) in life is countless. Due to the existence of the IoT, the English Teaching Model is being updated more and more quickly. A series of teaching reforms have made the quality of English teaching more and more high. The purpose of English teaching is to cultivate students with comprehensive language application ability. The traditional English Teaching Model cannot adapt to the rapid development of the IoT era. The application of mind map can well eliminate the drawbacks of the traditional English Teaching Model, and provide students with an open and free imagination space. Based on the influence of English Teaching Model in the IoT era, the introduction of mind map teaching can improve students' logical thinking ability, and inspire imagination and innovative thinking. This paper studied the English Teaching Model based on mind mapping and the cultivation of innovative thinking in the IoT era, and explored the relationship between mind mapping input and academic performance. The experiment proved that the application of mind mapping in English Teaching Model would bring more efficient classroom for teachers and students. In view of the use of mind mapping technology, a questionnaire survey was conducted on 52 students. The survey results showed that 43 students believed that the introduction of mind mapping had a significant role in promoting their academic performance. At the same time, in order to cultivate students' innovative thinking in English, this paper set up a feasible plan to use mind mapping to promote innovative thinking.

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The effect of integration electronic mind maps into Arabic language vocabulary’s lecture on achievements of fifth-grade students in Jordan

Cited by 3 publications

References 1 publication

The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension

The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension

The use of i-THINK Mapping in teaching reading comprehension among ESL teachers

English Teaching Model Based on Mind Map and Cultivation of Innovative Thinking in the Age of Internet of Things

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