Effectiveness of Group Cognitive Mapping as a Post-reading Strategy in Korean High School English Classes

다국어 초록 (Multilingual Abstract)

Mapping strategies have been widely used in teaching content-based reading. Cognitive mapping uses diverse shapes and forms according to the types of learning materials, which mappers find useful in teaching various types of reading materials included in Korean school English textbooks. This study employs a qualitative approach to investigate whether the cognitive mapping strategy enhances students’ reading comprehension and imagination. The participants were 59 students from a high school in a metropolitan city in Korea. During the course of a semester, the participants, in groups, were asked to summarize the reading passages of the textbook into images and text on a poster at the end of each unit. The written feedback from the students, four interviews, the teacher’s observation notes, and the students’ posters were then analyzed. The results showed that the strategy helped the students retain the obtained knowledge longer and recall it with greater ease. Students’ creativity was found to have been facilitated in the process of turning mental text into images and organizing them on a poster. This study also found that this strategy is effective in promoting students’ collaboration skills and communicative competence. For better use of this strategy in the classroom, teachers are advised to consider students’ individual differences before forming groups.

참고문헌 (Reference)

1 Darch, C., "Visual displays to increase comprehension of high school learning-disabled students" 20 (20): 309-318, 1986

2 Praveen, S. D., "Using graphic organizers to improve reading comprehension skills for the middle school ESL students" 6 (6): 155-170, 2013

3 Boyle, O. F., "Theory and practice in the teaching of composition: Processing, distancing, and modeling" National Council of Teachers of English 59-66, 1983

4 Ausubel, D. P., "The psychology of meaningful verbal learning: An introduction to school learning" Grune & Stratton 1968

5 Khodadady, E., "The impact of concept mapping on EFL learners’ critical thinking ability" 4 (4): 49-60, 2011

6 Daniels-McGhee, S., "The imagery creativity connection" 28 (28): 151-176, 1994

7 Boyle, J. R., "The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities" 19 (19): 86-98, 1996

8 전재민, "The Effects of Creative Instruction onCreative Thinking and English Poem Writing" 한국영어교과교육학회 14 (14): 31-60, 2015

9 Fisher, R., "Teaching children to learn" Nelson Thornes 2005

10 Peregoy, S., "Reading, writing, & learning in ESL" Longman 2008

11 Antonietti, A., "Mental imagery as a strategy to enhance creativity in children" 31 (31): 63-77, 2011

12 Buckley, M. H., "Mapping the writing journey" University of California/Bay Area Writing Project 1981

13 Novak, J. D., "Learning how to learn" Cambridge University Press 1984

14 Hashemian, M., "Improving reading comprehension of Iranian high school students via graphic organizers" 1 (1): 93-110, 2014

15 Jiang, X., "Graphic organizers in reading instruction : Research findings and issues" 19 (19): 34-55, 2007

16 Tajeddin, Z., "Concept mapping as a reading strategy : does it scaffold comprehension and recall" 16 (16): 194-208, 2016

17 Lee, Y., "Collaborative concept mapping as a pre-writing strategy for L2learning : A Korean application" 3 (3): 254-, 2013

18 Gold, P. C., "Cognitive mapping" 19 (19): 277-284, 1984

19 Ruddell, R. B., "A study of cognitive mapping as a means to improve summarization and comprehension of expository text" 29 (29): 12-22, 1989