Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners

Hooshang Khoshsima; Amin Saed; Afsaneh Hakimzadeh

doi:doi:10.11648/j.ijll.20160401.11

| Peer-Reviewed

Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzadeh

Published in International Journal of Language and Linguistics (Volume 4, Issue 1)

Received: 12 September 2015 Accepted: 29 September 2015 Published: 8 October 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.

Published in	International Journal of Language and Linguistics (Volume 4, Issue 1)
DOI	10.11648/j.ijll.20160401.11
Page(s)	1-8
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Spontaneous Speaking, Concept Mapping, Cognitive Strategies, Metacognitive Strategies

References

[1]	D. Ausubel, The Psychology of meaningful verbal learning, New York: Grune and Stratton, 1963.
[2]	A. U. Chamut and L. Kupper, "Learning strategies in foreign language instruction," Foreign Language Annals, pp. 13-24, 1989.
[3]	A. U. Chamot and J. M. O'Malley, Learning strategies in second language acquisi¬tion, cambridge: cambridge University Press, 1990.
[4]	D. Nunan, Second language Teaching and Learning, Boston, massachusetts: Heinle & Heinle Publishers, 2001.
[5]	C. C. Chiou, "The effect of concept mapping on students’ learning achievements and interests," Taylor & Francis Groups, p. 375–387, 2008.
[6]	J. Novak and A. Cañas, "The theory underlying concept maps and how to construct and use them," Technical Report IHMC, 2008.
[7]	D. B. Gowin, Educating, Ithaca: Cornell University Press, 1981.
[8]	M. M. Moreira and S. M. Moreira, "Meaningful learning: USE of concept maps in foreign language," Aprendizagem Significativa em Revista/Meaningful Learning Review, pp. 64-75, 2011.
[9]	L. Wheeler and S. Collins, "The influence of concept mapping on critical thinking skills in baccalaureate," Journal of professional Nursing, pp. 339-346, 2003.
[10]	Park.S, "Implication of learning strategy research for designing computer-assisted instruction," Journal of Research on Computing in Education, pp. 425-432, 1995.
[11]	W. J. M. Levelt, Speaking: From intension to articulation, Cambridge: MIT Press, 1989.
[12]	J. C. Richards and W. A. Renandya, Methodology in language teaching, Cambridge University Press, 2002.
[13]	H. Riggenbach and A. Lazaraton, promoting oral communication skills, Boston: Heinle & Heinle, 1991.
[14]	A. Cicognani, "Concept Mapping as a Collaborative Tool for Enhanced Online," Educational Technology & Society, 2000.
[15]	W. M. Rivers, Teaching foreign language skills, London: The University Chicago Press, 1981.
[16]	K. Shumin, "Factors to Consider: Developing Adult EFL Students' Speaking Abilities," in Methodology in language teaching, Cambridge University Press, 2002, p. Cambridge University Press.
[17]	S. D. Ivie, "Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking," High School Journal, 1998.
[18]	R. Oxford, Language learning strategies: What every teacher should know, New York: Newbury House, 1990.
[19]	M. Pressly, "Elaboration and memory development," Child Development, pp. 296-309, 1982.
[20]	R. L. Oxford, Y. Park-Oh, S. Ito and M. Sumrall, "Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experiences on Japanese language achievement," Foreign Language Annals, pp. 359-371, 1993.
[21]	I. Thompson and J. Rubin, "Can strategy instruction improve listening comprehension?," Foreign Language annals, pp. 331-342, 1996.
[22]	B. Zareie, B. Gorjian and A. Pazhakh, "The effect of interactional and transactional speaking strategies on teaching speaking skills to Iranian EFL learners in senior high school level," International Journal of Language Learning and Applied Linguistics World (IJLLALW), pp. 443-‐459, 2014.
[23]	M. J. Jabbari and R. Sadeghi, "The effect of learning strategies on the speaking ability of Iranian students in the context of language institutes," Asian Journal of Education and e-Learning, pp. 82-88, 2014.
[24]	S. Hendriani, "Developing amodel oflearning strategy of speaking English at college," International Review of Social Sciences and Humanities, pp. 104-112, 2013.
[25]	S. Wahyuni, L2 speaking strategiesemployed by Indonesian EFL tertiary students across profeciency and gender, Canberra: University of Canberra, 2013, p. 300.
[26]	O. Sabuncuglu, "Effects of learning strategies on students studying language," Fatih Sultan Mehmet Vakif universitesi, 2011.
[27]	J. E. Purpura, Learner strategy use and performance on language tests: A structural equation modeling approach, University of Cambridge Local Examination Syndicate: New York, 1999.
[28]	J. D. Novak, J. J. Mintzes and J. H. Wandersee, "Assessing understanding in biology," Journal of Biological Education, pp. 118-124, 2001.
[29]	J. W. Cliburn, "Concept maps to promote meaningful learning," Journal of College Science Teaching, pp. 212-217, 1990.
[30]	J. D. Novak, "Concept mapping: A useful tool for science education," Journal of Research in Science Teaching, p. 937–949, 1990.
[31]	J. D. Novak and J. A. Heinze-Fry , "Concept mapping brings long-term movement toward meaningful learning," Science Education, pp. 461-472, 1990.
[32]	I. M. Kuchin, "Effective teacher–student dialogue: a model from biological education," Journal of Biological Education, p. 110–113, 2003.
[33]	J. D. Novak, D. B. Gowin and G. T. Johansen, "The use of concept mapping and knowledge vee mapping with junior high school science students," Science Education, p. 625–645, 1983.
[34]	P. A. Okebukola and O. J. Jegede, "Cognitive preference and learning mode as determinants of," Science Education, pp. 489-500, 1988.
[35]	J. E. Trowbridge and J. H. Wandersee, Theory-driven graphic organizers. In J.Mintzes, J. Wandersee & J. Novak (Eds.), San Diego: Academic Press, 1996.
[36]	J. Palmer, R. T. Boon and V. G. Spencer, "Effects of Concept Mapping Instruction on the Vocabulary Acquisition Skills of Seventh-Graders With Mild Disabilities: A Replication Study," Taylor and Francis Group, pp. 165-182, 2014.
[37]	A. B. Cheema and M. S. Mirza, "Effect of Concept Mapping On Students’ Academic Achievement," Journal of Research and Reflections in Education, pp. 125-132, 2013.
[38]	B. Ghonsooly and A. Hoseinpour, "The effect of concept mapping on EFL speaking fluency," IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), pp. 87-114, 2009.
[39]	P. Chularut and T. K. DeBacker, "The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language," Contemporary Educational Psychology, p. 248–263, 2003.
[40]	K. CHANG, Y. SUNG and I. CHEN, "The Effect of Concept Mapping to Enhance Text Comprehension and Summarization," The Journal of Experimental Education, pp. 5-23, 2002.
[41]	T. Nirmala , "CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE," Nitte University Journal of Health Science, pp. 21-26, 2011.
[42]	M. Fahim and M. Mellati, "Concept Mapping: An Influential Factor," Advances in English Linguistics (AEL), pp. 20-24, 2012.
[43]	R. Pishghadam and A. Ghanizadeh, "On the impact on concept mapping as a prewriting activity on EFL learners' writing ability," IJAL, pp. 1-26, 2006.
[44]	M. Fahim and M. Tabataba’ian , "Concept Maps, Cloze Tests, and Multiple-choice Tests:," Journal of American Science, pp. 131-138, 2012.
[45]	E. Shriberg, "Spontaneous Speech: How People Really," INTERSPEECH, pp. 1781-1784, 2005.

