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Effects of Integrating a Concept Mapping-Based Summarization Strategy into Flipped Learning on Students' Reading Performances and Perceptions in Chinese Courses

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Title: Effects of Integrating a Concept Mapping-Based Summarization Strategy into Flipped Learning on Students' Reading Performances and Perceptions in Chinese Courses
Language: English
Authors: Hwang, Gwo-Jen, Chen, Mei-Rong Alice, Sung, Han-Yu, Lin, Meng-Hsuan
Source: British Journal of Educational Technology. Sep 2019 50(5):2703-2719.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Concept Mapping, Blended Learning, Reading Comprehension, Mandarin Chinese, Elementary School Students, Grade 5, Reading Strategies, Reading Motivation, Self Efficacy, Cognitive Processes, Difficulty Level, Reading Skills, Reading Instruction, Critical Thinking, Creative Thinking, Video Technology, Reading Assignments
DOI: 10.1111/bjet.12708
ISSN: 0007-1013
Abstract: The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping-based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre- and post-questionnaires for measuring the students' reading motivation, self-efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self-efficacy showed a positive correlation, and self-efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1225704
Database: ERIC
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  Value: <anid>AN0138203558;58i01sep.19;2019Aug24.05:29;v2.2.500</anid> <title id="AN0138203558-1">Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses </title> <sbt id="AN0138203558-2">Introduction</sbt> <p>The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students' reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner NotesWhat is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum.It is time‐consuming and difficult to train students in all kinds of reading skills in class.Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class.The acquisition of new skills can be technically demanding.The difficulty levels of the skills to be acquired should be considered.What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students' summarization and reading comprehension in a Mandarin Chinese course.The proposed approach improved the students' summarization skills.When learning with the proposed approach, students' reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation.Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students' summarization skills.Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking.Flipped video assignments at students' own levels should be considered.</p> <p>One of the primary objectives of Mandarin Chinese courses at elementary schools is to help students improve their reading comprehension skills. Traditional lecture and class activities are a frequently adopted approach to achieving this objective. Students need to learn from the traditional instructional methods adopted by the teachers using the textbook before they can take part in the class activities. Also, elementary school students are required to be able to read and summarize the reading materials, but their reading proficiency tends to differ considerably. Therefore, it is time‐consuming and difficult to train students in all kinds of reading skills in class, such as recognizing words and phrases, identifying main ideas, clarifying cause and effect relationships, as well as comparing, contrasting and sequencing readings. Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class. Unlike traditional instructional methods, flipped learning moves the traditional instructional methods to before‐class time by providing instructional videos or learning materials to students, and hence allows teachers to devote more time to demonstrating the activities in the class. This implies that teachers have more time to monitor the learning progress of individual students and help them deal with learning difficulties in the classroom (McKeachie & Svinicki, [<reflink idref="bib31" id="ref1">31</reflink>]). Besides, researchers have reported that flipped learning enables teachers to make use of the precious class time to foster students' higher order thinking (Khan, [<reflink idref="bib22" id="ref2">22</reflink>]; Wainwright, [<reflink idref="bib48" id="ref3">48</reflink>]).</p> <p>The relationship between reading comprehension and concept mapping lies in the fact that the students need to find relevant and essential concepts among the words and paragraphs in the text when reading the article, and then use the characteristics of the concept map to draw connections between the ideas (Liu, Chen, & Chang, [<reflink idref="bib30" id="ref4">30</reflink>]). After students complete the concept map, they can easily review the relationships between the ideas presented in the article. This learning model can develop schemata (units of knowledge; Bortolussi & Dixon, [<reflink idref="bib3" id="ref5">3</reflink>]; Kintsch & Van Dijk, [<reflink idref="bib23" id="ref6">23</reflink>]), and provide meaningful learning to integrate understanding of the article (Mintzes, Wandersee, & Novak, [<reflink idref="bib32" id="ref7">32</reflink>]).