The Comparative Effect of Teaching Concept Mapping vs. Collaborative Strategic Reading on ESP Students' Reading Comprehension of Aviation Texts

Mohammadpour, Seyed Hossein; Maleki, Roohollah

doi:10.22034/jespp.2024.217544

The Comparative Effect of Teaching Concept Mapping vs. Collaborative Strategic Reading on ESP Students' Reading Comprehension of Aviation Texts

Document Type : Original Article

Authors

Seyed Hossein Mohammadpour ¹

Roohollah Maleki ²

¹ Department of English Teaching and Translation, Faculty of Persian and Foreign Languages, IAU, Central Tehran Branch, Tehran, Iran

² Department of English Language, Faculty of Foreign Languages, Shahid Sattari Aeronautical University of Science and Technology, Tehran, Iran

10.22034/jespp.2024.217544

Abstract

Reading comprehension is one of the crucial skills that plays an important role in academic contexts. This study aimed to explore the comparative effect of teaching concept mapping and collaborative strategic reading on ESP students’ reading comprehension of aviation texts. To do so, 60 intermediate, male students within the age range of 18 to 25 were selected through convenience sampling design. The participants were the members of four intact classes. The researchers assigned the participants randomly into two experimental groups: (EG1, n = 30) and (EG2, n = 30). Collaborative Strategic Reading (CSR) was employed based on Klingner and Vaughan in the EG1 and Concept Mapping in reading based on Harris and Graham (1996) in EG2. The statistical results indicated that both groups got better scores in the posttest and the treatments had significant effect (p = .001, eta squared = .18) on ESP students' reading comprehension. However, the participants in the EG1 outperformed those in EG2. Finally, the study provides practical implications for ESP educators, teachers, and syllabus designers.

Keywords

aviation text

collaborative strategic reading

concept mapping

reading comprehension