Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Lee, Yongjin

doi:10.7763/ijiet.2013.v3.275

Cited by 28 publications

(29 citation statements)

References 29 publications

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“…The findings revealed that explicit instruction of mind mapping could help Chinese EFL learners improve their argumentative writing performance, especially on contents and organization. This is consistent with the findings in previous research that the application of mind mapping plays a positive role in learners' development of writing proficiency (Lee & Cho, 2010;Lee, 2013;Ojima, 2006;Shu, 2009). In the process of drawing mind maps, learners get access to opportunities of activating their prior knowledge and experiences, establishing connections between different ideas, and organizing these information into a coherent whole.…”

Section: Discussionsupporting

confidence: 93%

A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners

Ying¹

2018

ELT

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This study is aimed at exploring the relationship between explicit instruction of mind mapping at pre-writing stage and the quality of Chinese EFL learners’ argumentative writing. Thirty-nine first-year English majors from two convenient classes were randomly assigned into the experimental group and the control group respectively. For the control group, the traditional way of teaching writing was adopted, while for the experimental group, the application of mind mapping was integrated into the writing instruction. Five participants from the experimental group participated in the following interview. The comparison of mean scores of post-experimental argumentative writings between two groups indicated that the experimental group significantly performed better than the control group in content and organization of their writings. Through the analysis of interviews, it was found that participants regarded mind mapping as a useful tool for planning their writing and their personal attitudes toward English writing became more positive. The findings provide EFL teachers and curriculum designers with useful insights into improving the efficiency of writing instruction.

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Section: Discussionsupporting

confidence: 93%

A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners

Ying¹

2018

ELT

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“…To date, the small number of research on collaborative prewriting activities has been directed to examine the effectiveness of collaborative pre-writing activity on students' composition quality. Lee (2013) reported in his study that providing students with activity to map their ideas gave a positive impact on improving the quality of writing.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Pair and Group Work in Collaborative Pre-Writing Discussion on Students’ Writing Quality

Winarti

2019

JEASP

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<p>In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further. This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.</p>

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“…Relevan dengan Eppler (2006) yang menyatakan bahwa visualisasi concept mapping yang berbeda format dapat digunakan sebagai cara-cara yang saling melengkapi untuk meningkatkan motivasi, perhatian, pemahaman, dan daya ingat. Concept mapping adalah strategi yang layak untuk membantu peserta didik dalam menulis proses perencanaan, sehingga meningkatkan kemampuan belajarnya (Lee, 2013). Perpaduan antara bahan ajar, model, dan teknik pembelajaran yang tepat dapat mencapai tujuan pembelajaran biologi.…”

Section: Hasil Dan Pembahasanunclassified

Pengembangan Modul Biologi berbasis Reasoning and Problem Solving disertai Concept Mapping Tipe Network Tree pada Materi Pencemaran Lingkungan untuk Memberdayakan Keterampilan Proses Sains dan Kemampuan Mengevaluas

2014

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The objectives of this research and development are to investigate: 1) characteristic of biology module based on reasoning and problem solving (RPS) with network tree concept mapping (CM); 2) feasibility of biology module based on RPS with network tree CM to empower science process skills and evaluation abilities; 3) effectiveness of biology module based on RPS with network tree CM toward science process skills; and 4) effectiveness of biology module based on RPS with network tree CM toward evaluation abilities. This research used the Research and Development (R&D) which referred to the model claimed by Borg & Gall (1983) with some modifications. The samples of the research included those of preliminary field testing which involved 7 validators, those of main field testing that involved 10 students, and those of operational field testing which involved 32 students. The operational field testing used the one group pretest and posstest design. The data of research were gathered through questionnaire, observation, interview, and test. The data of science process skills and evaluation abilities were tested by means of paired sample t-test and calculated by using normalized gain score. The results of research showed that: 1) the characteristics of biology module based on RPS with network tree CM are as follows: (a) the development uses the model claimed by Borg & Gall with some modifications (research and information collecting, planning, development of preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field, final product revision, and dissemination and implementation); (b) module developed by RPSsyntax(read and think, explore and plan, select strategy, find and answer, dan reflect and extend);(c) module with network treeCM as a techniques of expansion and strengthening concept; (d) the learning activities in the module can empower science process skills and evaluation abilities; 2) the score of feasibility of biology module based on RPS with network tree CM is 3.27, which is in the very good category; 3) the biology module based on RPS with network tree CM is effective to empower science process skills as indicated by the N-gain score of 0.58, which is in the moderate category; and 4) the biology module based on RPS with network tree CM is effective to empower evaluation abilities as signified by the N-gain score of 0.30, which is in the moderate category.

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Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

Cited by 28 publications

References 29 publications

A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners

A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners

The Effect of Pair and Group Work in Collaborative Pre-Writing Discussion on Students’ Writing Quality

Pengembangan Modul Biologi berbasis Reasoning and Problem Solving disertai Concept Mapping Tipe Network Tree pada Materi Pencemaran Lingkungan untuk Memberdayakan Keterampilan Proses Sains dan Kemampuan Mengevaluas

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