</p> <p>Efficient readers can monitor themselves, reinforce their self‐awareness, and use appropriate strategies to read and comprehend content (Bereiter & Bird, [<reflink idref="bib1" id="ref8">1</reflink>]; Rasinski, Rupley, Paige, & Nichols, [<reflink idref="bib40" id="ref9">40</reflink>]). The summarizing strategy can help students to discern the most important ideas in a text. It requires students to comprehend, analyze, and synthesize ideas from a text (Kissner, [<reflink idref="bib24" id="ref10">24</reflink>]; Williams, [<reflink idref="bib51" id="ref11">51</reflink>]). Therefore, this study presents an approach to integrating a concept mapping‐based summarization strategy into flipped learning in Mandarin Chinese courses at an elementary school: students view a video of textbook materials before class, and then work on a concept map worksheet and summary with their peers in class.</p> <p>An experiment was conducted in two Mandarin Chinese classes at an elementary school to respond to the following research questions:</p> <p></p> <ulist> <item> Can integrating a concept mapping‐based summarization strategy into the flipped learning approach help students improve their summarization skills and reading comprehension in comparison with the conventional summarization strategy?</item> <p></p> <item> Can integrating a concept mapping‐based summarization strategy into the flipped learning approach help students increase their reading motivation or increase their self‐efficacy in comparison with the conventional summarization strategy?</item> <p></p> <item> Do students who learn by integrating a concept mapping‐based summarization strategy into the flipped learning approach and those who learn using the conventional summarization strategy have significantly different cognitive loads?</item> <p></p> <item> What is the relationship between students' cognitive loads, reading motivation, self‐efficacy, reading comprehension, and summarization skills?</item> </ulist> <hd id="AN0138203558-3">Literature review</hd> <p></p> <hd id="AN0138203558-4">Flipped classrooms</hd> <p>The flipped classroom has drawn widespread attention in recent years and has been found to be a positive outcome of student‐centered learning and a useful teaching approach (Hwang & Lai, [<reflink idref="bib26" id="ref12">26</reflink>]; Kong, [<reflink idref="bib25" id="ref13">25</reflink>]; Lai & Hwang, [<reflink idref="bib26" id="ref14">26</reflink>]). Flipped learning means that students are introduced to the learning material before class, so they are prepared to engage in class discussion with their teacher and classmates (Schultz, Duffield, Rasmussen, & Wageman, [<reflink idref="bib44" id="ref15">44</reflink>]). In a flipped classroom setting, teachers expand students' participation and build purposeful interaction between students into the class. As a result, it not only provides opportunities for teachers to make better use of the class time, but also for students to build an active learning attitude (Bergmann & Sams, [<reflink idref="bib2" id="ref16">2</reflink>]). Additionally, recent studies by Roach ([<reflink idref="bib41" id="ref17">41</reflink>]) and Gilboy, Heinerichs, and Pazzaglia ([<reflink idref="bib11" id="ref18">11</reflink>]) reported that students gain a deeper understanding of the course before participating in class sessions, and therefore have better learning outcomes due to learning via this approach.</p> <p>The approach of flipped learning has been applied to different language disciplines lately (Chuang, Weng, & Chen, [<reflink idref="bib6" id="ref19">6</reflink>]; Sun, Wu, & Lee, [<reflink idref="bib45" id="ref20">45</reflink>]). Chuang and his colleagues ([<reflink idref="bib6" id="ref21">6</reflink>]) applied flipped learning to an English for vocational education course, while Lin and Hwang ([<reflink idref="bib29" id="ref22">29</reflink>]) and Wu, Hsieh, and Yang ([<reflink idref="bib53" id="ref23">53</reflink>]) applied it in English as a Foreign Language (EFL) oral training courses. All results from their studies revealed that in the flipped learning setting, the highly motivated learners realized the benefits as shown by the increase in their learning achievements and the improvement in their language performance, thus inspiring them to participate more actively in interactive learning activities. Their finding suggests that language learners could learn materials before class more autonomously, and that the flipped learning approach could also help them become more motivated in their learning and communication (Lin & Hwang, [<reflink idref="bib29" id="ref24">29</reflink>]; Wu et al., [<reflink idref="bib53" id="ref25">53</reflink>]).</p> <p>Even though the flipped learning approach shows positive results for improving students' learning and for increasing their interest in the language disciplines, researchers have also stressed that teachers' beliefs and efforts have been proven to influence classroom practices. It is thus essential to create practical flipped lessons and strategies for facilitating students' learning. Hwang, Lai, and Wang ([<reflink idref="bib18" id="ref26">18</reflink>]) suggested that instructors need to develop effective activities for before and in class. In order to successfully adopt flipped learning, instructors need to be willing to put much effort into assisting learners to comprehend the profound meaning of the course materials (Bergmann & Sams, [<reflink idref="bib2" id="ref27">2</reflink>]; Hwang et al., [<reflink idref="bib18" id="ref28">18</reflink>]). For example, instructors could plan in‐class learning activities by developing learning strategies to discuss and communicate with peers and instructors, and also to support learners in achieving higher order thinking (Hwang et al., [<reflink idref="bib18" id="ref29">18</reflink>]). Accordingly, instructors are expected to employ integrated strategies into practices in a flipped classroom setting to better meet the needs of the individual learners.