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Empirical Research on Computer-Assisted Concept Mapping for Writing Summaries
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, , National Chia-Yi University, Taiwan

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners’ English writing summaries as post-reading organizers. One hundred and ninety seven freshmen who were enrolled in an English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class as a tactic to organize information to be summarized. Through the one semester experiment, the researcher found that concept mapping had positive and significant effects on students’ text comprehension and summarization ability in all the elements of writing, including organization, content, grammar, usage, and style. Map-using groups produced more transformations of ideas in their summaries than the control group.

Citation

Liu, P.L. & Chiu-Jung, C. (2010). Empirical Research on Computer-Assisted Concept Mapping for Writing Summaries. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1506-1512). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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