Abstract
Concept mapping strategy is one of the vital teaching and learning strategies, due to its effectiveness for both learner and teacher. Thus, this study aimed to examine the effect of concept mapping on Arabic grammar proficiency for students at Al Ain University. The sample was comprised of students studying Arabic (n=56), who were split into an experimental group of 29 students, and a control group of 27 students. Pre- and post-tests were conducted on both groups to ensure their equivalence. The experimental group was taught six grammatical topics using concept mapping, while the control was taught the same grammar topics by the traditional method without using the concept maps. The results showed statistically significant differences between the groups, in favour of the experimental one. They also revealed statistically significant differences between the males and females in the grammar achievement test, in favour of the females. This study's results emphasize the importance of using concept mapping in teaching grammatical concepts. There is a clear compatibility between the features of concept mapping in terms of organization and logical sequence in presenting concepts on the one hand, and the nature of grammar, which is characterized by logical sequence, and hierarchical construction. The study emphasizes employing concept mapping to teach grammar on Arabic language courses at the university level, building the content of the Arabic courses according to the concept mapping strategy, and including examples of some of the concepts mentioned in these courses so that teachers can use them.
Highlights
As language is an essential way to obtain knowledge and make friends, how it is acquired is the subject of a great deal of research
The comparatively better performance of the experimental group over the control may have been due to the advantage of presenting the grammatical concepts via concept mapping, in terms of organization and logical sequence
These may have been integrated into the cognitive structure of students and their previous experiences, and perhaps enabled their retention. This is in line with Saraya [21] and Novak and Gowin [20], who referred to the role of concept mapping in helping learners determine the relationships between sets of information, facilitating the process of remembering them, providing a planning summary of what has been learned, and drawing attention to the subject of the lesson
Summary
As language is an essential way to obtain knowledge and make friends, how it is acquired is the subject of a great deal of research. In the Arab world, learning Arabic is essential for students because it is one of the most important components of identity for the learner in terms of listening, speaking, reading, and writing. Ashour and Al-Hawamdeh[1] indicated the importance of grammar and its relationship with the four language skills. The learner acquires vocabulary, structures, and grammatical styles. One of the objectives of grammar teaching is training students to adjust their language in speech, reading, and writing in a manner that is appropriate to their
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