The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

Autor/inn/en	Khodadady, Ebrahim; Ghanizadeh, Afsaneh
Titel	The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability
Quelle	In: English Language Teaching, 4 (2011) 4, S.49-60 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Concept Mapping; Critical Thinking; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; College Students; Language Proficiency; Student Evaluation; Instructional Effectiveness; Cognitive Tests; Language Tests; Measures (Individuals); Statistical Analysis; Iran; International English Language Testing System; Test of English as a Foreign Language; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Concept Map; Kritisches Denken; Collegestudent; Language skill; Language skills; Sprachkompetenz; Schulnote; Studentische Bewertung; Unterrichtserfolg; Kognitiver Fähigkeitstest; Language test; Sprachtest; Messdaten; Statistische Analyse; Language tests; Englisch
Abstract	The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control (n=18) groups. The results of pretest indicated that the participants of the two groups were homogenous with regard to their proficiency level and critical thinking ability. The experimental group was instructed to construct concept maps after reading each text and formulated the required post-reading activities on the basis of the constructed maps. Critical thinking skill was assessed via the "Watson-Glaser Critical Thinking Appraisal" (CTA). The results of posttest indicated that concept mapping has a positive and significant influence on learners' critical thinking ability. The discussion and conclusions of the research are further presented with reference to the finding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01