</p> <hd id="AN0138203558-5">Reading comprehension strategy</hd> <p>In the four foundational skills of language learning, reading occurs with more frequency than writing, speaking, and listening (Geoghegan, [<reflink idref="bib10" id="ref30">10</reflink>]). Reading is a tremendously important skill, but it can be challenging. Morfidi, Mikropoulos, and Rogdaki ([<reflink idref="bib33" id="ref31">33</reflink>]) pointed out that difficulties in reading may include reading fluency, reading comprehension, or other reading dimensions. Especially, young learners tend to read text content, specifically, expository text content, with more difficulty since it is less concrete and contextualized (Morfidi et al., [<reflink idref="bib33" id="ref32">33</reflink>]). Consequently, they cannot simply read broadly and frequently, or use the knowledge structures and organizational framework necessary for comprehension. Adopting reading comprehension strategies is one of the means to support learners in building up meaning through the text passages, which is one of the objectives of reading instruction. The learners should be capable of constructing meaning and linking connections based on their prior knowledge and the reading material. For example, if the readers can identify the reading material structure, they can then make associations between concepts in the text, and differentiate the main point from the supporting content. Lau and Chan's study ([<reflink idref="bib27" id="ref33">27</reflink>]) reported that the capability to implement reading strategies has a significant association with reading comprehension.</p> <p>Making connections is a strategic component of reading comprehension. Particularly, when reading expository texts, readers can make use of strategies such as semantic and syntactic prompts to assist in making links between the ideas that are expressed in sentences (S´aenz & Fuchs, [<reflink idref="bib43" id="ref34">43</reflink>]). The readers can read the text and find the typographical prompts: headings, subheadings, and paragraphs, as guides to the text structure. As suggested by Taylor and Beach ([<reflink idref="bib47" id="ref35">47</reflink>]), summarizing involves readers piecing together and condensing the main ideas and supporting details of several paragraphs into a crucial concise text.</p> <hd id="AN0138203558-6">Concept mapping</hd> <p>Concept mapping is an approach to processing and visualizing information and to helping students understand reading texts (Palinscar & Brown, [<reflink idref="bib37" id="ref36">37</reflink>]). Researchers have indicated that concept mapping is an applicable instructional approach for helping students to structuralize and present conceptual information using their visualization skills to improve their study skills (Gurlitt & Renkl, [<reflink idref="bib12" id="ref37">12</reflink>]). Concept mapping could help learners locate the links between causes and effects, foster creativity, and strengthen their information organization (Novak & Musonda, [<reflink idref="bib36" id="ref38">36</reflink>]). The integration of concept maps and learning strategies can accelerate learners' comprehension of the knowledge (Hwang, Kuo, Chen, & Ho, [<reflink idref="bib17" id="ref39">17</reflink>]; Sun et al., [<reflink idref="bib46" id="ref40">46</reflink>])</p> <p>Additionally, concept mapping can raise learners' metacognition when they are acquiring knowledge so that it can be used to benefit the way they learn. It has been perceived as a useful instrument that can facilitate students' understanding and retention during the learning procedure (Pankratius, [<reflink idref="bib38" id="ref41">38</reflink>]; Ruiz‐Primo, Schultz, Li, & Shavelson, [<reflink idref="bib42" id="ref42">42</reflink>]). Moreover, it is an efficient tool that empowers students to simplify the associations between concepts (Zwaal & Otting, [<reflink idref="bib54" id="ref43">54</reflink>]) and which increases their information retention through the process of recognizing and organizing the relationships between concepts. Learners are required to have the knowledge representation in the mental or conceptual structure in mind to understand an idea (Halford, [<reflink idref="bib13" id="ref44">13</reflink>]). A concept map can make overt such a representation. The capability to build a concept map also illustrates two essential properties of understanding: the representation and the organization of ideas. Concept maps have been adopted in English and EFL reading (Liu et al., [<reflink idref="bib30" id="ref45">30</reflink>]; Morfidi et al., [<reflink idref="bib33" id="ref46">33</reflink>]).