A Case Study Utilizing Online Concept Maps in English Reading Comprehension from Student Perspectives

• Published in: Chung Cheng Educational Studies Vol. 15; no. 1; pp. 043 - 091
• Main Author: 李多耕( Lee,Token)
• Format: Journal Article
• Language: Chinese; English
• Published: 台灣 國立中正大學教育學院 01.06.2016; Chung Cheng University College of Education
• Subjects: Case studies; Collaborative learning; collaborative student learning; College Students; Concept Mapping; Educational Strategies; English language; English reading comprehension; Instructional Materials; Language Proficiency; Mapping; online concept mapping; Reading comprehension; Reading Materials; Student Attitudes; Teaching Methods; 合作學習; 線上概念圖; 英語閱讀理解; Taiwan; online concept mapping; 線上概念圖; collaborative student learning; English reading comprehension; 英語閱讀理解; 合作學習
• ISSN: 1683-9552
• DOI: 10.3966/168395522016061501002

雖然眾多文獻已確認概念圖對不同學科的教學成效，但較少研究以學生的角度檢驗概念圖。本研究欲探討大一非英語系學生如何認知以線上概念圖及社群網路上的討論，為促進閱讀理解之工具。欲達此目的，研究者透過進行一週兩次、一次30分鐘的補救教學，由兩名教學助理教導14名參與者如何使用概念圖於英語閱讀上。在為期一學期的補救教學後，藉由訪談分析，發現網路概念圖可作為學生溫習文章的學習工具。之外，網路概念圖及其相關討論，不但能使學生以各自的方式，展現其文章理解，亦提供學生管道，觀看其同學之閱讀理解。線上概念圖和討論的結合，有助引發學生之間對於同儕概念圖的評論。而這些評論，亦有助學生瞭解並改善其己身閱讀理解的不足
Although numerous studies in various disciplines have ascertained the effectiveness of online concept mapping through different perspectives, few research studies have examined the effects of this technique from students’ perspectives. This study attempted to understand how non-English major freshmen in a remedial program at a Taiwanese private university perceived concept mapping, and the possible impact it had on their reading comprehension. To achieve this goal, 14 participants were instructed to use online concept mapping for all English reading twice a week in thirtyminute classes. Interview analyses revealed that after one semester of using the concept maps, students felt it assisted them significantly in reviewing their English reading assignments. In addition, the use of online concept maps combined with class discussions encouraged the students to exchange comments about what they learned, which helped them in recognizing and making improvements in their English reading comprehension. Moreover, the results suggest using concept mapping tools online can allow students to not only share individual progress but also provide them the opportunity to observe classmates’ understanding of reading assignments and increase dialogue amongst each other, ultimately aiding in their own learning