The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-university Students’ Reading Comprehension

Abstract

Concept maps (CM) are powerful tools which have different uses in educational contexts; however, this study limited its extension and explored its impact on the reading comprehension skill of Iranian EFL students. To this purpose, a proficiency test was employed and 90 intermediate pre-university students were chosen and divided into three groups: learner constructed CM group, fill in the map CM group, and summarizing strategy group. The whole study was conducted within three months. At the beginning of the study, a reading comprehension test (as a pre test) was administered to measure the comprehension ability of the subjects. During the five-session treatment period, the assigned strategies were taught and practiced in each group. Then, another reading comprehension test (as a post test) was employed to compare the effect of treatment on the comprehension skill. The results of the study showed that despite the efficacy of all three strategies, the fill in the map version of CM was the most influencing one. It suggested that in general, CM technique might be regarded as an alternative or even as an effective replacement of the summarizing strategy for reading comprehension skill.

Analyzing the Effects of various Concept Mapping Techniques on Learning Achievement under different Learning Styles

“…This result differs from the findings of Chang et al (2001) and Soleimani and Nabizadeh (2012). However, Chang et al (2001) also noted that students preferred CACBS to CACOS for learning.…”

“…For instance, novices may get frustrated easily, feedback from experts is difficult, students' learning motivation can be decreased and students' learning does not easily focus on the subject of the mapping process (Chang et al, 2001;Charsky & Ressler, 2011;Kaminski, 2002). Therefore, some researchers proposed a revised concept mapping technique: construct-on-scaffold (or called select-and-fill-in) (Kaminski, 2002;Soleimani & Nabizadeh, 2012). However, Chang et al (2001, p.31) argued that the flexibility of map construction in computer-based concept mapping requires further investigation.…”

Can Cognitive Strategies be Incorporated in a Critical Reading Course?

“…Summarizing was found to have a positive effect on reading comprehension by Soleimani and Nabizadeh (2012), who also explored the effect of two other strategies: concept maps that the Soleimani and Nabizadeh's study differs from the present one in that the former was conducted in a contrived setting while the training in the present study was carried out in a university course. In addition, in the present study, the interview data show that many participants became aware that summarizing involves them in reconstructing the texts.…”

Social Constructivism-Based Reading Comprehension Teaching Design at Politeknik Negeri Sriwijaya

“…Literacy development in Indonesia especially for reading is really needed in all levels of education. The students are going to find a job, work, and attend many kinds of seminars (Alwasilah, 2012;Suleimani & Nahizadah, 2012). In short, to be able to compete in the globalization era and succeed in any aspects of professions and lives, students must be knowledgeable.…”