Writing Fluency Achievement through Computer Concept-Mapping Strategy Conjoining Partial Persian Word Translation

Subject Areas : All areas of language and translation

Jamshid Mashhadi ¹ , حسین احمدی ² , Payman Rajabi ³

1 - PhD student in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - دانشگاه آزاد اسلامی واحد ملایر
3 - Assistant Professor in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran

Received: 2021-01-29 Accepted : 2021-01-29 Published : 2021-01-01

Keywords: concept mapping, Writing, Fluency, equivalent, Conventional,

Abstract :

From educational spectrum, challenges in finding conducive ways for English writing have remained weighty. Thus, this report focuses on using computer concept mapping with partial word Persian equivalent in the graphs on facilitating writing fluency as a contributing factor. It was thought teach- ing writing suchlike leads to remembering more data and writing more fluently. To the researchers, EFL learners generally lack sufficient motivation in writing as they perceive as a complicated or bor- ing subject and come across difficulties during learning it. This strategy was adopted compared to tra- ditional teaching method. A prior and after treatment evaluation and normal group design was used. The study participants were 50 intermediate EFL students equally halved into experiential and control members. The experimental treatment group practiced writing using computer concept-maps but their counterparts were taught ordinarily. Statistical analyses by using SPSS statistical software were run. One-way ANOVA test and independent-samples t-test were adopted in data analysis. The overall findings arisen manifested that teaching writing with the use of computer concept maps was signifi- cantly much influential than conventional teaching approach.

References:

 

Akinsanya, A. (2004). Allocating student study time "massed" versus "distributed" practice. American Educator.

Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1), 1-23.

Aşıksoy, G. (2019). Computer-based concept mapping as a method for enhancing the effectiveness of concept learning in technology-enhanced learning. Sustainability, 11(4), 1005.

Aydin, G. (2015). The Effects of Technology-Supported Mind and Concept Mapping on Students' Construction of Science Concepts The Effect of Mind Mapping in Science Education. Anthropologist, 20(1-2), 166-176.

Bai, C. (2009). Pointing as situated practice. In S. Kita (Ed.), Pointing: Where language, culture and cognition meet (pp. 217-241). Mahwah, NJ: Erlbaum.

Binglan, Z., & Jia, C. (2010). The Impact of Teacher Feedback on the Long-term Improvement in the Accuracy of EFL Student Writing. Chinese Journal of Applied Linguistics, 33(2), 18-34.

Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language teaching research, 12(3), 409-431.

Bridges, D., Corbet, L., & Chan, Q. (2015). The company they keep: Friendships and their developmental significance. Child development, 67(1), 1-13.

Byrnes, H., & Manchón, R. M. (2014). Task, task performance, and writing development. In R. M. Manchón & H. Byrnes (Eds.), Task-based language learning–Insights from and for L2 writing (pp. 267-299). Amsterdam: John Benjamins.

Çakmak, F. (2018). Concept maps method and usage in theology education: Concept maps belonging to unit expansions in 9th class. Interdisciplinary Social Sciences Magazine, 2(3), 85-111.

Chang, W., Cheng, J., Allaire, J., Xie, Y., & McPherson, J. (2018). shiny: Web Application Framework for R. R package version 0.13. 2. URL: http://CRAN. R-project. org/package= shiny.

Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604-615.

Chiou, C.-C., Lee, L.-T., Tien, L.-C., & Wang, Y.-M. (2017). Analyzing the effects of various concept mapping techniques on learning achievement under different learning styles. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3687-3708.

Chiou, C.-C., Tien, L.-C., & Tang, Y.-C. (2020). Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100243.

Elder, C., & Iwashita, N. (2005). Planning for test performance: Does it make a difference? In R. Ellis (Ed.), Planning and task performance in a second language (pp. 219–238). Amsterdam/Philadelphia: John Benjamins.

Elder, L., & Paul, R. (2013). 30 days to better thinking and better living through critical thinking: a guide for improving every aspect of your life (Rev and expanded [ed.]). FT Press, Upper Saddle River.

Farrag, R. E. (2017). Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement. Journal of nursing education and practice, 7(3), 12-13.

Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second language acquisition, 18(3), 299-323.

Guará-Tavares, M. (2008). Pre-task planning, working memory capacity, and L2 speech performance. (PhD Thesis).

Harini, L. P. I., Nilakusmawati, D., & Astawa, I. G. S. (2017). Solve Miscellaneous Mathematical Problems using Mind Map. Global J. Pure Appl. Math, 13, 7441-7451.

Hashemnezhad, H., & Mohammadnejad, S. (2012). A Case for Direct and Indirect Feedback: The Other Side of Coin. English Language Teaching, 5(3), 230-239.

Hsieh, S.-W., Ho, S.-C., Wu, M.-p., & Ni, C.-Y. (2016). The Effects of concept map-oriented gesture-based teaching system on learners’ learning performance and cognitive load in earth science course. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 621-635.

Isfaningrum, N. F., Masykuri, M., & Saputro, A. N. C. (2013). Studi Komparasi Metode Pembelajaran Student Teams Achievement Division (STAD) menggunakan Peta Pikiran (Mind Mapping) dan Peta Konsep (Concept Mapping) terhadap Prestasi Belajar Siswa pada Materi Pokok Sistem Periodik Unsur Siswa Kelas X SMAKebakkramat. Jurnal Pendidikan Kimia, 2(2), 132-139.

Jafari, N., & Zarei, G. R. (2015). The influence of concept mapping on Iranian intermediate EFL learners’ argumentative essay writing skill. Journal of Applied Linguistics and Language Research, 2(4), 98-112.

Javadi-Safa, A. (2018). A brief overview of key issues in second language writing teaching and research. International Journal of Education and Literacy Studies, 6(2), 12-25.