</p> <p>However, little attention has been focused on using concept maps in Chinese reading comprehension at the elementary level. Despite their effectiveness, young learners might have difficulties making their own concept map from scratch. Therefore, this study adopted an expert concept map drawn by teachers to help the students organize their knowledge and understanding and to improve their teaching efficiency (Hall, Dansereau, & Skaggs, [<reflink idref="bib14" id="ref47">14</reflink>]). The students were administered two texts each of the narrative and expository genres.</p> <hd id="AN0138203558-7">Research design</hd> <p>A quasi‐experiment was designed to verify the impact of integrating the concept mapping‐based summarization strategy into a flipped class on the students' learning achievement and perceptions, as shown in Figure.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/58I/01sep19/bjet12708-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="bjet12708-fig-0001.jpg" title="Variables and instruments involved in the study [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0138203558-9">Participants</hd> <p>A total of 45 fifth graders from two Mandarin classes at an elementary school in Taiwan participated in the experiment. They were instructed by the same teacher, and they had minimal to zero relevant experience of flipped learning.</p> <p>One class was allocated to the concept mapping‐based summarization strategy in the Flipped class Model (<reflink idref="bib20" id="ref48">n20</reflink>) as the experimental group, while the other learned with the conventional summarization strategy in the Flipped class Model (<reflink idref="bib25" id="ref49">n25</reflink>) as the control group.</p> <hd id="AN0138203558-10">Instructional videos for flipped learning</hd> <p>The instructional videos were created and edited by two experienced teachers using Camtasia Studio, and readings from the elementary Mandarin Chinese textbooks produced by Hanlin Publishing were adopted. Three readings were taught: "Never too late," "Exploring Sihcao Green Tunnel," and "Spirit of Universal Fraternity for All Eternity." The selected readings were structured so that the students could understand the video content entirely before attempting to summarize the articles. The animation, sentence structure analysis, the main idea of each paragraph, and summarization strategies are included in the video. Each video lasts 15 minutes as shown in Figure.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/58I/01sep19/bjet12708-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="bjet12708-fig-0002.jpg" title="Instructional materials: Content of the video before class [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0138203558-12">Summarization strategies</hd> <p>In this study, three summarization principles proposed by Brown and Day ([<reflink idref="bib4" id="ref50">4</reflink>]) were adopted: (<reflink idref="bib1" id="ref51">1</reflink>) deleting unnecessary material, (<reflink idref="bib2" id="ref52">2</reflink>) deleting trivial material, and (<reflink idref="bib3" id="ref53">3</reflink>) deleting material that is redundant by substituting a superordinate term for a list of items. In addition, the participants in the experimental group were guided to fill in a concept map‐based worksheet and then participate in the discussion, while those in the control group filled in a conventional worksheet before the discussion, as shown in Figure.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/58I/01sep19/bjet12708-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="bjet12708-fig-0003.jpg" title="Worksheets for the experimental group and the control group [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0138203558-14">Experimental procedure</hd> <p>This study was conducted over a period of 8 weeks in the computer lab classrooms. Both the experimental and the control group completed a pretest of reading comprehension, and pre‐questionnaires of reading motivation and self‐efficacy. There were three readings included in this experiment. Before class, students were required to write down new words, phrases, or sentences they did not understand while watching the course animated videos on the monitoring worksheets. Each video includes cartoon animation of the readings, sentence structure analysis, the main idea of the paragraph, and summarization strategies.</p> <p>In class, the teacher first checked the students' worksheets and answered the questions written on the worksheets. The students were then asked to discuss and identify the main ideas of the reading, and summarize the ideas using different summarization strategies. In the experimental group, the students first discussed in groups, then completed the concept map‐based worksheet and summary. In contrast, the students in the control group discussed the main idea of each paragraph then summarized the reading. After all the class activities, a proficiency reading test, summarization, a post‐reading comprehension test, reading motivation, self‐efficacy, and cognitive load questionnaires were conducted, as shown in Figure.