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dc.rights.licenseAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)*
dc.contributor.authorSergi, Gabriela Ana
dc.date.accessioned2023-02-27T17:11:52Z
dc.date.available2023-02-27T17:11:52Z
dc.date.issued2008-01-01
dc.identifier.urihttps://repodigital.unrc.edu.ar/xmlui/handle/123456789/71219
dc.descriptionFil:Sergi, Gabriela Ana. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas; Argentina.
dc.description.abstractThe present study investigates the effect of the concept mapping techniqueused as a strategy to select and organize ideas on essay writing in the history class Agroup of 4th year students at the English Teacher Training Program at the NationalUniversity of Río Cuarto were the participants in this research expenence. The studytook place during 4 weeks (April and May) in the first semester of 2005, and involvedeight regular classes of the course Social History of the United States. The wholegroup (a 30 student-intact class) were administered the pre-test which consisted ofwriting an argumentative essay of about 250 words in a ninety-minute class time. Afterthe treatment, a four-week instruction period on theory and practice of the use ofconcept maps for the study of history, the post-test was eventually administered to theparticipants present on that occasion (N 25). This test requested the same type of taskas the pre-test. but the topic of the essay prompt was slightly changed to avoid the "testeffect" on participants. Three independent raters scored the essays using a holisticrubric with a 6-point band scale specially adapted for this study purpose. Quantitativedata coming from the students` essay scores in the pre-and post-tests were measuredand compared using a T-test of related samples. Qualitative sources of data comingfrom likert and semi-structured questionnaires, and three oral interviews, weretriangulated with the tests scores Quantitative results were significant showing that theuse of the concept mapping technique could improve the students` essay organizationand quality Qualitative information revealed that most participants had a positiveattitude towards the use of the technique as a synthesis tool before essay writing andrecognized its benefits when the writing task was done at home under less timepressure and emotional stress.
dc.formatapplication/pdfes
dc.language.isospaes
dc.publisherUniversidad Nacional de Río Cuartoes
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectTESISes
dc.subjectINGLESes
dc.titleExploring the effect of the use of concept maps on studentïs essays in an efl content coursees
dc.typeinfo:eu-repo/semantics/masterThesises
dc.typeinfo:ar-repo/semantics/tesis de maestríaes
dc.typeinfo:eu-repo/semantics/acceptedVersiones
unrc.contributor.directorLonghini, Ana M.
unrc.contributor.directorValsecchi
unrc.degree.grantorUniversidad Nacional de Río Cuartoes
unrc.degree.nameMaestria en Ingleses
unrc.originInfo.placeFacultad de Ciencias Humanases


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
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