The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

Khatib, Mohammad; Faruji, Laleh Fakhraee

doi:10.4304/jltr.3.6.1114-1121

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…It was interesting to see that the students in Cycle 2 (graphic organizers) outperformed in their literary reading test compared with the results of test 1 in the pre-cycle (traditional method) and test 2 in Cycle 1 (story grammar, the linear pattern). The findings of Cycle 2 confirmed previous results in the field (Hernandez, 2014;Sam & Rajan, 2013;Khatib and Faruji, 2012;Amer, 2003). In Cycle 2, the students used graphic organizers to help them better understand the plot of a story visualizing relationships or concepts, using the spatial relation between the ideas, characters or themes.…”

Section: Discussion Of the Findingssupporting

confidence: 90%

“…Using story mapping pedagogically sounded as an effective tool I could utilize in my literature classes according to some empirical studies. Khatib and Faruji (2012) found a positive impact of GOs on the development of students' vocabulary knowledge. Sam & Rajan (2013) investigated the implementation of GOs on students' reading comprehension.…”

Section: Introductionmentioning

confidence: 84%

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The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation

Albufalasa

2019

Int. J. Appl. Linguist. Engl. Lit.

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This research investigated mainly the effectiveness of implementing graphic organizers (GOs) on improving EFL students’ reading comprehension of narrative texts and motivation. EFL learners may face many difficulties when they analyze literary texts in terms of comprehending the story line with all its elements of fiction. The study was conducted on EFL students enrolled in a literature course at a university level. The data were collected using a mixed-method approach including quantitative data employing reading tests and questionnaires, and qualitative data using class observation. The study implemented three cycles, each one utilized a particular method of teaching short stories. The results show that the students’ performance was significantly higher when the EFL learners used graphic organizers to comprehend the story line of short stories when compared to using the story grammar (SG), more specifically the linear pattern. Students’ motivation was also enhanced in relation to reading and learning English literature. They developed more self-confidence and trusted their abilities to do well in literature classes. Their language anxiety was decreased as they improved in understanding narrative texts and were able to perform better in class activities. They also exerted effort to participate and were willing to work independently on reading tasks. All of this resulted in enhancing their motivation.

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Section: Discussion Of the Findingssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 84%

The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation

Albufalasa

2019

Int. J. Appl. Linguist. Engl. Lit.

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Teaching/Developing Vocabulary Using Graphic Organizers and Modeling

Ajayi

2018

The TESOL Encyclopedia of English Language Teaching

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Vocabulary graphic organizers are useful visual resources to teach English language learners (ELLs) to represent and visualize relationships between vocabulary words and their possible meanings, attributes, and associations. In addition, teachers use vocabulary graphic organizers to deepen students' understanding of difficult words and the relationships of such vocabulary words to their prior knowledge through multiple instructional activities, including word definitions, examples, synonyms/antonyms, and word attributes. Graphic organizers are effective visual learning strategies because they are engaging and they allow ELLs to work in collaborative groups. Similarly, modeling as a scaffold allows teachers to show students how to unpack difficult words as they share with students (and students observe) the series of steps and thinking processes (through thinking aloud) they go through in order to complete a cognitive task. Students can then use what they observe to “mediate” their thinking as they work in small groups or independently to complete a similar or new task.

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The Impact of Using Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners

Cited by 2 publications

References 8 publications

The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation

The Impact of Implementing Graphic Organizers on Improving EFL Students’ Reading Comprehension of Narrative Texts and Motivation

Teaching/Developing Vocabulary Using Graphic Organizers and Modeling

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