This study investigated t he effectiveness o f Concept Mapping ( C M ) used as a teaching and learning strategy i n English as a Second Language ( E S L ) . The research design was semi - experimental with a pre-test and a post - test . Thirty - three E S L students were allocated randomly in three experimental groups : collaborative CM , individual C M and the traditional teaching method . The participants were matched according to their English language proficiency . The data was analyzed using mixed A N O V A . The findings showed there were statistically significant differences between collaborative C M and traditional teaching both in student’ s vocabulary learning and comprehension tests . The comprehension scores of individual C M group were significantly higher than the traditional group but there was not any difference in vocabulary scores .
Khamesan, A., & Baradaran Khaksar, Z. (2011). Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English. Journal of Foreign Language Research, 1(1), 57-75.
MLA
Ahmad Khamesan; Zahra Baradaran Khaksar. "Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English". Journal of Foreign Language Research, 1, 1, 2011, 57-75.
HARVARD
Khamesan, A., Baradaran Khaksar, Z. (2011). 'Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English', Journal of Foreign Language Research, 1(1), pp. 57-75.
VANCOUVER
Khamesan, A., Baradaran Khaksar, Z. Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English. Journal of Foreign Language Research, 2011; 1(1): 57-75.
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