The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability

Ebrahim Khodadady,Afsaneh Ghanizadeh

doi:10.5539/elt.v4n4p49

Abstract

The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest – posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control (n=18) groups. The results of pretest indicated that the participants of the two groups were homogenous with regard to their proficiency level and critical thinking ability. The experimental group was instructed to construct concept maps after reading each text and formulated the required post-reading activities on the basis of the constructed maps. Critical thinking skill was assessed via the

Highlights

Concept maps are graphical representations of knowledge
To examine the effectiveness of concept mapping as a technique an EFL teacher may have at his/her disposal to enhance EFL learners' CT abilities, the present study addresses the following question: Does concept mapping as a post-reading strategy have any significant impact on EFL learners' critical thinking ability?
To ensure that learners were at the expected proficiency level and to have a more homogenous group, the disclosed Test of English as a Foreign Language (TOEFL) administered by Educational Testing Service (ETS) in January 2004 along with the "Watson–Glaser Critical Thinking Appraisal" (2002) were administered as pretests

Summary

Introduction

Concept maps are graphical representations of knowledge They allow us to understand the relationship between ideas by creating a visual map of the connections. They are composed of concepts, enclosed in circles or boxes, and connecting lines indicating the relationships between concepts or propositions (Cañas, 2003). It is important to note that concept words or phrases are referred to as nodes and are placed in boxes or circles. A standard procedure for concept map construction, according to Cañas, Hill, Carff and Suri, (2003), involves defining the topic or focus question, identifying and listing the most important or general concepts that are associated with that topic, ordering the concepts from top to bottom, and adding and labeling linking phrases.

Methods

Results

Discussion

Conclusion