Using Concept Maps to Enhance EFL Students’ Collaborative Writing: Paper-based and computer-mediated approaches

Abstract

This study investigates the effectiveness of concept mapping (CM) at the pre-writing stage by using it in collaborative writing, and by comparing paper-based and computer-mediated modalities. The research questions address (1) students’ perceptions of concept maps in both paper-based and computer-mediated modalities, and (2) the extent to which CM facilitate s students’ writing in a collaborative writing setting ACCORDING TO WHAT STANDARDS? . The participants were eighteen non-English majors enrolled in a writing class in a university in central Taiwan, and were divided into six collaborative writing groups. The individual interview method was used to elucidate students’ perceptions of paper-based and computer-mediated based CM in collaborative writing. Student writing samples from before and after the experimental treatment were collected compared to ascertain impact. Students satisfaction with and perceptions of the two modalities of CM writing were mixed. The paper-based modality was deemed more convenient from drawing maps, and seemed to be more conducive to generating more ideas. The computer-mediated modality was more convenient in that it could be used at any time and any place, and through the Internet, students could invite more people to help with generate ideas. It was implied that the primary benefit of the computer-mediated modality was its accessibility to the internet. The implications of this study are (1) CM is an effective tool for collaborative writing, and (2) writing teachers can adapt either the paper-based or the computer-based modality of CM to best meet their students’ convenience.