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Improving EFL Students' Self-regulation in Reading English Using a Cognitive Tool

Year 2013, Volume: 9 Issue: 1, 0 - 222, 01.04.2013

Abstract

Problem Statement: One of the techniques which recently have attracted attention of researchers is concept mapping. Although, there are a number of researches investigating the influence of concept mapping technique on different skills e.g. reading, writing and etc, there are quite few studies on the effect of concept maps on motivational factors which are influential in students' success in reading such as self-regulation.
Purpose of Study: This paper strives to investigate if concept mapping as a cognitive tool could contribute to improving self-regulation of students in a reading course.
Methods: To fulfill the aim of the study, sixty university students from one of the universities in Iran were randomly assigned to two groups: one experimental (concept mapping) and the other control (conventional method).
Findings and Results: Results revealed that there was a significant difference between the two groups with students in the experimental group outperforming those in the control group on self-regulation in reading.

Conclusion and Recommendations: The findings of the present study clearly demonstrated that the use of concept mapping strategy in teaching reading comprehension benefited Iranian EFL students who are at the intermediate level of language proficiency. The findings of the study have implications for teaching reading nationally and globally.

References

  • Ausubel, D.P. (1963). The psychology of meaningful verbal learning. Grune and Stratton: New York.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
  • Cañas, A. J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T. C., Lott, J. & Carvajal, R. (2005) Concept Maps: integrating knowledge and information visualization, in: S.-O. Tergan & T. Keller (Eds) Knowledge and information visualization: searching for synergies. LNCS 3426 (Heidelberg, Springer-Verlag), 193–207.
  • Çelik, S., Arkin, E., and Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8(2), 98-118. http://www.jlls.org/vol8no2/98-118.pdf.
  • Chamot, A. U. & El-Dinary, P. B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3).
  • Chapman, J. W. and Tunmer, W. E. (2003). Reading difficulties, reading-related self- perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19, 5-24.
  • Chang, K., Chen, I., & Sung, Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71, 5- 23.
  • Chularut, P., & DeBacker, T.K. (2004). The influence of concept mapping on achievement, selfregulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248–263.
  • Chiou, C, C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International. 45 (4), 375–387.
  • Colburn, A. (2000). Constructivism: Science education’s grand unifying theory. Clearing House, 74, 9-12.
  • Dresel, M. & Haugwitz, M. (2005). The Relationship between cognitive abilities and self- regulated learning: Evidence for interactions with academic self-concept and gender. High Ability Studies, 17(2), 201–218.
  • Jacobs-Lawson, J.M., & Hershey, D.A. (2002). Concept maps as an assessment tool in psychology courses. Methods & Techniques, 29(1), 25–29.
  • Kesici, S & Erdogan, A. (2007). Predicting college students' mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal. 27, 493–504.
  • Kommers, P. & Lanzing, J. (1997) Student’s concept mapping for hypermedia design. Navigation through the World Wide Web (WWW) space and self-assessment, Journal of Interactive Learning Research, 8(3/4), 421–455.
  • Llewellyn, D. (2007). Making the most of concept maps. Science Scope, 30, 74-77.
  • Mousapour, G. (2006). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Unpublished Ph.D dissertation. University of Isfahan.
  • Novak, J.D., Canas, A. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization. 5, 175 – 184.
  • Perry, R.P., Madkyj, S., Pekrum, R.H., & Pelletier, S.T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 9(3), 776-789.
  • Pintrich, P. R. & De Groot E. V. (1990) Motivational and self-regulated components of classroom academic performance, Journal of Educational Psychology, 82, 33–40.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
  • Pintrich. R. P &Smith, A.F.D &Garcia, T& McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National center for research to improve post secondary teaching and learning, Ann Arbor, HI.
  • Pyle, L. M. (2001). TOEFL CBT. IDG Books Worldwide, Inc. USA.
  • Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
  • Talebinejad, M & Mousapour, G. (2007). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Linguistics Journal, 2, 69 -90.
  • Tergan, S, O., Gräber, W., & Neumann, A. (2006). Mapping and managing knowledge and information in resource-based learning. Innovations in Education and Teaching International. 43(4), 327-336.
  • Tergan, S.-O. (2005) Digital concept maps for managing knowledge and knowledge resources, in: S.-O. Tergan & T. Keller (Eds) Knowledge and information visualization: searching for synergies. LNCS 3426(Heidelberg, Springer-Verlag), 185–204.
  • Wang, C & Pape, J. (2003) A probe into three Chinese boys' self-efficacy beliefs learning English as a second language. Journal of Research in Childhood Education, 21, 364-377.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
  • Zimmerman, B.J. (1986). Development of self-regulated learning: Which are the key subprocesses. Contemporary Educational Psychology. 16, 307–313.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Year 2013, Volume: 9 Issue: 1, 0 - 222, 01.04.2013

