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Recibido:
(14/10/2019)
Aceptado:
(12/03/2020)
Número 12 / DICIEMBRE, 2020 (95-117)
GRAPHIC ORGANIZERS FOR THE
ENHANCEMENT OF EFL READING
COMPREHENSION
ORGANIZADORES GRÁFICOS
PARA EL FORTALECIMIENTO DE LA
COMPRENSION LECTORA EN INGLÉS
COMO LENGUA EXTRANJERA
DOI:
https://doi.org/10.37135/chk.002.12.07
Artículo de Investigación
Elsa Hernández-Chérrez
eda.hernandez@uta.edu.ec
Universidad Técnica de Ambato, Centro
de Idiomas.
Ambato, Ecuador
ORCID:
http://orcid.org/0000-0002-6618-1559
Cynthia Soledad Hidalgo-
Camacho
cs.hidalgo@uta.edu.ec
Universidad Técnica de Ambato, Centro
de Idiomas.
Ambato, Ecuador
ORCID:
http://orcid.org/0000-0002-2848-3687
Verónica Paulina Carrera-
Martínez
veropauc@hotmail.com
UE Joaquín Lalama. Ambato,
Ecuador
ORCID:
https://orcid.org/0000-0002-0121-8701
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Abstract
It is widely known that effective readers are those who have appropriately
developed reading skills. If those skills are not developed, the readers
will not achieve the levels of perception needed to solve problems or pass
academic tests, neither in their mother tongue nor in a foreign language.
For this reason, it is imperative to find the right strategies to enhance
reading comprehension in English as Foreign Language (EFL) learners.
One of those strategies is the use of graphic organizers, and this study
aimed to measure the extent to which it influences the development of
reading comprehension of Unidad Educativa Joaquin Lalama students, in
Ambato-Ecuador. 40 students in the control group and 35 students in the
experimental group constituted the sample. The data was collected through
the observation technique and the comparison of results from a reading
comprehension pre-test and post-test. Finally, this study found the use of
graphic organizers to be effective for developing reading comprehension in
Palabras clave: Reading comprehension, english as foreign language,
graphic organizers, reading skills.
Resumen
Es ampliamente conocido que los lectores efectivos son aquellos que han
desarrollado apropiadamente las destrezas necesarias para leer. Si esas
destrezas no son desarrolladas, los lectores no alcanzarán los niveles
de interpretación necesarios del texto para resolver problemas o para
simplemente pasar pruebas académicas, ya sea en su lengua materna o en
una lengua extranjera. Por esta razón, es imperativo encontrar estrategias
correctas para fortalecer la comprensión lectora en estudiantes de Inglés
como lengua extranjera. Una de esas estrategias es el uso de organizadores
gráficos, por lo que el presente estudio se enfocó en medir hasta qué punto
ello influye en el desarrollo de la comprensión lectora en los estudiantes
de la Unidad Educativa Joaquín Lalama, en Ambato, Ecuador. La muestra
estuvo formada por 40 estudiantes en el grupo de control y 35 estudiantes
en el grupo experimental. La información fue recogida a través de la
técnica de observación y la comparación de resultados de una pre-prueba
y una post-prueba de comprensión lectora. Finalmente, se pudo descubrir
que el uso de organizadores gráficos para el desarrollo de la comprensión
lectora en los sujetos observados fue efectivo.
Keywords: Comprensión lectora, inglés como lengua extranjera,
organizadores gráficos, destrezas de lectura
the subjects observed.
GRAPHIC
ORGANIZERS FOR
THE ENHANCEMENT
OF EFL READING
COMPREHENSION
ORGANIZADORES
GRÁFICOS PARA EL
FORTALECIMIENTO
DE LA COMPRENSION
LECTORA EN INGLÉS
COMO LENGUA
EXTRANJERA
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INTRODUCTION
Undoubtedly, English has become an important
language that is currently used for communication
in the scientific, technological, political, and
the economic field. This language has also been
globally spread through entertainment. In fact,
as estimated years ago, the number of learners
of English as a foreign language would continue
to grow, at least in China and India (Graddol
2006:168).
Similarly, in Ecuador, English is probably
considered the most important foreign language,
a lingua franca, including by indigenous
communities such as Yungantza, whose members
have shown an interest in learning this foreign
language due to the expectations for better
academic and employment opportunities (Sánchez
& Zajkowski 2016:2).
