A Case Study Utilizing Online Concept Maps in English Reading Comprehension from Student Perspectives

Although numerous studies in various disciplines have ascertained the effectiveness of online concept mapping through different perspectives, few research studies have examined the effects of this technique from students’ perspectives. This study attempted to understand how non-English major freshmen in a remedial program at a Taiwanese private university perceived concept mapping, and the possible impact it had on their reading comprehension. To achieve this goal, 14 participants were instructed to use online concept mapping for all English reading twice a week in thirty minute classes. Interview analyses revealed that after one semester of using the concept maps, students felt it assisted them significantly in reviewing their English reading assignments. In addition, the use of online concept maps combined with class discussions encouraged the students to exchange comments about what they learned, which helped them in recognizing and making improvements in their English reading comprehension. Moreover, the results suggest using concept mapping tools online can allow students to not only share individual progress but also provide them the opportunity to observe classmates’ understanding of reading assignments and increase dialogue amongst each other, ultimately aiding in their own learning.