Paper-and-pencil concept mapping at the pre-writing stage significantly improved EFL students' argumentative essay performance across five writing aspects¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The experimental group showed statistically significant pre-to-post gains in point of view (p .005), unity and coherence (p .008), development (p .004), organization (p .004), and thinking (p .010), with an overall p-value of .008. → Al-Shaer 2014

Evidence¶

Al-Shaer 2014¶

Al-Shaer, Ibrahim M. R. Ph.D. (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. https://doi.org/10.20429/ijsotl.2014.080210

q3 · i? · causal · r2

Paired t-test on pre-test versus post-test mean scores of the 19-student experimental group in a Writing II course, reported in Table (5). The article reports statistically significant gains on all five aspects (overall p = .008), while the randomly assigned control group of 19 showed no significant pre-to-post change (overall p = .565). The only standardized effect size printed is a partial eta squared of 0.024, which the article does not tie to a named test, so no effect size is recorded for the gains themselves (i?, magnitude not established, not an absence of effect).

"The results obtained highlight the effectiveness of concept mapping strategy training in enhancing the students' performance in the writing aspects of point of view (0.005), unity and coherence (0.008), development (0.004), organization (0.004), and thinking (0.010)."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• The control group receiving textbook-only instruction showed no significant pre-to-post differences on any of the five writing aspects — a narrower finding that bears on this claim
• The experimental group improved most in the point of view aspect, rising from a mean of 6.06 to 7.50 — a narrower finding that bears on this claim
• Supplementary exercises targeting outlining, coherence, and unity developed experimental-group students' writing skills to some extent in a controlled pre/post-test experiment — related
• Drama-based instruction produced statistically significant gains on all five writing aspects: thesis statement, unity, completeness and coherence, wording and cohesion, and organization — related
• Teaching the textual metafunction significantly improved Iranian EFL learners' essay coherence and cohesion ratings compared with essay-writing instruction alone — related
• Reflective blogfolios in EFL writing classes produced statistically significant pre-post gains in tertiary students' argumentative essay writing skills — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
• EFL students trained to use a rubric as an instructional tool outperformed control students on compare-and-contrast essay writing — related
• Pre-task planning, whether individual or collaborative, with or without teacher feedback, improves structural organization and clarity of argumentative essays relative to no planning — related
• Seventh-graders using the CWB online interactive writing system significantly outperform the paper-and-pencil control group in text organization and structure on the post-test — related