As it can be understood from this particular
example, being proficient in English has been
associated with better job opportunities and
overall knowledge, particularly because the most
recent scientific and academic information is
found in English. Consequently, for several years
now, the Ecuadorian Education System has given
EFL teaching a significant importance, making
the English Subject a meaningful part of the
curriculum in primary school and high schools.
Learning a new language definitely involves many
skills or capabilities to understand and express
effectively. The four main language skills are
Listening, Speaking, Reading and Writing. In our
country, a place where there is no immersion and
English is a foreign language rather than a second
one, teachers need to be inventive and try to use
authentic elements, given that their input might be
the only one received by students in their learning
process (Bekes 2016).
Spratt, Pulverness and Williams, have emphasized
the characteristics of reading as a receptive skill,
which means that this activity involves reacting to
a text rather than creating one (Spratt, Pulverness &
Williams 2005:21-26). Reading comprehension is
a complex cognitive process of decoding symbols
to obtain meaning. It comprises the comprehension
of a text at a word level, and at a sentence and
paragraph level, as well. In order to help learners,
teachers must have a clear understanding of the
complexity of reading and try to find ways to ease
such a complex process.
Years ago, UNESCO pointed out that third grade
students from some Latin American countries,
including Ecuador, are not able to recognize
important information in simple texts in Spanish
(López 2009:1-3). Again, the information is
confirmed in 2016 when third graders from
schools in Ecuador, Guatemala, Honduras,
Dominican Republic, among others, still showed
low performance in reading, not being able to
identify key information unless explicitly stated
and highlighted in a text.
Similar results were found especially in public
high schools when the standard of the English
language was evaluated in Ecuador. Common
issues such as class size, the need to train teachers
more and even an actual shortage of teachers
appeared in the teaching-learning process that
might affect it negatively. The truth is that, despite
the efforts made in the EFL classroom, student’s
performance seems to be rather low.
For instance, high schoolers who attend Unidad
Educativa Joaquin Lalama have showed to feel
demotivated when reading in either Spanish or
English due to the lack of the strategies needed
to understand texts effectively. Thus, how can
we help students become readers that are more
effective? Are we using the right strategies
when we teach reading? Worldwide, teachers
are probably wondering the same and exploring
different options; for example, Wong (2019)
implemented a 14-week syllabus that incorporated
practice on recognizing discourse structures and
using graphic organizers in an EFL class.
Although this researcher concludes that further
study about the benefits of graphic organizers in
foreign language teaching context is needed, others
affirm that using graphic organizers can improve
students’ reading skills because they develop the
necessary cognitive abilities for understanding
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learning materials containing interesting graphics
(Kurniaman, Oktari & Pahrurazi 2019).
Based on a theoretical perspective, this study
proposed graphic organizers as tools to be used
for the enhancement of reading comprehension in
junior year students at Unidad Educativa Joaquin
Lalama in the Academic Year 2018-2019.
METHODOLOGY
One of the investigators of this study is currently
working at Unidad Educativa Joaquin Lalama and
obtained the permission from its authorities to
carry out this research, trying to find a way to help
students improve their reading comprehension
in English. Consequently, the groups assigned to
the researcher in the academic period 2018-2019,
before and after intervention, were observed.
Barreiro and Albandoz (2001) have defined
population as the total amount of individuals
studied in a problem. Since the total number of
students in this research was less than 100, the
population and sample will be considered as one,
making up a control group of 40 students, and an
experimental group of 35.
This research work was based on a quasi-
experimental design and it is a nonequivalent
group design, which means that a pretest and a
post-test will be needed to compare two groups:
one treated and the comparison one. In this type of
research, the independent variable is manipulated
and participants are not randomly assigned to
conditions.
Such practice is normally found in naturalistic
environments and the evaluation of social
work practice (Thyer 2012:77-106). Some of
the characteristics of this work result from the
combination of qualitative and quantitative
methods that study the character of prospective
educational reality (Marzano, Vegliate & De
Angelis 2015:406).
Graphic organizers are used to help the readers
comprehend content of a text and their use has
been studied scientifically for over three decades
(Wills & Ellis 2008:1). In fact, they are defined as
a “visual representation of information in a text”
that can be used with learners as an aid to develop
reading comprehension (Jiang & Grabe 2007:34).