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and teacher education, 10(4), 439-452.

Kao, L., Lin, Q., & Sun, E. (2008). Exploring second language teacher development. Hong Kong: City Polytechnic of Hong Kong.

Kawauchi, C. (2005). 5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 143-164). Amsterdam/Philadelphia: John Benjamins.

Lytras, R. (2018). Methods that work: Ideas for literacy and language teachers. Boston: Heinle & Heinle.

MacArthur, C. A., & Graham, S. (2016). Writing research from a cognitive perspective. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 24–40). New York: Guilford Press.

Machida, N., & Dalsky, D. J. (2014). The Effect of Concept Mapping on L2 Writing Performance: Examining Possible Effects of Trait-Level Writing Anxiety. English Language Teaching, 7(9), 28-35.

Mammen, V. (2016). The reflective practitioner. New York: Basic Books.

Meghyasi, M., & Hashamdar, M. (2015). The effect of concept mapping strategies on Iranian EFL learners’ descriptive and persuasive writing. International Journal of Educational Investigations, 2(7), 57-68.

Merkel, W. (2018). Role reversals: A case study of dialogic interactions and feedback on L2 writing. Journal of Second Language Writing, 39, 16-28.

Mintzes, F. (2006). The effects of teacher generated concept maps on learning of secondary school physics. In A. J. Cañas & J. D. Novak (Eds.), Concept Maps: Theory, Methodology, Technology: Proceedings from the Second International Conference on Concept Mapping (pp. 550-557). San Jose, Costa Rica.

Mirzaii, M. (2012). A Comparative Study of the Impact of Oral Conferencing and Consciousness Raising Instruction on Iranian EFL Learners’ Writing Performance. Unpublished Master’s Thesis, Iran University of Science and Technology, Tehran, Iran.

Mochizuki, N., & Ortega, L. (2008). Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language teaching research, 12(1), 11-37.

Muller, A., Gregoric, C., & Rowland, D. R. (2017). The impact of explicit instruction and corrective feedback on ESL postgraduate students’ grammar in academic writing. Journal of academic language and learning, 11(1), A125-A144.

Ning, F. (2018). An analysis of student experiences with concept mapping in a foundational undergraduate engineering course. International Journal of Engineering Education, 34(2), 294-303.

Nobahar, B., Nemat Tabrizi, A. R., & Shaghaghi, M. (2013). The Effect of Concept Mapping on Iranian Intermediate EFL Learners' Self-efficacy and Expository Writing Accuracy. Theory & Practice in Language Studies, 3(11), 2117-2127.

Novak, F. (1992). Teaching ESL in an unfamiliar context: International students in a North American MA TESOL Practicum. TESOL Journal, 7(4), 24-29.

Novak, J. D., & Canas, O. (2006). The practicum in TESOL. TESOL Quarterly, 22, 9–27.

Ören, F. Ş., & Ateş, Ö. (2018). Evaluation of Micro Teaching Applications Using Analogy via Concept Maps. Ankara: Pegem Publishing.

Pardosi, H. (2017). Penggunaan Model Pembelajaran Concept Mapping Dalam Meningkatkan Hasil Belajar Siswa Pada Kompetensi Dasar Sumber Daya Alam Mata Pelajaran Ipa Di Kelas IV Sd Negeri 064988 Medan Johor TA 2014/2015. PASCAL (Journal of Physics and Science Learning), 1(2), 77-86.

Rao, P. S. (2019). Teaching of Writing Skills to Foreign or Second Language Learners of English. International E-Journal for Research in ELT, 5(2), 136-152.

Ritella, G., & Hakkarainen, K. (2012). Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices. International Journal of Computer-Supported Collaborative Learning, 7(2), 239-258.

Rubiyah, R., Ping, M. T., & Syamdianita, S. (2018). IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’DESCRIPTIVE WRITING ABILITY. LLT Journal: A Journal on Language and Language Teaching, 21(1), 65-74.

Shakoori, M., Kadivar, P., & Sarami, R. (2017). The effect of concept mapping strategy as a graphical tool in writing achievement among EFL learners. International Journal of Information and Education Technology, 7(5), 357-360.

Shamsuddin, I. M., Aminu, I., Shamsiyya, A., & Adamu, A. M. (2017). Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry. Teacher Education and Curriculum Studies, 2, 86-92.

Singer, N. R., & Scollay, D. (2006). Increasing student achievement in writing through teacher inquiry: An evaluation of professional development impact. Berkeley, CA: National Writing Project.

Steinlen, A. K. (2018). The development of German and English writing skills in a bilingual primary school in Germany. Journal of Second Language Writing, 39, 42-52.

Tavakoli, P., & Skehan, P. (2005). 9. Strategic planning, task structure and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239-273). Amsterdam/Philadelphia: John Benjamins.

Tien, L., Chiou, C., & Liao, C. (2018). Effect of digital materials with combining multimedia and concept maps on cognitive learning: A mediating effect of cognitive load. International Journal on Digital Learning Technology, 10(1), 95-126.

Trang, P. T. (2017). THE EFFECTS OF CONCEPT MAPPING ON EFL STUDENTS’READING COMPREHENSION. European Journal of English Language Teaching, 2(2).

Trochim, W. M., & McLinden, D. (2017). Introduction to a special issue on concept mapping. Evaluation and program planning, 60, 166-175.

Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. ITL-International Journal of Applied Linguistics, 156(1), 279-296.

Wang, M., Wu, B., Kirschner, P. A., & Spector, J. M. (2018). Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450-458.

Zarina, M. P., & Fatimah, M. H. (2017). The effects of concept mapping on matriculation students’ essay writing performance. Paper presented at the Proceedings of the International Conference on Education and Social Science, Turkey.