Cite This Article

Plain Text BibTeX RIS

APA Style

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzadeh. (2015). Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 4(1), 1-8. https://doi.org/10.11648/j.ijll.20160401.11

Copy | Download

ACS Style

Hooshang Khoshsima; Amin Saed; Afsaneh Hakimzadeh. Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2015, 4(1), 1-8. doi: 10.11648/j.ijll.20160401.11

Copy | Download

AMA Style

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzadeh. Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. Int J Lang Linguist. 2015;4(1):1-8. doi: 10.11648/j.ijll.20160401.11

Copy | Download

@article{10.11648/j.ijll.20160401.11,
  author = {Hooshang Khoshsima and Amin Saed and Afsaneh Hakimzadeh},
  title = {Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.ijll.20160401.11},
  url = {https://doi.org/10.11648/j.ijll.20160401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160401.11},
  abstract = {This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners
AU  - Hooshang Khoshsima
AU  - Amin Saed
AU  - Afsaneh Hakimzadeh
Y1  - 2015/10/08
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20160401.11
DO  - 10.11648/j.ijll.20160401.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160401.11
AB  - This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.
VL  - 4
IS  - 1
ER  -

Copy | Download

Author Information

Hooshang Khoshsima

English Language Department, Chabahar Maritime University, Chabahar, Iran
Amin Saed

English Language Department, Chabahar Maritime University, Chabahar, Iran
Afsaneh Hakimzadeh

Chabahar Maritime University, Chabahar, Iran

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzadeh. (2015). Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 4(1), 1-8. https://doi.org/10.11648/j.ijll.20160401.11

Copy | Download

ACS Style

Hooshang Khoshsima; Amin Saed; Afsaneh Hakimzadeh. Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2015, 4(1), 1-8. doi: 10.11648/j.ijll.20160401.11

Copy | Download

AMA Style

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzadeh. Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners. Int J Lang Linguist. 2015;4(1):1-8. doi: 10.11648/j.ijll.20160401.11

Copy | Download

@article{10.11648/j.ijll.20160401.11,
  author = {Hooshang Khoshsima and Amin Saed and Afsaneh Hakimzadeh},
  title = {Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.ijll.20160401.11},
  url = {https://doi.org/10.11648/j.ijll.20160401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160401.11},
  abstract = {This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners
AU  - Hooshang Khoshsima
AU  - Amin Saed
AU  - Afsaneh Hakimzadeh
Y1  - 2015/10/08
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20160401.11
DO  - 10.11648/j.ijll.20160401.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160401.11
AB  - This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.
VL  - 4
IS  - 1
ER  -

Copy | Download