Using Concept Maps in Teaching Writing in the L2 Classroom

Abstract

This study investigates the effect of employing Concept Mapping (CM) as a pre-writing planning strategy on English Language Learners’ (ELL) writing performance on different modes of writing. The present study also intends to investigate the effect of the explicit teaching of CM on ELL’s knowledge and skills pertaining to vocabulary, organization, grammar and punctuation. An experimental design study is conducted at a female high-school in a foreign language setting. Fifty six eleventh grade students are divided in two equal groups: non-mapping group (Control) and mapping group (Experimental Group). To analyze the results, the study uses Independent Sample T-Test and ANOVA Test on composition scores. The results of the pre-tests and posttests of the two groups scored by two raters based on predetermined criteria (an analytical rubric) are compared. The findings indicate that the Experimental Group who uses CMs scored significantly higher than the Control Group in all areas of writing. It is concluded that CMs used effectively have the potential to enhance students’ writing skills. As a result of the study some pedagogical implications and recommendations for using CMs in teaching writing to ELL learners are discussed.