Dublin Core
Title
The Effects of Concept Mapping Strategy Instruction on Reading Strategy Utilization of EFL University Students
Abstract
The purpose of the present study was to investigate the effect of instruction of concept mapping (CM) strategy as one of the metacognitive strategies on reading strategy utilization of Iranian EFL university students. Another purpose of the study was determining L2 learners’ attitudes towards use of CM strategy in reading tasks. A pretest-treatment-posttest design and CALLA model for the CM strategy instruction were used. A questionnaire consisting of 30 items (Global Strategies (13 items), Supportive Strategies (9 items), and Problem Solving Strategies (8 items) was used to find out the possible change in participants’ reading strategies utilization. The result of Paired Samples Statistics and t-test showed that after CM instruction participants’ applications of global strategies significantly increased, while the application of other strategies did not change. Moreover, the data obtained from CM questionnaire revealed that participants had significantly positive attitudes towards use of CM in reading tasks. Implications and pedagogical applications for EFL and ESL are discussed.
Keywords
Conference or Workshop Item
PeerReviewed
PeerReviewed
Date
2012
Extent
902