The Effects of Cooperative Concept Mapping Instruction on Reading Comprehension
| Autor: | Ting-Chang Lin, 林廷錩 |
|---|---|
| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 The purpose of this study was to describe and explain the use of cooperative concept mapping instruction in a senior high school EFL context in general and further record in details how concept mapping strategy was implemented with cooperative learning skill in groups and its influence on EFL learners’ reading comprehension. By using qualitative method of purposeful grouping, the researcher purposely selected 38 senior high school students in 12th grade and two English teachers as participants. The students read an article once a week over a period of six weeks. The researcher collected multiple qualitative data which include classroom observations, group interviews, open-ended questionnaires, and review of concept mapping worksheets. In addition, numeric data, used as supportive evidence to the qualitative data, was collected by the Concept Mapping Scoring Rubric and reading comprehension tests. The various data was analyzed by using content analysis and constant comparative method. Based on the three research questions, the analysis was focused on (a) the elements constituting the use of cooperative concept mapping in reading contexts that attribute to enhance EFL learners’ reading comprehension; (b) the influences of using cooperative concept mapping on EFL learners; (c) students’ and teachers’ perceptions toward cooperative concept mapping. The major findings of this study were discussed. First, seven elements were identified to describe the framework for implementing cooperative concept mapping in a senior high school EFL context. The seven elements included identifying students’ weaknesses and misconceptions, setting instructional goals, preparing reading materials, phase I: concept mapping before instructions, phase II: teacher’s demonstration and cooperative concept mapping within groups, phase III: individual concept mapping, and evaluating students’ effectiveness of cooperative concept mapping. Second, four influences of implementing cooperative concept mapping were identified. The four influences were learning attitude, learning behavior, learning motivation and concept maps. Third, students’ and teachers’ perceptions toward cooperative concept mapping were explored in various ways. Based on the results of analyzed data, the study constructed a theoretical model entitled “Combustion Engine Approach”. This theoretical model described and explained seven crucial factors of the combustion engine approach to the instruction of applying cooperative concept mapping in senior high school EFL reading context. These factors were reading materials, cooperative concept mapping, teachers’ concept mapping instruction, teacher’s role as facilitators, learning attitude, learning behavior and learning motivation. Students’ learning performance was enhanced when these factors worked together. In sum, the results of this study indicated that cooperative concept mapping benefits the students in affective and cognitive domains. In the affective domain, students’ confidence was enhanced. And their learning behavior was changed. Students are more inquisitive and active within interactions with peers. Under a tension-free and supportive environment, students’ motivation was enhanced and learning performance was improved. In the cognitive domain, students’ reading performance in concept maps and reading comprehension tests were improved. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|