A pre and a post reading comprehension test were
designed to compare the results before and after
Table 1: Characteristics of the instruments used
Source: Pre-test and post-test questions proposed by the researchers
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an intervention that lasted 6 weeks. Varied aspects
were observed in the instruments created for this
research, as it can be seen in table N. 1.
During the intervention period, teachers guided
students through the use and familiarization with
different graphic organizers that were considered
appropriate for each reading text. The reading
material was selected taking into account the
age and interest of the group in order to engage
students. Every time new graphic organizers were
presented to the experimental group, the teacher
highlighted their purpose and how to use them;
whereas the control group continued working with
reading activities, as they usually had been doing.
Graphic Organizers for reading fall into the
category of Graphic Strategies. Although there is
a large amount of them, the most common ones
are concept maps, mind maps, webs and Venn
diagrams. Based on previous studies and their
practicality, the following graphic organizers
were chosen for the study: K-W-L chart (know,
want to know, learned); K-W-L-S chart (know,
want, learned, still); BRS chart (building and
revising know schema chart; Sixty second Skim
and Scan; Cluster web; Concept web; Alphabet
brainstorming; Questioning cluster and B-D-A
connection chart (before, during and after reading).
Some can be seen in figure 1:
A mixed method, an assessment questionnaire and
a short interview were used as instruments that,
along with rubrics, measured students’ knowledge
about the texts. Finally, the data obtained was
collected and analyzed by using statistical methods
with the following variables and hypothesis:
Independent variable: Graphic Organizers.
Dependent variable: Reading Comprehension.
Null Hypothesis (H0): Using graphic organizers
do not affect students’ reading comprehension
development.
Alternative Hypothesis (H1): Using graphic
organizers do affect students’ reading
comprehension development.
Source: questionnaire created by the researchers
Figure 1: Graphic organizers used in this research work, proposed by the researchers
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RESULTS AND DISCUSSION
After identifying, the weakness students have
when reading texts in English and having reviewed
information about some strategies and their
effectiveness, this research aimed to measure the
benefits of using graphic organizers to improve
EFL reading comprehension. In order to do this,
graphic organizers were used in the three different
stages: pre, during and post reading stages.
EFL IN ECUADOR
Both English learners and non-learners
feel that English is a tool for increasing
employability, and 59 per cent of non-
learners would study the language to improve
their career prospects; English learners also
emphasize the importance of English for
communicating with others. (British Council
2015: 8)
Acknowledging the importance of obtaining the
English language proficiency, since 2012, special
attention has been given to this foreign language in
the educational field. As a result, English teachers
in all the country are encouraged to use innovative
and appropriate ways to teach this language in
order to obtain positive results that would place
the country and its people on a more international
stage.
It has to be kept in mind that Ecuadorian teachers
face heterogeneous classes where they have to
teach students with different cultural backgrounds
and different learning styles, which makes
planning a lesson that would reach everyone,
rather challenging. Teachers need to offer students
different opportunities to engage in meaningful
tasks where higher order thinking skills and
problem solving abilities can be developed in real
contexts, for this reason innovating our way to
teach reading showed to have a great impact that
could lead to obtaining the desired results in EFL.
READING IN OUR CONTEXT
As mentioned before, Latin American countries
generally have low reading levels. This has caught
the attention of the Ecuadorian government that
has tried to come up with ideas to foster reading
and improve the levels of comprehension of texts
in our country. One of those ideas is Fiesta de la
Lectura, which is a national plan that proposes a
30-minute period during class in specific days,
which is dedicated to promote reading in schools
addressing issues and combining reading with
recreational activities (Ministerio de Educación
2018).
In the same tenor, other Latin American countries
have also adopted this type of strategies to promote
reading, such as Playing with Magic Words, in
Bolivia, Read Together - Learn Together in Peru,
Extracurricular Clubs in Mexico, and The magic
of Reading in Guatemala, showing good results
(Save the Children 2015).
However, low reading comprehension may seem
to be linked to the lack of reading strategies,
and consequently, there is little acquisition of
vocabulary. If this is what our students face in
their first language (L1), it is only reasonable to
think that the reading process is more complex
for them in English. As expected, low percentages
were found in the pre-test used, as it can be seen
in table N.2:
Table N.2 shows that both groups seem to lack
proper reading skills such as using their own words
to interpret content, adding new ideas or predicting
and giving opinions or establishing connections
in the information presented. This was observed
through the analysis of the results existing in
some of the questions specifically formulated to
measure those skills (control group 3,92 points
and 4,22 points the experimental one). It can also
be seen that there is a noticeable improvement in
the experimental group that obtained 7,02 out of
10 in the post-test, which means the proposal to
use graphic organizers to enhance reading was
effective, agreeing that graphic organizers are
useful when trying to understand information
(Graves & Graves 2003).
