Abstract:
Reading comprehension strategies play a vital role in overcoming the difficulties in
comprehension of a given text. The integration of technology and strategies is important to
maximize their effectiveness. In this study, a concept mapping-based questioning strategy was
used to improve the reading comprehension of students learning English as a second language.
The participants of the study were 57 sixth grade students from a private school in Nowshera,
Pakistan. The sample was divided into three groups: CG, EG1 and EG2 each with 19 students.
The CG was taught with the traditional technique, the EG1 was instructed through expert
concept maps while the EG2 was taught using the proposed approach of concept mapping-based
questioning strategy. Concept maps for both the experimental groups were designed using
freeware software: Cmap Tool. All three groups were instructed in an online classroom setting.
A quasi-experimental pre and post-test research design was adopted. A pre- and post-tests were
conducted for reading comprehension as well as questionnaires (five-point Likert scale) for
measuring self-efficacy, cognitive load and technology acceptance were also conducted.
Statistical tests were carried out to analyze the results using SPSS version 21. The ANOVA test
scores for the results from the pre-tests compared to those from the post-tests for the three groups
were significant (p=0.001) which was lower than the degree of significance (0.05). Similarly, the
independent sample t-test scores for the results from the pre-test compared to those from the
post-test for control vs. EG2 and EG1 vs. EG2; and both comparisons were found significant
(i.e., p=0.001 & p=0.012 respectively). The results showed that the proposed model improved
the reading comprehension because students of EG2 achieved significantly better scores than the
control and EG1. Furthermore, the impact on self-efficacy and technology acceptance was found
significant compared to control and EG1. However, no substantial change was witnessed for
cognitive load between the two experimental groups.
