The Effects of I-Think Maps on ESL Learners’ Reading Comprehension in A Primary School Setting
Keywords:
I-Think Maps, reading, comprehension, primary, vocabulary, thinking skillsAbstract
In a formal context of learning English, reading is an integral skill and primary source for learners to obtain language input. ESL practitioners across the world are thus reported to experiment with numerous strategies to facilitate reading comprehension of learners with varying proficiency levels. One of the strategies is through the use of graphic organizers such as I-Think Maps, which is also known as Thinking Maps. The organizer is a set of visual tools comprising eight cognitive processes to foster reading. This study aims to investigate the effects of I-Think Maps on learners’ reading comprehension when it is integrated into the reading process and to obtain feedback from the research participants on the classroom intervention experience. Four upper primary school pupils from Year 4 (age 10) and Year 5 (age 11) from the same classroom at a rural school were selected as research participants. The research data included the learners’ homework as well as a semi-structured interview. Results from the study indicated that the integration of I-Think Maps in the reading lessons led to no significant improvement in the participants’ reading comprehension. The study, however, managed to capture positive feedback on the participants’ experience in learning vocabulary and promoting thinking skills. Based on the findings, it is suggested that I-Think Maps as a tool has the potential to be further explored to determine the possibility for its implementation in ESL reading lessons.
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