An Empirical Study On The Effect Of Computer-assisted Concept-mapping Approach On Senior High School Students’ English Reading Comprehension

The current English reading teaching in Chinese senior high schools mainly employs traditional methods,which usually lead to students’negative attitudes towards English reading.In order to solve these learning problems,the author applies a new schematic method,called computer-assisted concept-mapping approach.This new teaching approach combines the advantages of concept maps and computer-assisted instruction.As a result,this research project aims to explore the effective use of the computer-assisted concept-mapping approach on the senior high school students’English reading teaching and learning so that their reading abilities can be greatly improved.The following three research questions are to be addressed:1.What effects does the computer-assisted concept-mapping approach have on senior high school students’attitudes toward English reading?2.What effects does the computer-assisted concept-mapping approach have on senior high school students’reading strategies?3.To what extent can the computer-assisted concept-mapping approach improve the senior high students’English reading achievements?This experimental research was conducted in Zhangwu Senior High School,Zhangwu City,Liaoning Province,lasting from 4~thh March to 15~thh July 2017.One hundred and twelve first-year students were selected as the participants from two parallel classes.Class 10 was designated as the control class(CC)and Class 13 was specified as the experimental class(EC).All the data collected were analyzed by qualitative and quantitative methods,the research instruments included questionnaires,interview,tests as well as SPSS 19.0.The research results demonstrate that the computer-assisted concept-mapping approach enhances the attitudes toward English reading and the use of reading strategies effectively to a higher level.Additionally,the students’reading achievements have been greatly improved by such an approach in EC.On the contrary,no obvious changes have taken place in CC in terms of the above three aspects.Finally,pedagogical implications and suggestions which are beneficial for practical teaching and learning and further research are discussed.