Improving reading comprehension skills on a short fictional text using mind maps in a tenth grade foreign language
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Publiée:
août 3, 2020
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Résumé
Many foreign language students face challenges in the classroom when dealing with reading comprehension activities resulting in poor school performance. Therefore, this study aims at helping tenth-grade students in a public school located in Santander to improve their reading comprehension skills on a short fictional text by using mind maps as a learning strategy and also to help students become independent and self-directed learners. A pre-test and a post-test, as well as field notes were used to analyze students' usage of mind maps to demonstrate comprehension of a short fictional text. The results of this study showed that students benefited from the teacher's modeling of the mind maps in order to understand a short text because students were able to add more details to their mind maps after the intervention. Furthermore, the evidence indicated that mind maps benefited a student with learning impairment to improve his vocabulary and reading comprehension skills of a short reading text.
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Comment citer
Gómez-Pereira, D., & Villarreal Manotas, W. (2020). Improving reading comprehension skills on a short fictional text using mind maps in a tenth grade foreign language. Shimmering Words: Research and Pedagogy E-Journal, 9, 62-97. Consulté à l’adresse http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/1989
Rubrique
Artículos-9
Références
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Budd, J. W. (2004). Mind Maps As Classroom Exercises. The Journal of Economic Education, 35(1), 35–46. Retrieved from: https://doi.org/10.3200/JECE.35.1.35-46
Buran, A., & Filyukov, A. (2015). Mind Mapping Technique in Language Learning. Procedia - Social and Behavioral Sciences, 206(November), 215–218. Retrieved from: https://doi.org/10.1016/j.sbspro.2015.10.010
Buzan, T. (2006). Mind Mapping. BBC Active.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. SAGE Publications. Retrieved from https://books.google.com.co/books?id=EbogAQAAQBAJ
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, 62(3), 279–301. retrieved from: https://www.researchgate.net/publication/225631292_Concept_Mapping_Mind_Mapping_and_Argument_Mapping_What_are_the_Differences_and_Do_They_Matter
Ellis, R. (1994). The study of second language acquisition. The study of second language acquisition. Oxford University Press, 1994.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the `mind map’ study technique. Medical Education, 36(5), 426–431. Retrieved from: https://doi.org/10.1046/j.1365-2923.2002.01205.x
Fun, C. S., & Maskat, N. (2010). Teacher-Centered Mind Mapping vs Student-Centered Mind Mapping in the teaching of accounting at Pre-U level- An action research. Procedia - Social and Behavioral Sciences, 7(2), 240–246. Retrieved from: https://doi.org/10.1016/j.sbspro.2010.10.034
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers? Instructional Science, 36(1), 53–73. Retrieved from: https://www.academia.edu/17358381/Concept_mapping_as_a_follow up_strategy_to_learning_from_texts_what_characterizes_good_and_poor_mappers
Merchie, E., & Van Keer, H. (2012). Spontaneous Mind Map Use and Learning from Texts: The Role of Instruction and Student Characteristics. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1387–1394. Retrieved from: https://doi.org/10.1016/j.sbspro.2012.12.077
Nassaji, H. (2011). Issues in Second-Language Reading: Implications for Acquisition and Instruction. Reading Research Quarterly, 46(2), 173–184. Retrieved from http://www.jstor.org/stable/41203420
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448.
Nunan, D. (1991). Language teaching methodology: a textbook for teachers. Prentice-Hall.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press.
Oxford, R L. (1990). Language learning strategies: what every teacher should know. Newbury House Publisher.
Oxford, R L. (2013). Teaching & Researching: Language Learning Strategies. Taylor & Francis.
Oxford, Rebecca L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. Retrieved from: https://doi.org/10.1017/S0261444810000492
Rahimi, M., & Katal, M. (2012). Social and Metacognitive strategies awareness and success in learning English as a foreign language : an overview, 31(2011), 73–81. Retrieved from: https://doi.org/10.1016/j.sbspro.2011.12.019
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), Retrieved from: 93–99. https://doi.org/10.1016/j.teln.2015.01.003
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. Learner Strategies in Language Learning, 15–30.