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Table 2: Reading Skills results in the pre-test and the post-test
Source: Pre-test and post-test results from the experimental and control groups obtained by the re-
searchers
GRAPHIC ORGANIZERS AND
LEARNING
Locally, Tirado (2013) implemented a study about
the use of active techniques to enhance reading
comprehension in fifth year English learners in a
primary school. In this study, it was found that the
application of traditional techniques discourages
students when reading; however, children also
showed interest in learning to read better. That
study, among others, has inspired teachers to
find ways to provide EFL learners with proper
strategies to read better.
Since graphic organizers are tools that facilitate the
organization or information or the establishment
of relationships between elements of a text such
as facts, examples, definitions, sequences, among
others, their use allows the readers break down the
content of the reading while they think about the
information they are getting from the text. Using
them, definitely improved the levels of reading
comprehension in the experimental group, as it
can be observed in table N. 3.
From the observation and the comparison of the
low results obtained in the pre-test: 4,05 for the
control group and 4,14 out of 10 points for the
experimental group, it can be said that students
are demotivated when reading because they
lack tools that allow them to comprehend a text.
This information was used to propose the use
of graphic organizers to enhance their reading
comprehension.
After the intervention, the experimental group
showed a significant improvement in their scores
(7.06). This clearly shows that using graphic
organizers helped students in their reading
comprehension tasks, turning them into more
effective readers. Reading comprehension needs to
be developed through the analysis and synthesis of
information, and visual help provided by graphic
organizers is definitely important in that process
too. (Pearson & Fielding, 1991).
From the educational point of view, there are
some approaches and cognitive processes that
support the use of graphic organizers, especially
those related to Bloom´s taxonomy. When these
tools are to be used, it must be remembered how
they are linked to the different stages or levels of
thinking.
Using a simple flow chart can be used to
remember or understand information; however,
for application and analysis students should be
required to use different graphic organizers to
compare and contrast information, or organizers
to evaluate cause and effect, positive and negative
sides of something if the highest level of thinking
is the aim.
Graphic organizers are also useful when trying
to reach students’ different learning styles. They
are perfect for visual learners because they train
readers to understand symbols and key words, and
on top of that, they are a varied and interesting
way of learning. Research has shown that graphic
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Table 3: Reading Comprehension Results in the pre-test and the post-test
Source: Pre-test and post-test results from the experimental and control groups obtained by the
researchers
organizers are useful not only as preparation
activities, but also as follow up learning tasks
(Dishner, Bean, & Readence, 1981).
With graphic organizers, readers can separate
key information from the rest of the content; use
strategic learning and improve other skills related
to writing, reading, communication, analysis and
creativity, fostering better overall performance, as
can be perceived from the results obtained in the
assessment of learning skills presented in table N.
4.
During the evaluation of learning skills, students
from the control group obtained 4,05 and the
experimental group 4,17 in the pre-test, which
suggested that students’ learning skills such as
decoding and understanding new vocabulary are
rather poor. After implementing the use of graphic
organizers to enhance reading comprehension,
there was no significant change in the results
obtained by the control group. Actually, results
slightly decreased.
Table 4 also shows that results were better for
the experimental group in the post-test: 6,57 out
of 10, which means that graphic organizers also
influenced positively the development of learning
skills.
How did graphic organizers help the readers? As it
was mentioned before, graphic organizers that are
Table 4: Learning Skills Results in the pre-test and the post-test
Source: Pre-test and post-test results from the experimental and control groups obtained by the
researchers
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used in reading belong to the category of Graphic
Strategies. Shabiralyani, Hasan, Hamad and Iqbal
(2015) relate visual aids and education, stating that
visual aids are important because they disseminate
knowledge and make teaching more effective.
Additionally, Pearson and Fielding (1991) indicate
that 75 percent of all information is processed
from visual formats by the brain: images,
diagrams, flowcharts, video, graphs, cartoons,
coloring books movies, posters, games and flash
cards. Undoubtedly, all the different ways of
graphic strategies support teacher and students’
interaction.
