Impact of Concept Mapping Based Questioning Strategy on Reading Comprehension of Middle School Students Learning English as a Second Language

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.