期刊刊名：國立虎尾科技大學學報 　 卷期：33卷1期

篇名出版日期：2016年3月1日

作者：陳怡真,劉韋廷,I-Chen Chen,Wei-Ting Liu

語言：English

關鍵字：graphic organizers, English reading, reading comprehension, reading attitude,概念圖,英語閱讀,閱讀理解,閱讀態度

被點閱次數：7次

閱讀時間：169sec

摘要：
Recently, research on the use of graphic organizers (GOs) for language learning has contributed considerably to our understanding about reading skills in first language as well as second language contexts concerning the students’ reading comprehension. Nevertheless, there has been a paucity of studies on graphic organizers instruction or training at an elementary school level in Taiwan. The purpose of the study was three-fold. First, the study investigated the effects of graphic organizer strategy on EFL sixth graders’ English reading achievement. Second, the study explored the participants’ attitudes towards EFL reading after the use of graphic organizers. Third, the study examined the participants’ opinions of the use of graphic organizers in reading. The study invited 58 sixth grade elementary school students from two classes in Taichung City. Thirty participants were assigned to the experimental group and twenty-eight were assigned to the control group. The experimental group received graphic organizers instruction for 18 weeks and was asked to answer the English Reading Attitudes Questionnaire (ERAQ) and Graphic Organizer Attitudes Questionnaire (GOAQ). Furthermore, all the participants were asked to take the reading comprehension pre-test and post-test (STYLE-level 5). The major findings were as follows. First, the graphic organizers strategy had significantly positive impact on the students’ English reading comprehension. Second, the use of graphic organizers had a significantly positive impact on the students’ attitudes towards EFL reading. Third, the participants’ general attitudes towards the use of the graphic organizers as a reading activity were positive. They gave positive feedbacks towards graphic organizers and indicated that graphic organizers could help increase reading comprehension as well as the understanding of text structure. Furthermore, they showed their willingness of applying the graphic organizers in the future while they were reading the articles in English. Based on the major findings of the study, it is suggested that instructors design a graphic organizer strategy training plan embedded in their regular reading classes for a long-term effectiveness. Moreover, instructors should pay special attention to helping students learn how to identify different text structures and further guess word meanings. Finally, instructors can develop students’ intrinsic motivation and promote the willingness of graphic organizers strategy use for a better English reading comprehension.

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