HYPOTHESIS VERIFICATION
The present research work collected and analyzed
the information from two groups: the experimental
and the control one. Graphic organizers were used
as a strategy to help students enhance reading
comprehension, formulating the following
hypothesis:
- Using graphic organizers do not affect student`s
reading comprehension development (Ho)
- Using graphic organizers do affect student`s
reading comprehension development (H1)
Since the quasi-experimental approach was
selected, there was two different measurements,
one with a pre-test (before intervention) and one
with a post-test (after the intervention).
The selected level of significance for this social
science research was α = 0.05 and a risk of 5%
is assumed, making the confidence level equals to
95%.
More than 30 subjects made up the sample;
therefore, Kolmogorov-Smirnov test is
recommended for this kind of study.
The estimation of P Value was also made, as shown
below in table 5.
As it can be evidenced in the table above in the
Wilconxon test for pretest and posttest on each
criteria, the following results can be observed
beginning with the experimental group: Reading
Comprehension Z= -5,131 (a) with a p=0,000.
The control group results as following: Reading
Comprehension Z= -4,292 (a) with a p=0,000.
Keeping in mind that Z values are negative and p
values are less than 0,05, it can be deduced that the
results obtained in the pre-test and post-test in the
experimental and control groups present significant
differences. Therefore, it can be stated that the
use of graphic organizers to enhance students
reading comprehension is effective. Although
both groups present considerable differences, we
cannot affirm that the improvement presented in
reading comprehension is due only to the use of
this strategy.
Table 5: Estimation of P value
Source: SPSS 23.0 software, by the researchers
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CONCLUSIONS
This research proposed to measure the extent to
which the use of graphic organizers influences the
development of reading comprehension of junior
year students at Unidad Educativa Joaquin Lalama
in Ambato-Ecuador.
After analyzing the low level of reading proficiency
that students had at the beginning of this
research, as well as the improvement of reading
comprehension obtained by the experimental
group in the post-intervention test, it can be said
that the use of graphic organizers strengthened
reading comprehension in the students in this
research work.
Following the implementation of reading
activities with graphic organizers during 6 weeks,
most of the students in the experimental group
demonstrated acceptance and comprehension
of how these tools are used. They also showed
significant improvement in the development
of their receptive skills, such as listening and
concentration, their reading comprehension and
their learning skills, for example decoding and
understanding vocabulary and relating content to
previous knowledge.
Although both groups presented important
differences in the results obtained after
intervention, it cannot be statistically guaranteed
that the improvement in the post-test from the
experimental group is solely due to this strategy,
which is why further research in the topic is
recommended, if possible, for a longer period to
confirm the usefulness of the proposal.
In fact, other aspects need to be taken into account,
such as the selection of texts. It must be remembered
that readers who struggle with the comprehension
of a text, lose interest and motivation (Hansen,
2016). For this reason, students’ interests and
preferences need to be discovered when teaching
reading.
It is also advisable, although there is normally
time limitation, to assess the level of reading
comprehension students have in their mother
tongue so that teachers could provide them with
strategies that can be transferable into their foreign
language learning. Supporting this, (Cheryl 1994)
stated that there is evidence of reading skills
transfer from one language into another.
Since the findings in this work suggested that there
is very little or maybe no use of graphic organizers
in EFL classrooms to develop reading skills and
comprehension, it is suggested to inform teachers
about the benefits that can be obtained from this
proposal.
The effectiveness of graphic organizers for
improving reading comprehension in the EFL
classrooms has been proven. They provide students
with visual tools such as images, which expand
the development of linguistic data or logogens in
such a way, that the information is dually coded:
visually and linguistically. This helps students
process and remember content.
Using graphic organizers for reading
comprehension enhancement is a good alternative
to the traditional methods that usually involve
the activities suggested in textbooks. Therefore,
the researchers made a proposal after the study: a
selection of graphic organizers and activities that
can help other EFL teachers and their students
organize information found in texts during reading
lessons.
Motivating reading with innovative ways of
teaching this skill, such as the use of graphic
organizers, is definitely encouraged because being
an effective reader does not only help in daily
activities, texts comprehension in L1 and texts
comprehension in English. It also develops other
important cognitive skills and increases students’
motivation as a result of improved vocabulary
knowledge and better texts comprehension.
DECLARATION OF CONFLICTS OF
INTEREST:
The authors declare no conflict of interest.
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