Three variants of semantic mapping instruction: teacher-initiated, student-mediated, and teacher-student interactive¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article distinguishes three ways of organizing semantic mapping instruction. In the teacher-initiated condition the teacher draws the map and students copy and extend it; in the student-mediated condition students generate their own prereading maps and revise them after reading; in the interactive condition "the teacher elicited students' background knowledge about the title of the assigned passage by asking students to respond to questions pertaining to it," with new information added through teacher-student interaction. The author argues the interactive strategy "capitalizes on the strengths of both teacher-initiated and student-mediated strategies and thereby shares the weaknesses of neither."

Design Implications¶

Context¶

Requirements¶

• Instructional time held constant across conditions; the same reading materials used for all groups

Constraints¶

• The student-mediated strategy may be time-consuming to train and use, and students with limited prior knowledge may fail to implement it properly, per the background section

Target Learners¶

• College freshmen learning English as a foreign language

Target Learning Objectives¶

• Reading comprehension of expository English text

Claims¶

• Interactive Semantic Mapping Outperforms Teacher Initiated And Student Mediated [+M]

Related Theories¶

Examples¶

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Key Sources¶

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