The effects of schema strategy training using digital mind mapping on reading comprehension: A case study of Chinese university students in EFL context

Yan, Xiaofang; Kim, Jung‐Tae

doi:10.1080/2331186x.2022.2163139

Cited by 9 publications

(10 citation statements)

References 38 publications

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“…In a similar vein, Yan and Kim (2023) [31] noted that despite students demonstrating the use of metacognitive strategies during L2 reading, their test performance did not exhibit significant improvement. In their study, EFL students underwent an initial English comprehension test, followed by three months of instruction in metacognitive strategies focusing on idea mapping, connecting with background knowledge, and inference-making, before taking a post-instruction comprehension test.…”

Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 89%

“…Some studies have found that employing metacognitive strategies can enhance students' awareness of their reading processes, enabling them to monitor comprehension and engage more deeply with the reasoning aspects of reading, thereby improving their performance in tests (e.g., [10,11,[14][15][16][17][18][19][20][21]). Conversely, others indicated that the use of metacognitive strategies does not necessarily guarantee improved reading test performance, as various factors, such as students' existing linguistic knowledge, need to be considered (e.g., [22][23][24][25][26][27][28][29][30][31]).…”

Section: Introductionmentioning

confidence: 99%

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The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Liao,

Lee

2024

Education Sciences

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: In the context of L2 academic reading, teachers tend to use a variety of question formats to assess students’ reading comprehension. Studies have revealed that not only question formats but also L2 language proficiency might affect how students use metacognitive strategies. Moreover, studies have determined that students’ L2 reading comprehension is positively influenced by their metacognitive knowledge, though whether this positive influence is reflected in students’ test scores is still under debate. This study therefore adopted path analyses to investigate the relationship between metacognitive knowledge, L2 reading proficiency, L2 reading test scores, and question formats. A total of 108 ESL students took English reading tests in multiple-choice and short-answer question formats and completed a reading strategy survey to measure their metacognitive knowledge of three types of strategies: global, problem-solving, and supporting. In both question formats, path analyses indicated that (1) metacognitive knowledge contributed to L2 reading test scores and (2) students’ L2 reading proficiency mediated the impact of metacognitive knowledge on their test performance. Moreover, path analyses revealed that question formats might play an important role in altering the impact of metacognitive knowledge on L2 reading test scores. Implications for instruction and L2 reading assessment are discussed.

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Section: Metacognitive Knowledge and L2 Readingmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Liao,

Lee

2024

Education Sciences

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“…Although strategy instruction supports EFL learners with reading difficulties, there has been no consensus among scholars and researchers about the best ways to teach strategies, including whether instruction should be combined, detached, or embedded (Yan & Kim, 2023). Rubin (1975) claimed that 'good learners' can use a repertoire of strategies and suggested that students who fail to learn new languages can be taught the strategies employed by successful language learners to advance their language.…”

Section: The Notion Of Rssmentioning

confidence: 99%

“…Explicit strategy instruction does not mean merely informing learners to use strategies, but it comprises discussing with students, what strategies are, why and when they can be employed (Chinpakdee & Gu, 2021). In summary, Yan and Kim (2023) suggested that a lack of adequate strategy training and practice in the EFL context may contribute to students' reading difficulties. Thus, the present study presupposes that if Ethiopian EFL learners are explicitly taught a combination of RSs, their strategy usage and their perception towards the training would be increased which in turn would help them to be autonomous readers.…”

Section: The Notion Of Rssmentioning

confidence: 99%

Impacts of Combined Reading Strategy Instruction on Ethiopian Students’ Strategy Use and Perception

Wendaferew,

Damtew

2023

injed

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The aim of this study was to explore the effectiveness of combined reading strategy instruction on reading strategy use and perception of Ethiopian secondary school English as a Foreign Language (EFL) learners. Using a quasi-experimental pre-test-post control group design, eighty-seven students were selected from two intact classes that were assigned to the control and experimental groups. Questionnaires and interviews were used to collect the data. After identifying students' level of reading strategies, students in the experimental group were explicitly taught a combination of reading strategies. The training took four months and at the end of which, a questionnaire was administered to both groups, whereas the interview was conducted only with the experimental group. ANCOVA and interview findings indicated that students in the treatment group greatly benefited from the training. Hence, it was concluded that combined reading strategy instruction is vital for EFL students to increase their reading strategy use and awareness which in turn helps them to improve their reading comprehension problems. Finally, it was recommended that EFL teachers should consider the role of combined reading strategies during teaching reading.

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“…Digital mind maps can help students solve problems, think critically, store and remember information, interpret the concepts learned, and help students to think creatively (Kadagidze, 2016). This method is also encouraging students to become the meaning constructors and active participants (Yan & Kim, 2023).…”

Section: Introductionmentioning

confidence: 99%

What increase students’ creative thinking skills? employing problem-based learning-digital mind map in biology learning

Putra,

Ibrohim,

Susilo

et al. 2024

RADEN

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Creative thinking has widely discussed due the urgency at the 21st century life. These thinking process helps people to tackling situation and problems in daily life. This study aimed to analyze the secondary students’ creative thinking through Problem-based Learning integrated with Digital Mind Map (PBL-DMM). This study was conducted at Solok Secondary High School, West Sumatra, Indonesia. Using quantitative research design, 60 students were taught by PBL-DMM. Creative thinking was testing by essay test in three times. The essay tests previously validated by the expert appraisal and once were testing to the former students to measure the empirical validity and reliability. All tests were declared valid and reliable. The result of the treatment was students’ creative thinking increase within three time of tests. This finding means that PBL-DMM can helps students to promote their creative thinking during the learning process. Digital mind map taking role as a tool to organize students’ concept, knowledge, and information.

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The effects of schema strategy training using digital mind mapping on reading comprehension: A case study of Chinese university students in EFL context

Cited by 9 publications

References 38 publications

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

The Interplay between Metacognitive Knowledge, L2 Language Proficiency, and Question Formats in Predicting L2 Reading Test Scores

Impacts of Combined Reading Strategy Instruction on Ethiopian Students’ Strategy Use and Perception

What increase students’ creative thinking skills? employing problem-based learning-digital mind map in biology learning

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