Abstract:
This inquiry investigates the impact of Computer Concept-Mapping on Iranian EFL learners’ writing complexity and accuracy. To this end, a total of 30 intermediate EFL learners aged 14 to 16 years were non-randomly selected, homogenized in terms of general proficiency, and classified into two treatment and control groups. Also, a pretest and a posttest on the participants’ writing performance were administered at the beginning and the end of the study.. Further, the ESL Composition Profile developed by Jacobs et al. (1981) was used as a criterion for evaluating the participants’ writing accuracy and complexity. The treatment group received computer-based concept mapping instruction, while the control group was instructed through conventional writing techniques. Then, the data obtained from the two groups’ pre- and posttests were comparatively analyzed through appropriate statistical tools. Parametric paired-samples and independent-samples t-tests as well as Pearson Correlation were also used to assess the inter-rater reliability indices of the participants’ writing tests. The results of data analysis indicated that computer concept-mapping instruction entails significantly better writing performance. This finding has implications for teachers and EFL programmers to use the latest methods and tools of instruction
Machine summary:
Impact of Computer Concept-Mapping Instruction on Iranian EFL Learners’ Writing Performance: Complexity and accuracy in focus Jamshid Mashhadi, Ph. D.
ir Peyman Rajabi, Assistant Professor, Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran Abstract This inquiry investigates the impact of Computer Concept-Mapping on Iranian EFL learners’ writing complexity and accuracy.
skill Keywords: Accuracy, complexity, computer-based instruction, concept-mapping, writing Introduction Writing can be utilized through learning and encouraging others (Graham, Gillespie, & McKeown, 2013).
Based on the above-mentioned points, this study was an attempt to assess the impact of computerized concept-mapping learning strategy on the complexity and accuracy in Iranian intermediate EFL learners writing.
As such, the following research question was addressed: RQ: Does computer-based concept mapping have any significant effect on the complexity and accuracy of Iranian intermediate EFL Learners’ writing?
A research carried out by Ahangari and Behzady (2011) dealt with computer-mediated concept mapping on the writing skill of EFL Iranian learners.
Results and Discussion The purpose of this study was to examine the impact of using computer concept-mapping instruction on Iranian EFL learners’ writing accuracy and complexity performance.
Conclusions The building block of this study was a basic thought to inspect the effects of concept- mapping learning strategy, as the independent variable, on the treatment group EFL learners’ writing performance in terms of accuracy and complexity.
The results of the study revealed that there a meaningful relationship exists between EFL learners’ writing performance regarding complexity and accuracy and concept-mapping strategy use.