Using Electronic Mind Mapping to Enhance EFL High School Students’ Critical Reading Skills
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Abstract
The objectives of this study were to: 1) examine the effects of electronic mind mapping on critical reading skills of EFL high school students; and 2) investigate EFL high school students’ opinions about learning critical reading through electronic mind mapping. The participants in this study were 83 eleventh-grade students selected by purposive sampling. The instruments employed in this study consisted of lesson plans, a critical reading test, and a questionnaire. The data were analyzed using mean scores, standard deviation, and a t-test analysis. The results showed the effectiveness of electronic mind mapping. That is, the students improved critical reading skills after learning through electronic mind mapping. Also, the students had positive opinions about learning critical reading skills through electronic mind mapping.
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