Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy
Experimental Use of Kit-Build Concept Map System to Support Reading Comprehension of EFL in Comparing with Selective Underlining Strategy
复制标题
实验使用套件构建概念图系统支持 EFL 阅读理解并与选择性下划线策略进行比较
DOI：
10.14569/ijacsa.2016.070410
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发表时间：
2016
影响因子：
0.9
通讯作者：
T. Hirashima
中科院分区：
文献类型：
--
作者：
M. Alkhateeb;Y. Hayashi;Taha Rajab;T. Hirashima
在本文中，我们描述了使用 Kit-Build 概念映射（KB 映射）方法作为对英语作为外语（EFL）环境中的阅读理解（RC）的技术增强支持的效果。 RC 是一个帮助学习者成为更有效和高效的阅读者的过程。它是语言学习者在日常工作活动中经历的一种有意的、主动的、互动的活动。 EFL 的 RC 是技术增强学习的一个重要研究领域。为了阐明KB映射方法的效果，我们通过两周后进行的理解测试（CT）和延迟理解测试（DCT）将结果与选择性下划线（SU）策略的结果进行了比较。结果表明，DCT 分数存在显着差异，而 CT 分数没有显着差异。这表明使用知识库映射方法可以帮助学习者更长时间地保留他们的信息。通过对 Kit-Build Conditions (KB-conditions) 组的结果进行更多统计分析并将其与地图分数进行比较，我们发现学习者可以回答 76% 的问题，这些问题的答案包含在学习者地图中。研究发现，学习者可以回忆起 86% 的问题，并且他们的答案包含在学习者地图中。这表明，即使在两周后，与 SU 策略相比，使用知识库映射方法也能帮助学习者保留和回忆更多信息。在所有实验结束后的后续调查中发现，参与者在使用后认为使用KB-mapping与CT的SU相似，但KB-mapping在一段时间后对记忆信息更有用，而且执行起来更困难。参与者喜欢在 RC 任务中使用它，但要求有更多时间来完成。
In this paper, we describe the effects of using Kit-Build concept mapping (KB-mapping) method as a technology-enhanced support for the Reading Comprehension (RC) in English as Foreign Language (EFL) contexts. RC is a process that helps learners to become a more effective and efficient reader. It is an intentional, active and interactive activity that language learners experience in their daily working activities. RC of EFL is a significant research area in technology-enhanced learning. In order to clarify the effect of KB-mapping method, we compared the results with that of selective underlining (SU) strategy through the Comprehension Test (CT) and the Delayed Comprehension Test (DCT) that performed two weeks later. As the results, it is clarified that there is a noticed difference in the DCT scores, while there is no significant difference in the CT scores. It indicates that the use of KB-mapping method helps learners to retain their information for longer period of time. By doing more statistical analysis for the results of the Kit- Build Conditions (KB-conditions) group and comparing them with the map scores, we found that the learners could answer 76% of the questions whose answers were included in their learner’s maps. It was found that learners could recall 86% of the questions and that their answers were included in their learner’s maps. It indicates that the use of KB-mapping method helps learners to retain and recall more information compared with the SU strategy even after two weeks elapsed. In a follow-up questionnaire after the end of all experiments, it was revealed that participants thought that using KB-mapping was similar to SU for the CT just after the use, but KB-mapping was more useful in remembering information after a while, and it was more difficult to carry out. Participants liked to use it in RC tasks, but asked for more time to do it.