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
Khamesan, A., & Baradaran Khaksar, Z. "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.
CHICAGO
Khamesan, A. & Baradaran Khaksar, Z., "Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English." Journal of Foreign Language Research, 1 1 (2011): 57–75,
VANCOUVER
Khamesan A., Baradaran Khaksar Z. Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English. JFLR. 2011;1(1):57–75 (In Persian).
