The Effects of Graphic Organizer Strategy on Improving Iranian EFL Learners’ Vocabulary Learning
الموضوعات : Research in English Language Pedagogy
الناز شعاری
1
(University of Tabriz)
Farahman Farrokhi
2
(Tabriz University, Iran)
الکلمات المفتاحية: vocabulary learning, Graphic Organizer Strategy, Clustering,
ملخص المقالة :
This study aimed at investigating the effect of graphic organizer strategy on improving Iranian EFL learners’ vocabulary learning. Fifty students participated in this study which lasted for one academic semester. The students were divided into two groups: one experimental group in which students were taught new vocabulary items through graphic organizers in form of clusters and pictures, and one control group whose students were taught the same items through traditional instruction. At the beginning of the program, the researchers conducted Cambridge Mover Tests in order to assure the homogeneity of the students’ proficiency level. A pretest was subsequently administered on learners’ vocabulary knowledge. Then the intervention commenced. At the end of the sessions, one posttest was conducted for measuring effectiveness of the treatment. Then the researchers analyzed the gathered data. Because there were two groups in this study, the researcher used t-test for analysis, paired t-test for comparing the results within groups, and independent t-test for comparing the results between groups. The results showed that graphic organizers were indeed conducive to L2 vocabulary learning by the learners.
Abdollahzadeh, E., & Amiri, N. (2009). The effect of semantic mapping as a vocabulary
instruction technique on EFL learners with different perceptual learning styles. The
Journal of Applied Linguistics, 2(1), 1-27.
Al-Issa, A. (2006). Schema theory and L2 reading comprehension: Implication for
teaching. Journal of College Teaching &Learning, 3(7), 41-48.
Arbib, M. A. (2006). Schema theory. Los
Angeles, CA: University of Southern California.
Ayres, P. (2006). Cognitive load theory.
Australia: University of New South Wales
(UNSW).
Barani, Gh., Mazandarani, O., & Seyyed Rezaie, S. H. (2010). The effect of application of picture into picture audiovisual aids on vocabulary learning of young Iranian ELF learners. Procedia Social and
Behavioral Sciences, 2, 5362-5369.
Blachowicz, C. L. Z. (2007). Best practices in vocabulary instruction. Scott Forssmann
National Louis University.
Carter, R., & Nunan, D. (2002). The Cambridge guide to teaching English to speakers of
other languages. (4thEd.). Cambridge: Cambridge University Press.
Chiang, C. (2005). The effects of graphic organizers on Taiwanese tertiary students’
EFL reading comprehension and attitudes towards reading in English. Retrieved
March 23, 2012 from ACU Digital Theses at
http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp77.29082006/.
Cooper, G. (1988). Research into cognitive load theory and instructional design at UNSW.
Sydney: University of New South Wales
(UNSW).
Daniel, K. J. (2005). Advance organizers:Activating and building schema for more successful learning in students with
disabilities. Lynchburg College. Delgado, S. A., Woodward, D., & McCleskey,
H. (2012). Use of manipulatives and graphic organizers in the classroom. Texas
Education Agency.
Dell'Olio, J. M. & Donk, T. (2007). Advance organizers. In Models of teaching: Connecting student learning with standards
just: auto; -webkit-text-stroke-width:(pp. 387-413). Thousand Oaks, CA: SAGE
Publications.
Duis, M. (2004). Using schema theory to teach
American history. New York, NY: NCSS.
Ellis, E., & Howard, P. (2005). Graphic
organizers: Power tools for teaching
students with learning disabilities. Retrieved
April 2012 from www.GraphicOraganizers.com.
Hall, T., & Strangman, N., (2008). Graphic organizers. New York, NY: CAST.
Helfgott, D. (2013). The history beyond Graphic organizers. Retrieved November
21, 2013 from www.Inspirationsoftware.com/graphicorganizers.
Iwanaka, T. (2007). Roles of noticing in English language learning: A literature review.
英語学習における気づきの役割－文献概
説 [Translation: Literature overview: Role of awareness in learning English], pp.53-67.
Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research
findings and issues. Reading in a Foreign Language, 19(1), 1-22.
Keshavarz, M. H., Atai, M. R., & Mohammadi, S. M. (2006). The effect of semantic mapping strategy instruction on vocabulary learning of intermediate EFL students. Journal of Faculty of Letters and
Humanities, 1, 149-176.
Martinez-Fernandez, A. (2008). Revisiting the
involvement load hypothesis: Awareness, type of task and type of item. Selected Proceedings of the 2007 Second Language
Research Forum, 210-228.
Mohammadi, M., Moenikia, M., & ZahedBabelan, A. (2010). The role of advance organizer on English language learning as a
second language. Procedia Social and Behavioral Sciences, 2, 4667-4671.
Nation, P., & Meara, P. (2002). Vocabulary. In
N. Schmitt (Ed.) An introduction to applied
linguistics (331-344). Oxford: Oxford
University Press.
Paas, F., Renkl, A, & Sweller, J. (2003).
Cognitive load theory and instructional
design: Recent developments. Educational
Psychologist, 38(1), 1-14.
Pikulski, J. J., & Templeton, S. (2004).
Teaching and Developing Vocabulary: Key
long–term Reading Success. Houghton
Mifflin Reading.
Radwan, A. A. (2011). Semantic processing
and vocabulary development of adult ESL
learners. Asian Journal of English Language
Teaching, 21, 1-21.
Riess Karnal, A & Vera, P. W. 2013. Reading
Comprehension and the Use of Google
Translator. International Journal of English
Linguistics; Vol. 3, No. 6. Pp. 113-119.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. UK:
University of Nottingham.
Sedita. J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33-45.
Soleimani, H. (2012). The effect of explicit instruction of clustering new words on
vocabulary learning of Iranian intermediate EFL learners through hyperlinks.
International Journal of Applied Linguistics
& English Literature, 1(2), 71-89.
Tinkham, T. (1997). The Effect of semantic and
thematic clustering on the learning of second
language vocabulary. Second Language
Research, 13(2), 138–163.
Tsubaki, M. (2012). The involvement load
hypothesis: An inquiry into vocabulary
learning. Retrieved June 28, 2013 from
http://www.ubunkyo.ac.jp/center/library/image / EIBUN175_184.pdf.
Widmayer, S. A. (2007). Schema theory: An introduction. Social and Behavioral
Sciences, 3, 62-71.
Yaqubi, B., Rayati, R. A., & Allemzade Gorg, N., (2010). The involvement load hypothesis
and vocabulary learning: The effect of task
types and involvement index on L2
vocabulary acquisition. JTLS, 2(1), 1-19.
Yongqi Gu, P. (2003). Vocabulary learning in a
second language: Person, task, context and strategies. TESL / EJ, 7(2), 1-26.
Zahedi, Y., & Abdi, M. (2012). The effect of semantic mapping strategy on EFL learners’
vocabulary learning. Procedia Social and Behavioral Sciences, 69, 2273-2280.
Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The effect of graphic organizer on Students’ Learning in School. Malaysian
Journal of Educational Technology,10, 17-23
