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2.2.3 Writing process 7
2.2.4 Concept mapping as a pre-writing strategy 7
2.3 Computerized concept mapping and writing 7
3. Method 8
3.1 Participants and procedure 8
3.2 Materials and instruments 9
3.2.1 Writing instruction 10
3.2.2 Writing assignments 10
3.2.3 Concept mapping writing instruction 10
3.2.4 Concept mapping scoring system 10
3.2.5 Concept mapping software program 10
3.2.6 Writing rubric 10
4. Results 11
4.1 Impacts of mapping treatments and writing proficiency on writing scores 11
4.2 Impacts of mapping treatments on writing scores 13
4.3 Impacts of writing proficiency levels on writing scores 14
4.4 Better quality of collaboratively constructed concept maps 15
4.5 High correlation between inpidual map scores and writing performance 16
5. Discussion and conclusion 17
5.1 Main findings of the study 17
5.1.1 Effectiveness of computerized concept map as pre-writing strategy 17
5.1.2 Application of proper mapping treatments for different learners 18
5.1.3 Relationship between map quality and writing performance 18
5.2 The implications of the study 19
6. Limitations and assumptions 19
References 20
English is prevailing and dominant in global interaction,and written English is considered as a central element of English as a language for communication. For an EFL learner,without solid communication skills in English, it’s no easy for others to know and understand him (Hand et al. 2007). Compared with native speakers, EFL learners meet more difficulties during the writing process, especially since English and Chinese possess different patterns of thinking. According to Jia Yuxin(1997), one of them is the Specific and Abstract thinking pattern. The Chinese Specific way has the form of metaphor, symbol analogy and so on. The process of Abstract way are logic, analytic, inference and systemic in the form of concepts, inference and judgment. As a result, it appears in EFL learners’ writings, especially those at the beginning stage like senior high school students, that there are seldom supporting details to the statement and a lack of clear logic.
To solve these problems in EFL learners’ writing, two factors of writing require our attention: writing proficiency and writing strategy used in their pre-writing,or planning stage. On the one hand, students could have the feeling of “words fail me” during the writing process when their writing proficiency can not meet the demands to fully express their ideas. On the other hand, planning in pre-writing process has proved to facilitate the writing process for it supports writers greatly concerning goal-setting, brainstorming, and idea-organizing (Brodney, Revves, & Kazelskis, 1999; First & MacMillan, 1995; Hart, 1997; Flower & Hayes, 1981). According to Oxford (1990), the use of learning strategies helps students to make progress in developing skills in a foreign language; besides, learning gets much easier and enjoyable with the application of strategies. Thus, a good writing strategy is of noteworthy significance in writing process.