Urquhart, A. H., & Weir, C. J. (2014). Reading in a Second Language: Process, Product and Practice. Taylor & Francis.
Zare, P. (2012). Language Learning Strategies Among EFL / ESL Learners : A Review of Literature, 2(5), 162–169.
Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia - Social and Behavioral Sciences, 228(June), 593–600. Retrieved from: https://doi.org/10.1016/j.sbspro.2016.07.091
Budd, J. W. (2004). Mind Maps As Classroom Exercises. The Journal of Economic Education, 35(1), 35–46. Retrieved from: https://doi.org/10.3200/JECE.35.1.35-46
Buran, A., & Filyukov, A. (2015). Mind Mapping Technique in Language Learning. Procedia - Social and Behavioral Sciences, 206(November), 215–218. Retrieved from: https://doi.org/10.1016/j.sbspro.2015.10.010
Buzan, T. (2006). Mind Mapping. BBC Active.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. SAGE Publications. Retrieved from https://books.google.com.co/books?id=EbogAQAAQBAJ
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, 62(3), 279–301. retrieved from: https://www.researchgate.net/publication/225631292_Concept_Mapping_Mind_Mapping_and_Argument_Mapping_What_are_the_Differences_and_Do_They_Matter
Ellis, R. (1994). The study of second language acquisition. The study of second language acquisition. Oxford University Press, 1994.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the `mind map’ study technique. Medical Education, 36(5), 426–431. Retrieved from: https://doi.org/10.1046/j.1365-2923.2002.01205.x
Fun, C. S., & Maskat, N. (2010). Teacher-Centered Mind Mapping vs Student-Centered Mind Mapping in the teaching of accounting at Pre-U level- An action research. Procedia - Social and Behavioral Sciences, 7(2), 240–246. Retrieved from: https://doi.org/10.1016/j.sbspro.2010.10.034
Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers? Instructional Science, 36(1), 53–73. Retrieved from: https://www.academia.edu/17358381/Concept_mapping_as_a_follow up_strategy_to_learning_from_texts_what_characterizes_good_and_poor_mappers
Merchie, E., & Van Keer, H. (2012). Spontaneous Mind Map Use and Learning from Texts: The Role of Instruction and Student Characteristics. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1387–1394. Retrieved from: https://doi.org/10.1016/j.sbspro.2012.12.077
Nassaji, H. (2011). Issues in Second-Language Reading: Implications for Acquisition and Instruction. Reading Research Quarterly, 46(2), 173–184. Retrieved from http://www.jstor.org/stable/41203420
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448.
Nunan, D. (1991). Language teaching methodology: a textbook for teachers. Prentice-Hall.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press.
Oxford, R L. (1990). Language learning strategies: what every teacher should know. Newbury House Publisher.
Oxford, R L. (2013). Teaching & Researching: Language Learning Strategies. Taylor & Francis.
Oxford, Rebecca L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. Retrieved from: https://doi.org/10.1017/S0261444810000492
Rahimi, M., & Katal, M. (2012). Social and Metacognitive strategies awareness and success in learning English as a foreign language : an overview, 31(2011), 73–81. Retrieved from: https://doi.org/10.1016/j.sbspro.2011.12.019
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), Retrieved from: 93–99. https://doi.org/10.1016/j.teln.2015.01.003
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. Learner Strategies in Language Learning, 15–30.
Urquhart, A. H., & Weir, C. J. (2014). Reading in a Second Language: Process, Product and Practice. Taylor & Francis.
Zare, P. (2012). Language Learning Strategies Among EFL / ESL Learners : A Review of Literature, 2(5), 162–169.
Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia - Social and Behavioral Sciences, 228(June), 593–600. Retrieved from: https://doi.org/10.1016/j.sbspro.2016.07.091