The effects of story-mapping in enhancing ESL students’ story comprehension

Sum Yee LAM

Research output: Other contributionHonours Project

Abstract

This study examined the effects of story-mapping in enhancing the story comprehension of elementary ESL students, and their views towards the strategy. Fourteen participants, who were primary three students from a local Hong Kong school, were guided to read stories using story-mapping in a reading program. Using a quasi-experimental one-group design, their comprehension performances were assessed by comprehension tests and interviews, and their views on story-mapping were collected by a survey. The test and interview results revealed that the participants had significantly better story comprehension when story-mapping was present, though the effect could not be maintained after the strategy was withdrawn. On the other hand, the survey indicated that the participants found the strategy effective in guiding their story comprehension, and had strong incentives in learning and using it. It was concluded that adopting story-mapping as a regular instructional practice can bring positive impacts on ESL students’ story comprehension. In addition, it was found that the participants preferred more visual elements and autonomy in story-mapping practice. Further research is suggested on the design and implementation of story-mapping to offer pedagogical insights for the future implementation of the strategy in classroom.
Original languageEnglish
Publication statusPublished - 2018

Fingerprint

comprehension
student
interview
Hong Kong
autonomy
incentive
classroom
school
learning
performance
Group

Keywords

  • Story-mapping
  • Story map
  • Story comprehension
  • Story schema
  • Comprehension strategy
  • ESL learning
  • Honours Project (HP)
  • Bachelor of Education (Honours) (English Language) (Five-year Full-time)
  • Programme code: A5B059
  • Course code: ENG4903