The Impact of Concept Mapping on Summarizing Short Stories for EFL Learners | ||
| جستارهای زبانی | ||
| Article 8, Volume 17, Issue 1 - Serial Number 91, Winter 1405, Pages 199-228 PDF (695.89 K) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR/lrr.2025.7167 | ||
| Authors | ||
| Is'haaq Akbarian* 1; Mehdi Abdolkarimi2 | ||
| 1Department of English Language and Literature, University of Qom, Iran | ||
| 2Ministry of Education, Qom, Iran | ||
| Abstract | ||
| Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research, therefore, examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as a pretest. Next, the experimental group experienced concept-mapping instruction, whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as a posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment supports the statistical results. The findings offer several instructional implications. | ||
| Keywords | ||
| concept mapping; EFL learners; summarizing; short story; writing | ||
| References | ||
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