The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Abstract

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The Effectiveness of Strategy-Based Instruction in Teaching English as a Second or Foreign Language: A Meta-analysis of Experimental Studies

“…However, Chularut and DeBacker's (2004) comparison of learners at different proficiency levels revealed that there is no advantage for SBI in more advanced levels (see also Maxim, 2002). Despite the lack of control for proficiency level in primary studies, the meta-analysis of the current study allows for making comparisons between different levels of proficiency.…”

The Contribution of Word Webbing to Project-based Learning in Teaching Vocabulary: A Comparative Study in an EFL Context

“…Among different vocabulary learning strategies, graphic organizers are highly recommended as they provide learners with visual scaffolds (Chularut & DeBacker, 2003). Word webbing is a kind of graphic organizer that according to Pierson, Cerutti, and Swab (2006) is appropriate for developing and reviewing vocabulary.…”

The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement

“…Chularut and DeBacker's (2004) study demonstrated that using concept mapping, a type of graphic organizers, students were able to comprehend reading passages more effectively than the study only counterparts. Of interest to the current study is that even with a 30 minute explicit lesson on the use of the concept map, students were able to show significant gains in reading comprehension of informational text over teacher led discussion.…”

“…With ELL students, (a) teacher modeling of the map, the recursive process that the teacher and the students used to build and refine knowledge during the reading and (b) the actual use of the graphic organizer impacted positively on student learning. Chularut and DeBacker (2004) investigated the effectiveness of concept mapping as a learning strategy with ELL students on achievement, self-regulation, and selfefficacy versus individual study plus discussion group. For the purpose of this study, the results of the achievement of concept mapping with the use of graphic organizers is of interest.…”

“…Posttests were administered week four over two sessions in the same manner as the pretest. Chularut and DeBacker (2004) conducted split-plot analyses of variance to determine results using an x level of .05 which resulted in a significant main effect for method of instruction for concept mapping higher than the individual study plus discussion group. The concept mapping group showed greater gains over time, 35…”