The effect of using concept maps in teaching writing on eleventh grade female students’ achievement and perceptions of writing using this strategy
Other Title(s)
تأثير استخدام الخرائط المفاهيمية على تحصيل طالبات الصف الحادي عشر في كتابة المواضيع الإنشائية و على اتجاهاتهم نحوها
Dissertant
Thesis advisor
Comitee Members
Shakhshir, Khawlah
Abd al-Karim, Hasan Ali
University
Birzeit University
Faculty
Faculy of Education
University Country
Palestine (West Bank)
Degree
Master
Degree Date
2012
English Abstract
This study investigated the effect of individual Concept Mapping (CM) as a pre-writing planning strategy on English Language Learners’ (ELL) writing performance on different modes of writing.
The present study also intended to investigate the effect of the explicit teaching of CM on ELL’s knowledge and skills pertaining to vocabulary, organization, grammar and punctuation.
An experimental design study was implemented at a female high-school in Palestine.
Fifty six eleventh grade students were divided in two equal groups: non-mapping group (Control) and mapping group (Experimental Group).
The study focused on differences in the effect of individual paper-and-pencil CMs under three conditions: in-class writing tasks, exams and home assignments.
A pre-assessment on writing was administered before treatment.
Instruction was focused on the use of CM as a prewriting strategy for expository and argumentative essays for the Experimental Group while the Control Group followed the traditional way of writing to write these modes.
To analyze the results, the study used Independent Sample T-Test and ANOVA Test on composition scores.
The results of the pretests and posttests of the two groups scored by two raters based on predetermined criteria (an analytical rubric) were compared.
Descriptive statistics was also used to analyze the student survey responses.
The findings indicated that the Experimental Group who used CMs scored significantly higher than the Control Group in all areas of writing.
Analysis of the questionnaire results regarding the usefulness of CMs indicated that the majority of students were satisfied with using CMs activities for writing.
The study provided experimental evidence that using CMs as a pre-writing planning strategy is very beneficial in teaching English as a foreign language.
It was concluded that CMs used effectively have the potential to enhance students’ writing skills.
As a result of the study some pedagogical implications and recommendations for using CMs in teaching writing to ELL learners are discussed.
Main Subjects
No. of Pages
146
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Theoretical framework.
Chapter Three : Literature review.
Chapter Four : Research methods.
Chapter Five : Results.
Chapter Six : Discussion, implications and conclusions.
References.
American Psychological Association (APA)
Abu al-Hummus, Ghadah. (2012). The effect of using concept maps in teaching writing on eleventh grade female students’ achievement and perceptions of writing using this strategy. (Master's theses Theses and Dissertations Master). Birzeit University, Palestine (West Bank)
https://search.emarefa.net/detail/BIM-706165
Modern Language Association (MLA)
Abu al-Hummus, Ghadah. The effect of using concept maps in teaching writing on eleventh grade female students’ achievement and perceptions of writing using this strategy. (Master's theses Theses and Dissertations Master). Birzeit University. (2012).
https://search.emarefa.net/detail/BIM-706165
American Medical Association (AMA)
Abu al-Hummus, Ghadah. (2012). The effect of using concept maps in teaching writing on eleventh grade female students’ achievement and perceptions of writing using this strategy. (Master's theses Theses and Dissertations Master). Birzeit University, Palestine (West Bank)
https://search.emarefa.net/detail/BIM-706165
Language
English
Data Type
Arab Theses
Record ID
BIM-706165
