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This study aimed to investigate the effect of concept mapping-based academic writing instructionfor science and engineering students. Also, this study examined whether there was a relationshipbetween the effect of concept mapping-based instruction and English proficiency and whetherthere was an effect of concept mapping-based writing instruction on the improvement ofwritingcomponents. 84 students participated in this study and were classified into either anexperiment group or a control group. A pre-writing task was administered to both groups beforeconcept mapping-based instruction was given to the experimental group. After ten week conceptmapping-based instruction, a post-writing task was administered to both groups. The outcomes ofthe pre-writing task and the post-writing task were analyzed using T-unit measure and a rubric foracademic writing. The results showed that there was no effect of concept mapping-based academicwriting instruction when writing tasks were analyzed by T-units, but that there was an effect ofconcept mapping-based writing instruction when writing performance was measured by thewriting rubric. This study also found that concept mapping-based writing instruction did supportimprovements of the low-level English proficiency group in terms of sentence number andaccuracy as well as organization and coherence. Furthermore, this study revealed the high-levelEnglish proficiency group can have benefits in content while the low- level English proficiencygroup can have benefits in structure, content as well as grammar/ mechanics. Pedagogicalimplications and directions of further research were discussed
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참고문헌 (22)
참고문헌 신청
Al-shaer, I. M. R. / 2014 / Employing concept mapping as a pre-writing strategy to help EFL learners better generate argumentative compositions / International Journal for the Scholarship of Teaching and Learning 8(2):1~29
Ausubel, D. P. / 1968 / Educational Psychology: A cognitive view / Holt
Chularut, P. / 2004 / The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language / Contemporary Educational Psychology 29(3):248~263
Hyland, K. / 2003 / Genre-based pedagogies: A social response to process / Journal of Second Language Writing 12(1):17~29
Kyoko, O. / 2011 / A study on the effect of hierarchical concept mapping on writing by junior high school students / Chunrak Language Proceeding 59:223~228
Ausubel, D. P. / 1968 / Educational Psychology: A cognitive view / Holt
Chularut, P. / 2004 / The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language / Contemporary Educational Psychology 29(3):248~263
Hyland, K. / 2003 / Genre-based pedagogies: A social response to process / Journal of Second Language Writing 12(1):17~29
Kyoko, O. / 2011 / A study on the effect of hierarchical concept mapping on writing by junior high school students / Chunrak Language Proceeding 59:223~228
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