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/58I/01sep19/bjet12708-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="bjet12708-fig-0004.jpg" title="The experiment data collection procedure [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0138203558-16">Measuring tools</hd> <p>To examine the participants' reading proficiency, they completed pre‐ and post‐reading comprehension tests. The test questions were created by the Ministry of Education (Chen et al., [<reflink idref="bib5" id="ref54">5</reflink>]) according to the Progress in International Reading Literacy Study (PIRLS) (Mullis et al., [<reflink idref="bib34" id="ref55">34</reflink>]). There were descriptive passages (<emph>α</emph> = 0.7) and narrative passages (<emph>α</emph> = 0.71) including 17 multiple‐choice and three short‐answer questions in the pretest. In the posttest, expositive passages (<emph>α</emph> = 0.74) and narrative passages (<emph>α</emph> = 0.75) were included, and consisted of 15 multiple‐choice and five short‐answer questions. The total number of questions for each Reading Comprehension is 20. The total score is 100 points. The Motivation for Reading Questionnaire (MRQ) was adapted from Wigfield and Guthrie ([<reflink idref="bib50" id="ref56">50</reflink>]), and was revised to assess four different aspects of reading motivation. There were seven items of extrinsic motivation (<emph>α</emph> = 0.90), eight of intrinsic motivation (<emph>α</emph> = 0.856), five of reading efficacy (<emph>α</emph> = 0.91), and four of social motivation for reading (<emph>α</emph> = 0.78).</p> <p>The self‐efficacy scale was revised from the self‐efficacy subscale of the Motivated Strategies for Learning (Pintrich, Smith, Garcia, & McKeachie, [<reflink idref="bib39" id="ref57">39</reflink>]). It consists of eight items (<emph>α</emph> = 0.913) in the cognitive load questionnaire (Hwang, Yang, & Wang, [<reflink idref="bib16" id="ref58">16</reflink>]). All items were presented on a 5‐point Likert scale.</p> <p>A Summary Rubric was adapted from Garner's process (Garner, [<reflink idref="bib9" id="ref59">9</reflink>]). The scores were graded against the chosen Summary Rubric by the two experienced teachers. The reliability was measured as alpha.9. The means were calculated based on the participants' scores.</p> <hd id="AN0138203558-17">Experimental results</hd> <p></p> <hd id="AN0138203558-18">Summarization and reading comprehension</hd> <p>After the learning activities, the analysis of covariance (ANCOVA) was employed to analyze the summarization scores of the two groups using the first summarization scores as the covariate and the post‐summarization scores as dependent variables, and the Summarization Strategy approach as an independent variable. Regression slopes of the two groups' summarization scores are homogenous with (<emph>F</emph> = 0.488, <emph>p</emph> > .05), implying the suitability of the data analysis for using ANCOVA.</p> <p>Table shows the ANCOVA results, for which the difference between the scores of the two groups reached a significant level with <emph>F</emph> = 8.127, <emph>p</emph> < .05. The mean value was 2.69 for the experimental group, which was higher than 1.45 for the control group. The students who adopted the concept mapping‐based summarization strategy exhibited significantly better summarization skills than those who learned with the conventional summarization strategy in a flipped class.</p> <p>ANCOVA of the post‐test for the summarization scores</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Group</th><th align="left"><italic>N</italic></th><th align="left">Mean</th><th align="left">SD</th><th align="left">Adjusted mean</th><th align="left"><italic>F</italic></th></tr></thead><tbody><tr><td align="left">Experimental</td><td align="char" char=".">20</td><td align="char" char=".">2.85</td><td align="char" char=".">0.34</td><td align="char" char=".">2.69</td><td align="char" char=".">8.127**</td></tr><tr><td align="left">Control</td><td align="char" char=".">25</td><td align="char" char=".">1.44</td><td align="char" char=".">0.27</td><td align="char" char=".">1.45</td><td align="char" char="." /></tr></tbody></table> </ephtml> </p> <p>2 **<emph>p </emph>< .01.</p> <p>On the contrary, regression slopes of the two groups' reading comprehension scores are homogenous with (<emph>F</emph> = 0.41, p > .05), implying the suitability of the data analysis for using ANCOVA. From the ANCOVA analysis in Table , no significant difference was found between the scores of the experimental and control groups with <emph>F</emph> = 0.69 (<emph>p</emph> > .05).</p> <p>ANCOVA of the post‐test for the reading comprehension scores</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Group</th><th align="left"><italic>N</italic></th><th align="left">Mean</th><th align="left">SD</th><th align="left">Adjusted mean</th><th align="left"><italic>F</italic></th></tr></thead><tbody><tr><td align="left">Experimental</td><td align="char" char=".">20</td><td align="char" char=".">60.05</td><td align="char" char=".">2.91</td><td align="char" char=".">61.81</td><td align="char" char=".">0.69</td></tr><tr><td align="left">Control</td><td align="char" char=".">25</td><td align="char" char=".">67.40</td><td align="char" char=".">2.56</td><td align="char" char=".">66.37</td><td align="char" char="." /></tr></tbody></table> </ephtml> </p> <hd id="AN0138203558-19">Reading motivation and self‐efficacy</hd> <p>Table shows the <emph>t</emph>‐test results of the pre‐ and post‐questionnaire scores of the two groups. It was found that after participating in the learning activities, the experimental group students' extrinsic motivation, intrinsic motivation, self‐efficacy, and social motivation did not show significant change. In contrast, extrinsic motivation (<emph>t</emph> = 2.45, <emph>p</emph> < .05) and intrinsic motivation (<emph>t</emph> = 3.10, <emph>p</emph> < .001) were significantly reduced for the control group students.