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The Effects of Graphic Organizers on Reading Comprehension Achivement of EFL Learners

Year 2012, Volume: 32 Issue: 32, 37 - 45, 01.04.2012
https://doi.org/10.9779/PUJE485

Abstract

Graphic organizers (GOs) are visual frameworks assisting in the comprehension of a text. Studies in literature have mostly focused on L1 readers and there is a lack of empirical research about the instructional effects of GOs on L2 readers. The purpose of this research is to investigate the effects of GOs on reading comprehension achievement of EFL learners. An experimental design with a control group was used in the study. 50 intermediate level EFL learners in the preparatory classes of School of Foreign Languages at Dokuz Eylül University formed the group of participants for the study. The participants were given the Reading Comprehension Achievement Test before the treatment. GOs were studied with the experimental group in reading selected passages. The same reading materials were studied in the control group without the instruction of GOs. After a twelve-week treatment, both groups were given the Reading Comprehension Achievement Test again. After the statistical analysis, it was found that there was a significant difference in the reading comprehension achivement of the groups in favor of the experimental one. The results have proven that the instruction of GOs in EFL reading courses helps learners in the comprehension of reading materials in English.

References

  • Alagözlü, N. (2011). Infusing graphic organizers and short stories in language teaching. Retrieved February 9, 2012 from dergiler/27/755/9626.pdf
  • Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive texts. The Journal of Educational Research, 75 (1), 44-48.
  • Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752.
  • Grabe, B. (1997). Discourse analysis and reading instruction. T. Miller (Ed.), Functional Approaches to Written Text: Classroom Applications (pp. 2-15). Washington, DC: English Language Programs United States Information Agency.
  • Grabe, W. & Stoller, F. L. (2001). Reading for academic purposes. M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston, MA: Heinle & Heinle.
  • Grabe, W. & Stoller, F. L. (2002). Teaching and Researching Reading, Essex: Pearson Education.
  • Jones, B. , Pierce, J. & Hunter, B. (1988-1989). Teaching students to construct graphic representations. Educational Leadership, 46, 20-25.
  • Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’ attitudes towards reading in English. Procedia Social and Behavioral Sciences, 2, 322-325.
  • Merkley, D. M. & Jefferies, D. (2000-2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.
  • North Central Regional Educational Laboratory. (1988). Graphic organizers. Retrieved February 9, 2012 from http://www.ncrel. org/sdrs/areas/issues/students/learning/ lr1grorg.htm.
  • Pan, Lin-Mei (2005). The Implication of Schema Theory, Metacognition and Graphic Organizers in English Reading Comprehension for Technical College Students in Taiwan. Unpublished doctoral dissertation, Robinson, D. H., Corliss, S. B., Bush, A. M., Bena, Spalding University, Louisville, Kentucky. UMI number: 3205304.
  • Robinson, D. H. & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87 (3), 455-467.
  • S. J., & Tomberlin, T. (2003). Optimal
  • presentation of graphic organizers and
  • text: A case for large bites? Educational
  • Technology Research and Development, 51 (4), 25-41.

Grafik Örgütleyicilerin Yabancı Dil Olarak İngilizce Öğrenenlerin Okuduğunu Anlama Başarıları Üzerindeki Etkileri

Year 2012, Volume: 32 Issue: 32, 37 - 45, 01.04.2012
https://doi.org/10.9779/PUJE485

Abstract

Grafik örgütleyiciler bir metnin anlaşılmasını kolaylaştıran görsel şemalardır. Alanda yapılan çalışmaların genellikle ana dil okurları üzerinde yoğunlaştığı ve grafik örgütleyicilerin yabancı dilde okuma eğitimi üzerinde etkilerini araştıran deneysel çalışmaların eksik olduğu görülmektedir. Bu araştırmanın amacı grafik örgütleyicilerin yabancı dilde okuduğunu anlama başarısı üzerindeki etkilerini belirlemektir. Çalışmada kontrol gruplu deneysel desen kullanılmıştır. Dokuz Eylül Üniversitesi, Yabancı Diller Yüksekokulu’nda İngilizce hazırlık eğitimini sürdüren, orta düzey İngilizce bilgisine sahip 50 öğrenci çalışmanın yürütüldüğü katılımcı grubu oluşturmaktadır. Denel işlemden önce her iki gruba da Okuduğunu Anlama Başarı Testi verilmiştir. Deney grubunda seçilen okuma metinleri grafik örgütleyiciler yoluyla işlenmiş, sonrasında metinle ilgili sorular yanıtlanmıştır. Kontrol grubunda ise okuma yapılmış ve soru yanıtlama ile dersler tamamlanmıştır. 12 hafta süren denel işlemlerin ardından gruplara Okuduğunu Anlama Başarı Testi yeniden verilmiştir. Yapılan istatistiksel çözümlemelerde deney grubunun kontrol grubundan daha yüksek bir sonuç aldığı ve her iki grup arasındaki farkın deney grubunun lehine istatiksel olarak anlamlı olduğu saptanmıştır. Sonuç olarak, grafik örgütleyicilerin kullanımının öğretilmesinin yabancı dil olarak İngilizce okuduğunu anlama üzerinde etkilerinin olumlu olduğu görülmüştür.

References

  • Alagözlü, N. (2011). Infusing graphic organizers and short stories in language teaching. Retrieved February 9, 2012 from dergiler/27/755/9626.pdf
  • Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive texts. The Journal of Educational Research, 75 (1), 44-48.
  • Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752.
  • Grabe, B. (1997). Discourse analysis and reading instruction. T. Miller (Ed.), Functional Approaches to Written Text: Classroom Applications (pp. 2-15). Washington, DC: English Language Programs United States Information Agency.
  • Grabe, W. & Stoller, F. L. (2001). Reading for academic purposes. M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston, MA: Heinle & Heinle.
  • Grabe, W. & Stoller, F. L. (2002). Teaching and Researching Reading, Essex: Pearson Education.
  • Jones, B. , Pierce, J. & Hunter, B. (1988-1989). Teaching students to construct graphic representations. Educational Leadership, 46, 20-25.
  • Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’ attitudes towards reading in English. Procedia Social and Behavioral Sciences, 2, 322-325.
  • Merkley, D. M. & Jefferies, D. (2000-2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.
  • North Central Regional Educational Laboratory. (1988). Graphic organizers. Retrieved February 9, 2012 from http://www.ncrel. org/sdrs/areas/issues/students/learning/ lr1grorg.htm.
  • Pan, Lin-Mei (2005). The Implication of Schema Theory, Metacognition and Graphic Organizers in English Reading Comprehension for Technical College Students in Taiwan. Unpublished doctoral dissertation, Robinson, D. H., Corliss, S. B., Bush, A. M., Bena, Spalding University, Louisville, Kentucky. UMI number: 3205304.
  • Robinson, D. H. & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87 (3), 455-467.
  • S. J., & Tomberlin, T. (2003). Optimal
  • presentation of graphic organizers and
  • text: A case for large bites? Educational
  • Technology Research and Development, 51 (4), 25-41.
There are 16 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Özlem Bayat This is me

Publication Date April 1, 2012
Submission Date August 1, 2014
Published in Issue Year 2012 Volume: 32 Issue: 32

Cite

APA Bayat, Ö. (2012). Grafik Örgütleyicilerin Yabancı Dil Olarak İngilizce Öğrenenlerin Okuduğunu Anlama Başarıları Üzerindeki Etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 37-45. https://doi.org/10.9779/PUJE485