Date of Award

Spring 8-1-2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

First Advisor

David Hofmeister

Second Advisor

Noble Corey

Third Advisor

William W. Giffin

Abstract

This study examined traditional reading instruction and concept mapping reading instruction using reading and survey data collected from English as Foreign Language (EFL) students in China. Its purpose was to investigate whether there was any difference between these instructional types in three reading areas: main idea reading, subordinate idea reading and reading between the lines. Forty first-year students were randomly chosen from two universities in Southwestern China. They were equally divided into the two instructional methods. Ten sets ofreading materials were used for a six-week period of the study. Concept mapping students were taught with concept mapping techniques and assessed with maps they created based on the readings. Traditional students were taught with traditional methods and assessed with reading comprehension of multiple-choice questions. Statistical findings using independent samples t-test revealed there were no significant differences in the three reading areas between the two instructions, t(38) = -1.109, p = .274. However, attitude surveys revealed significant differences, t(29.73) = 5.817, p = .000. The concept participants tended to prefer technology-aided learning as well as instruction by teachers and textbooks. Closely linked with the t-test, a one-way ANOVA was also conducted and it revealed a significant difference, [F (2, 57) = 43.07,p < .001], which showed that concept mapping participants read better in main idea and subordinate idea readings than they did in reading between the lines. Based on research results, the study suggests questions for future research in four areas. First, should longer training periods and more training opportunities be provided for EFL students to enhance technological learning? Second, should technological workshops be provided for instructors to enhance instruction? Third, should traditional instruction be combined with technological learning to better meet the needs of EFL students? Fourth, should a technological class that employs multiple learning sources such as textbooks, teachers, students and technology be used instead of a single learning source such as textbooks or teachers?

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