</p> <p>Paired samples t‐tests of the reading motivation of the two groups</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Group</th><th align="left">Variable</th><th align="left"><italic>N</italic></th><th align="left">Mean</th><th align="left">SD</th><th align="left"><italic>t</italic></th><th align="left"><italic>p</italic></th></tr></thead><tbody><tr><td align="left" /><td align="left">Pre‐extrinsic motivation</td><td align="char" char="." /><td align="char" char=".">3.05</td><td align="char" char=".">0.76</td><td align="char" char=".">0.0</td><td align="left">1</td></tr><tr><td align="left" /><td align="left">Post‐extrinsic motivation</td><td align="char" char=".">20</td><td align="char" char=".">3.05</td><td align="char" char=".">0.69</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left" /><td align="left">Pre‐intrinsic motivation</td><td align="char" char="." /><td align="char" char=".">3.40</td><td align="char" char=".">0.82</td><td align="char" char=".">0.0</td><td align="left">1</td></tr><tr><td align="left" /><td align="left">Post‐intrinsic motivation</td><td align="char" char=".">20</td><td align="char" char=".">3.40</td><td align="char" char=".">0.82</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left">Experimental</td><td align="left">Pre‐self‐efficacy</td><td align="char" char="." /><td align="char" char=".">2.80</td><td align="char" char=".">0.95</td><td align="char" char=".">0.33</td><td align="left">.75</td></tr><tr><td align="left" /><td align="left">Post‐self‐efficacy</td><td align="char" char=".">20</td><td align="char" char=".">2.75</td><td align="char" char=".">0.79</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left" /><td align="left">Pre‐social motivation</td><td align="char" char="." /><td align="char" char=".">3.11</td><td align="char" char=".">0.85</td><td align="char" char=".">0.1</td><td align="left">.92</td></tr><tr><td align="left" /><td align="left">Post‐social motivation</td><td align="char" char=".">20</td><td align="char" char=".">3.10</td><td align="char" char=".">1.02</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left" /><td align="left">Pre‐extrinsic motivation</td><td align="char" char="." /><td align="char" char=".">3.56</td><td align="char" char=".">0.77</td><td align="char" char=".">2.45*</td><td align="left">.02*</td></tr><tr><td align="left" /><td align="left">Post‐extrinsic motivation</td><td align="char" char=".">25</td><td align="char" char=".">3.16</td><td align="char" char=".">0.62</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left" /><td align="left">Pre‐intrinsic motivation</td><td align="char" char="." /><td align="char" char=".">3.56</td><td align="char" char=".">0.77</td><td align="char" char=".">3.1***</td><td align="left">.00***</td></tr><tr><td align="left" /><td align="left">Post‐intrinsic motivation</td><td align="char" char=".">25</td><td align="char" char=".">3.16</td><td align="char" char=".">0.62</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left">Control</td><td align="left">Pre‐self‐efficacy</td><td align="char" char="." /><td align="char" char=".">3.04</td><td align="char" char=".">0.61</td><td align="char" char=".">1.16</td><td align="left">.26</td></tr><tr><td align="left" /><td align="left">Post‐self‐efficacy</td><td align="char" char=".">25</td><td align="char" char=".">2.88</td><td align="char" char=".">0.53</td><td align="char" char="." /><td align="left" /></tr><tr><td align="left" /><td align="left">Pre‐social motivation</td><td align="char" char="." /><td align="char" char=".">3.25</td><td align="char" char=".">0.69</td><td align="char" char=".">1.73</td><td align="left">.1</td></tr><tr><td align="left" /><td align="left">Post‐social motivation</td><td align="char" char=".">25</td><td align="char" char=".">2.92</td><td align="char" char=".">0.76</td><td align="char" char="." /><td align="left" /></tr></tbody></table> </ephtml> </p> <p>3 *<emph>p </emph>< .05; ***<emph>p </emph>< .001.</p> <hd id="AN0138203558-20">Cognitive load</hd> <p>The cognitive loads of the two groups were analyzed and compared. The result is shown in Table. It was found that there is no significant difference between the two groups of students (<emph>t</emph> = −1.533, <emph>p</emph> > .05). The <emph>t</emph>‐test result of the cognitive load levels of the two groups shows no significant difference. Previous studies claim that effective instructional strategies can be used to minimize learners' cognitive load. Both groups' learners used the summarization strategies, which did in fact help them. The cognitive load of those who learned with the concept map decreased slightly more than that of the students who learned with just the conventional summarization approach.