Teaching Reading Comprehension through Edraw-Max Concept-Mapping Software in a CALL Environment

There has been plenty of evidence that reading strategies are effective in enhancing reading comprehension of EFL students. Computer-assisted concept maps assist learners to organize and systematize concepts more effectively. This paper aims to investigate teaching reading comprehension through Edraw-Max concept-mapping software in a CALL Environment. Few studies have been done in this research area, and most of the previous accomplished studies in Iran were not conducted in a CALL environment, therefore this area needs more investigations. Thirty four 13 to 17 year-old female students were the participants of the study; Nelson English Language Test was used to assure students proficiency level. Then, they were divided into two groups: one experimental group in which participants were taught reading through concept mapping using Edraw Max software in a CALL environment, and one control group in which students received traditional teaching methods. Students took a pretest before the instruction. Both groups then received an eight-session instruction and finally took a post test. The data were analyzed and the results of t-test showed that reading comprehension ability of the students in the concept mapping group significantly improved. The results of this study may not be generalized due to limited number of participants involved in the study. These findings may provide some insightful ideas for EFL teachers, textbook writers, and curriculum designers on using Edraw-Max software in teaching reading comprehension.

Keywords:

Reading comprehension , concept mapping , Edraw-Max7