Abstract

References

  • Ausubel, D.P. (1963). The psychology of meaningful verbal learning. Grune and Stratton: New York.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
  • Cañas, A. J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T. C., Lott, J. & Carvajal, R. (2005) Concept Maps: integrating knowledge and information visualization, in: S.-O. Tergan & T. Keller (Eds) Knowledge and information visualization: searching for synergies. LNCS 3426 (Heidelberg, Springer-Verlag), 193–207.
  • Çelik, S., Arkin, E., and Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8(2), 98-118. http://www.jlls.org/vol8no2/98-118.pdf.
  • Chamot, A. U. & El-Dinary, P. B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3).
  • Chapman, J. W. and Tunmer, W. E. (2003). Reading difficulties, reading-related self- perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19, 5-24.
  • Chang, K., Chen, I., & Sung, Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71, 5- 23.
  • Chularut, P., & DeBacker, T.K. (2004). The influence of concept mapping on achievement, selfregulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248–263.
  • Chiou, C, C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International. 45 (4), 375–387.
  • Colburn, A. (2000). Constructivism: Science education’s grand unifying theory. Clearing House, 74, 9-12.
  • Dresel, M. & Haugwitz, M. (2005). The Relationship between cognitive abilities and self- regulated learning: Evidence for interactions with academic self-concept and gender. High Ability Studies, 17(2), 201–218.
  • Jacobs-Lawson, J.M., & Hershey, D.A. (2002). Concept maps as an assessment tool in psychology courses. Methods & Techniques, 29(1), 25–29.
  • Kesici, S & Erdogan, A. (2007). Predicting college students' mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal. 27, 493–504.
  • Kommers, P. & Lanzing, J. (1997) Student’s concept mapping for hypermedia design. Navigation through the World Wide Web (WWW) space and self-assessment, Journal of Interactive Learning Research, 8(3/4), 421–455.
  • Llewellyn, D. (2007). Making the most of concept maps. Science Scope, 30, 74-77.
  • Mousapour, G. (2006). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Unpublished Ph.D dissertation. University of Isfahan.
  • Novak, J.D., Canas, A. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization. 5, 175 – 184.
  • Perry, R.P., Madkyj, S., Pekrum, R.H., & Pelletier, S.T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 9(3), 776-789.
  • Pintrich, P. R. & De Groot E. V. (1990) Motivational and self-regulated components of classroom academic performance, Journal of Educational Psychology, 82, 33–40.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
  • Pintrich. R. P &Smith, A.F.D &Garcia, T& McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National center for research to improve post secondary teaching and learning, Ann Arbor, HI.
  • Pyle, L. M. (2001). TOEFL CBT. IDG Books Worldwide, Inc. USA.
  • Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
  • Talebinejad, M & Mousapour, G. (2007). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Linguistics Journal, 2, 69 -90.
  • Tergan, S, O., Gräber, W., & Neumann, A. (2006). Mapping and managing knowledge and information in resource-based learning. Innovations in Education and Teaching International. 43(4), 327-336.
  • Tergan, S.-O. (2005) Digital concept maps for managing knowledge and knowledge resources, in: S.-O. Tergan & T. Keller (Eds) Knowledge and information visualization: searching for synergies. LNCS 3426(Heidelberg, Springer-Verlag), 185–204.
  • Wang, C & Pape, J. (2003) A probe into three Chinese boys' self-efficacy beliefs learning English as a second language. Journal of Research in Childhood Education, 21, 364-377.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
  • Zimmerman, B.J. (1986). Development of self-regulated learning: Which are the key subprocesses. Contemporary Educational Psychology. 16, 307–313.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Yaser Khajavi This is me

Reza Abbasian This is me

Publication Date April 1, 2013
Published in Issue Year 2013 Volume: 9 Issue: 1

Cite

APA Khajavi, Y., & Abbasian, R. (2013). Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool. Journal of Language and Linguistic Studies, 9(1), 0-222.
AMA Khajavi Y, Abbasian R. Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool. Journal of Language and Linguistic Studies. April 2013;9(1):0-222.
Chicago Khajavi, Yaser, and Reza Abbasian. “Improving EFL Students’ Self-Regulation in Reading English Using a Cognitive Tool”. Journal of Language and Linguistic Studies 9, no. 1 (April 2013): 0-222.
EndNote Khajavi Y, Abbasian R (April 1, 2013) Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool. Journal of Language and Linguistic Studies 9 1 0–222.
IEEE Y. Khajavi and R. Abbasian, “Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool”, Journal of Language and Linguistic Studies, vol. 9, no. 1, pp. 0–222, 2013.
ISNAD Khajavi, Yaser - Abbasian, Reza. “Improving EFL Students’ Self-Regulation in Reading English Using a Cognitive Tool”. Journal of Language and Linguistic Studies 9/1 (April 2013), 0-222.
JAMA Khajavi Y, Abbasian R. Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool. Journal of Language and Linguistic Studies. 2013;9:0–222.
MLA Khajavi, Yaser and Reza Abbasian. “Improving EFL Students’ Self-Regulation in Reading English Using a Cognitive Tool”. Journal of Language and Linguistic Studies, vol. 9, no. 1, 2013, pp. 0-222.
Vancouver Khajavi Y, Abbasian R. Improving EFL Students’ Self-regulation in Reading English Using a Cognitive Tool. Journal of Language and Linguistic Studies. 2013;9(1):0-222.