</p> <p>t‐test results of the cognitive load levels of the two groups</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Group</th><th align="left"><italic>N</italic></th><th align="left">Mean</th><th align="left">SD</th><th align="left"><italic>t</italic></th><th align="left"><italic>p</italic></th></tr></thead><tbody><tr><td align="left">Experimental</td><td align="char" char=".">20</td><td align="char" char=".">2.51</td><td align="char" char=".">0.76</td><td align="left">−1.533</td><td align="left">.133</td></tr><tr><td align="left">Control</td><td align="char" char=".">25</td><td align="char" char=".">2.85</td><td align="char" char=".">0.69</td><td align="left" /><td align="left" /></tr></tbody></table> </ephtml> </p> <hd id="AN0138203558-21">The relationship between students' cognitive loads, reading motivation, self‐efficacy, readin...</hd> <p>The intrinsic motivation of the experimental group students was significantly correlated with other variables. Extrinsic motivation was significantly correlated with reading performance, self‐efficacy, and reading comprehension (see Table).</p> <p>The correlations of the experimental group</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" /><th align="left">Extrinsic motivation</th><th align="left">Intrinsic motivation</th><th align="left">Reading efficacy</th><th align="left">Social motivation</th><th align="left">Self‐ efficacy</th><th align="left">Cognitive load</th><th align="left">Summarization skill</th><th align="left">Reading comprehension</th></tr></thead><tbody><tr><td align="left">Extrinsic motivation</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Intrinsic motivation</td><td align="left">0.710<sup>**</sup></td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Reading efficacy</td><td align="left">0.707<sup>**</sup></td><td align="left">0.489<sup>*</sup></td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Social motivation</td><td align="left">0.744<sup>**</sup></td><td align="left">0.641<sup>**</sup></td><td align="left">0.557<sup>*</sup></td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Self‐efficacy</td><td align="left">0.703<sup>**</sup></td><td align="left">0.688<sup>**</sup></td><td align="left">0.723<sup>**</sup></td><td align="left">0.407</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Cognitive load</td><td align="left">0.037</td><td align="left">−0.093</td><td align="left">−0.060</td><td align="left">0.134</td><td align="left">−0.138</td><td align="left">1</td><td align="left" /><td align="left" /></tr><tr><td align="left">Summarization skill</td><td align="left">0.078</td><td align="left">0.463<sup>*</sup></td><td align="left">−0.103</td><td align="left">0.240</td><td align="left">−0.100</td><td align="left">−0.127</td><td align="left">1</td><td align="left" /></tr><tr><td align="left">Reading comprehension</td><td align="left">0.589<sup>**</sup></td><td align="left">0.704<sup>**</sup></td><td align="left">0.394</td><td align="left">0.345</td><td align="left">0.457<sup>*</sup></td><td align="left">−0.104</td><td align="left">.483<sup>*</sup></td><td align="left">1</td></tr></tbody></table> </ephtml> </p> <ulist> <item>4 Note.</item> <item>5 *<emph>p </emph>< .0 5, **<emph>p </emph>< .0 1, ***<emph>p </emph>< .0 01.</item> </ulist> <p>In the control group, extrinsic motivation, intrinsic motivation, and cognitive load are significantly correlated. Without the help of the concept map, learning motivation and learning performance are not directly correlated. In short, it shows that with the help of the concept map, the highly motivated students showed better self‐efficacy and learning performance (see Table).</p> <p>The correlations of the control group</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" /><th align="left">Extrinsic motivation</th><th align="left">Intrinsic motivation</th><th align="left">Reading efficacy</th><th align="left">Social motivation</th><th align="left">Self‐ efficacy</th><th align="left">Cognitive load</th><th align="left">Summarization skill</th><th align="left">Reading comprehension</th></tr><tr><th align="left">Extrinsic motivation</th><th align="left">1</th><th align="left" /><th align="left" /><th align="left" /><th align="left" /><th align="left" /><th align="left" /><th align="left" /></tr></thead><tbody><tr><td align="left">Intrinsic motivation</td><td align="left">0.786**</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Reading efficacy</td><td align="left">0.568**</td><td align="left">0.695**</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Social motivation</td><td align="left">0.116</td><td align="left">0.204</td><td align="left">0.184</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Self‐efficacy</td><td align="left">0.474*</td><td align="left">0.616**</td><td align="left">0.416*</td><td align="left">−0.311</td><td align="left">1</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Cognitive loads</td><td align="left">−0.435*</td><td align="left">−0.423*</td><td align="left">−0.225</td><td align="left">0.313</td><td align="left">−0.479*</td><td align="left">1</td><td align="left" /><td align="left" /></tr><tr><td align="left">Summarization skills</td><td align="left">−0.037</td><td align="left">0.159</td><td align="left">−0.215</td><td align="left">0.278</td><td align="left">−0.114</td><td align="left">0.085</td><td align="left">1</td><td align="left" /></tr><tr><td align="left">Reading Comprehension</td><td align="left">−0.061</td><td align="left">0.175</td><td align="left">−0.205</td><td align="left">0.021</td><td align="left">0.024</td><td align="left">−0.048</td><td align="left">0.623**</td><td align="left">1</td></tr></tbody></table> </ephtml> </p> <hd id="AN0138203558-22">Discussion and conclusions</hd> <p>In this study, integrating a concept mapping‐based summarization strategy into flipped learning in a Mandarin Chinese course is proposed to facilitate students' reading comprehension and summarization skills. Our findings support the findings of previous studies that summarization strategies are able to help students improve their summarization skills (Jitendra, Hoppes, & Xin, [<reflink idref="bib19" id="ref60">19</reflink>]) and using concept mapping to scaffold learning for students is effective (Kazakoff, [<reflink idref="bib21" id="ref61">21</reflink>]). Particularly, this study found that the students who learned with this proposed strategy showed significantly better summarization skills than those who learned with the conventional summarization strategy.