Abstract
This study examined the effects of computerized concept mapping on EFL students’ essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized concept mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.’s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences using computerized concept mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.
Highlights
There is no doubt that writing is a demanding task for EFL students
Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized mind mapping and control group
The results suggested that collaborative mind mapping group outperformed the control group in compare and contrast essay task in terms of content and organization, but not in the other two tasks
Summary
There is no doubt that writing is a demanding task for EFL students. Writing is not a practice of set of rules and teaching L2 writing is not providing opportunities to write. Writing-as-a-process approach places a great deal of emphasis on multiple drafting with planning and revision, explores critical issues such as voice and audience, highlights the recursive nature of writing, and supports peer or teacher feedback (Grabe & Kaplan, 1996). For many reasons, such as time constraints and the high number of students in classes, some stages of the process writing cannot be fulfilled properly or skipped completely during instruction. Language instructors may make use of computers and extend learning beyond the walls using computer-based L2 practices.
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