Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension¶

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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? The posttest mean scores of the teacher-initiated and student-mediated semantic mapping groups did not differ significantly (t = 0.9, p > 0.05); equivalence was not tested. → 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

Posttest t-test in the same randomized experiment comparing the teacher-initiated (n = 65) and student-mediated (n = 60) groups found "no significant difference in the mean scores"; the author interprets both as equally less effective than the interactive strategy.

"Results from the t-tests also showed no significant difference in the mean scores between the teacher-initiated semantic mapping group and the student-mediated semantic mapping group (t = 0.9, p > 0.05)"

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

• Findings on teacher mediation patterns differ from the Gahagans' conclusion of no difference in teacher verbal mediation — related
• Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping — related
• Posttest reading comprehension differed significantly across the three semantic mapping conditions overall — related
• 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