Assisting EFL Learners’ Writing Complexity and Accuracy through Computer-Based Concept Mapping

This inspection sought the impacts of Computer-Concept Mapping on English learners’ writing complexity and accuracy. To this end, a total of 30 EFL learners aged 14 to 16 years participated and were non-randomly classified into two study groups. A general English placement test was utilized for ensuring the students’ homogeneity, a pretest as a writing proficiency test and a post-test of writing were conducted for measuring and comparing the writing of the two groups. ESL Composition Profile developed by Jacobs was used as a criterion for evaluating the students’ accuracy and complexity. The experimental group received computer-based concept mapping instruction. One-way ANOVA test using SPSS statistical software 20 was run. The obtained data were analyzed using parametric tests of paired-samples and independent-samplest-test and Pearson correlation was done for assessing the inter-rater reliability indices for the writing tests. The outcomes indicated that the computer concept-mapping method resulted in a significantly better writing.