Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Students taught with teacher-student interactive semantic mapping scored significantly higher on a TOEFL reading comprehension posttest than students in the teacher-initiated group (t = 9.8, p < 0.05) and the student-mediated group (t = 12.4, p < 0.05). → El-Koumy 1999

Evidence¶

El-Koumy 1999¶

El-Koumy, Abdel Salam A. (1999). Effects of Three Semantic Mapping Strategies on EFL Students' Reading Comprehension. https://eric.ed.gov/?id=ED435193

q3 · i? · causal · r2

Randomized five-month experiment with 187 Egyptian EFL freshmen (62 interactive, 65 teacher-initiated, 60 student-mediated completers), 20 one-hour sessions, pre- and posttested with TOEFL reading comprehension tests. Posttest t-tests showed the interactive group "scored significantly higher" than both other groups.

"results from the t-tests indicated that the teacher-student interactive semantic mapping group scored significantly higher than the teacher-initiated and student-mediated semantic mapping groups (t = 9.8, p < 0.05; t = 12.4, p < 0.05, respectively)"

Discussion¶

Related Claims¶

• Learner-constructed graphic organizers are not shown to outperform provided ones: the one direct test, with college readers, favoured provided organizers on transfer — the general claim this finding bears on, with the studies behind it

• Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — the general claim this finding bears on, with the studies behind it

• Constructive learning beats active and passive learning — the general claim this finding bears on, with the studies behind it

• Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension — related
• Posttest reading comprehension differed significantly across the three semantic mapping conditions overall — a broader claim this one bears on
• The three treatment groups were equivalent in reading comprehension at pretest — related
• Extensive reading accompanied by peer interaction produced greater reading achievement gains than ER without peer interaction, no ER, or ER with teacher conferences — related
• Experimental and control groups showed no significant pre-test difference in reading comprehension before treatment — related
• ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy — related
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related