Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension

Education Resources Information Center (ERIC), USA,1999

11 Pages Posted: 10 Dec 2013 Last revised: 18 Dec 2013

Date Written: 1999

Abstract

A study compared the effectiveness of three classroom methods for teaching semantic mapping to college-level learners of English as a foreign language (EFL). Subjects were 187 freshmen at an Egyptian university, randomly assigned to three treatment groups: teacher-initiated semantic mapping; student-mediated semantic mapping; and teacher-student interactive semantic mapping. Treatment was administered over 5 months in one session per week. Subjects were pre- and post-tested in reading comprehension. While the pretest indicated no significant differences in the groups, post-test results revealed students in the teacher-student interactive semantic mapping group scored significantly higher than the other two groups, which had similar results.

Keywords: Classroom Techniques; Cognitive Mapping; Reading Comprehension; Second Language Instruction; Semantics; Teacher Student Relationship

Suggested Citation

El-Koumy, Abdel Salam, Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension (1999). Education Resources Information Center (ERIC), USA,1999. Available at SSRN: https://ssrn.com/abstract=2365006 or http://dx.doi.org/10.2139/ssrn.2365006

Abdel Salam El-Koumy (Contact Author)

Suez University ( email )

Suez
I
Egypt

Register to save articles to
your library

Register

Paper statistics

Downloads
249
Abstract Views
1,089
rank
122,660
PlumX Metrics