Academic PPT Slide Writing in English through E-Concept Mapping

Carried out during a semester-long drama class, this research aimed to scrutinize the effects of e-concept mapping via LMS on English majors´ (N=38) analytical skills presented in their PowerPoint (PPT) slide writing in Taiwan. Students were instructed to follow the concept mapping agenda via university learning management system (LMS), idea webbing, spider mapping, and network tree making to read and analyze the dramatic texts and to present their analysis on PPT slides. Thus, analytical reading input (e-concept mapping via LMS) was expected to lead an EFL (English as a foreign language) writing output (PPT slide writing). Students were pre-tested, summative assessed and post-tested using in-class PPT presentations. Results confirmed that analytical reading with e-concept mapping strategies could solve EFL students´ PPT slide writing problem and improve their performance and the attainment of the task shares via LMS. The research offered a different perspective on teaching EFL writing with a specific focus on analytical reading to writing and also implied the important consequence on analytical reading to analytical writing for future research.