Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Sena SEBİT; Senem YILDIZ

doi:https://doi.org/10.18009/jcer.710461

Makale detayları

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Yazarlar:

Sena SEBİT | Senem YILDIZ

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Eğitim

Dergi:

Journal of Computer and Education Research 2020 Vol.8 Issue 16, pp.428-452

Belge Tipi:

Makale

Yayın Tarihi:

10/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000495406

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.710461

Özet:

 

This study examined the effects of computerized concept mapping on EFL students’ essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized concept mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.’s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences using computerized concept mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.

 


This study examined the effects of computerized concept mapping on EFL students’ essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized concept mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.’s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences using computerized concept mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.

.

Makale detayları

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Yazarlar: Sena SEBİT | Senem YILDIZ

Yayıncı: Tamer KUTLUCA

Ana Başlıklar: Eğitim

Dergi: Journal of Computer and Education Research 2020 Vol.8 Issue 16, pp.428-452

Belge Tipi: Makale

Yayın Tarihi: 10/2020

Belge Dili: İngilizce

Document ID (Org No.): 2000495406

Sıklık: İki Yıllık

eISSN: 2148-2896

DOI: https://doi.org/10.18009/jcer.710461

Sayı

Yazarlar:

Sena SEBİT | Senem YILDIZ

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Eğitim

Dergi:

Journal of Computer and Education Research 2020 Vol.8 Issue 16, pp.428-452

Belge Tipi:

Makale

Yayın Tarihi:

10/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000495406

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.710461