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Effectiveness of computer-assisted argument mapping for comprehension, recall, and retention

Published online by Cambridge University Press:  14 January 2018

Maryam Eftekhari  and
Elaheh Sotoudehnama
Maryam Eftekhari
Affiliation:
Department of Foreign Languages, Kashan Branch, Islamic Azad University, Kashan, Iran (email: [email protected])
Elaheh Sotoudehnama
Affiliation:
Alzahra University, Iran (email: [email protected])
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Abstract

Compared to traditional pen-and-paper presentation of information, computer-assisted argument mapping seems to be more efficient in developing lower order thinking skills such as memory and comprehension. The present study investigated the impact of argument map construction and reading via computer versus pen and paper on English as a foreign language (EFL) majors’ comprehension, recall, and retention of argumentative texts. To this end, 120 Iranian EFL undergraduates were divided into low and high proficiency levels after taking a language proficiency test. Next, they were randomly assigned to two experimental groups; each group received 12 sessions of argument mapping instruction, one via computer and the other via pen and paper. At the end of the term, participants randomly received two argument map sizes (small vs. large) and were given 15 minutes to read the maps. Then tests of recall and comprehension relevant to the maps were administered, followed by a test of retention within a two-week interval. The results revealed that after controlling for spatial and verbal covariates, the type of treatment had a significant effect on recall, retention, and comprehension, with the software group outperforming the pen-and-paper group; however, proficiency level and argument size did not show any significant effect.

Keywords

computer-assisted argument mappingrecallretentioncomprehensioncognitive loadEFL
Type
Regular papers
Information
ReCALL , Volume 30 , Issue 3 , September 2018 , pp. 337 - 354
Copyright
© European Association for Computer Assisted Language Learning 2018 

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