</p> <p>On the contrary, the comprehension test scores of the two groups did not show significant differences. We hypothesized a plausible cause for this; that is, the strategy use is integrated with the process of reading for meaning, and it is time‐consuming for learners to acquire the strategies. Bereiter and Bird in their study ([<reflink idref="bib1" id="ref62">1</reflink>]) proposed four repair strategies for reading, and concluded that students need comprehension‐monitoring activities which consist of distinguishing comprehension problems and choosing suitable strategies. They explained that students will not voluntarily acquire reading strategies merely by using strategies for a short period of time. All learning needs time for the learners to assimilate, absorb, and make connections with their prior knowledge. Consequently, the students did not seem to be ready to use the strategies to increase their comprehension of the text meaning.</p> <p>As for learning motivation, it was inferred that the difficulty of Mandarin Chinese reading could be the factor causing a notable decrease in the results of post‐intrinsic motivation and extrinsic motivation in the control group. However, the results of reading motivation in the experimental group did not reduce distinctly, although the average post‐reading comprehension scores of both groups were not high. This implies that the concept mapping‐based summarization strategy genuinely worked, not only in terms of improving students' summarization skills, but also in sustaining students' reading motivation even though the learning tasks were difficult.</p> <p>In addition, self‐efficacy and cognitive loads show negative correlation in the control group. In contrast, in the experimental group, reading comprehension and self‐efficacy show positive correlation; moreover, self‐efficacy is positively correlated with both intrinsic motivation and extrinsic motivation. This suggests that, in comparison with the conventional summarization approach, the concept map‐based summarization strategy has better potential for improving students' learning performance as well as their self‐efficacy and learning motivations. The insignificant results of this study should be regarded in light of its limitations which offer the potential for future research. Thus, the findings of the study offer several pedagogical implications for reading lessons that researchers or instructors can take into consideration in the future:</p> <p></p> <ulist> <item> The acquisition of new skills can be technically demanding, so the level of difficulty of acquiring skills should be considered. Reading is the most common skill students encounter, but they struggle to acquire the skill of reading (Morfidi et al., [<reflink idref="bib33" id="ref63">33</reflink>]). It is, therefore, crucial to equip students with the conceptual and technical skills necessary to select and apply appropriate strategies or tools (eg, concept maps) when reading different modalities of articles. It would then be most constructive to guide students with a strategy which matches their perceptual strengths.</item> <p></p> <item> Concept mapping as a learning strategy would have a scaffolding effect on enhancing both reading comprehension and summarization abilities when learners are able to recognize the text structure and the value of the reading process to apply the benefits of the concept mapping with summarization strategies. Correspondingly, text structure causes the processing and organization of text information in retention (Cunningham & Gall, [<reflink idref="bib7" id="ref64">7</reflink>]; Wolfe & Mienko, [<reflink idref="bib52" id="ref65">52</reflink>]). Text structure refers to how the concepts in the text are structured to deliver meaning to the readers (Weaver & Kintsch, [<reflink idref="bib49" id="ref66">49</reflink>]). Several researchers have indicated that the text genre causes the processing and organization of text information in retention (Cunningham & Gall, [<reflink idref="bib7" id="ref67">7</reflink>]; Wolfe & Mienko, [<reflink idref="bib52" id="ref68">52</reflink>]). Not only different text structures but also different literal organizational structures exist in western and eastern writing. Textual organizational structures in the west tend to start with a topic sentence or a thesis statement in a body paragraph, then demonstrate the main idea with supporting examples or details, while in eastern writing, the topic tends to wander without being pointed out directly (Kaplan, [<reflink idref="bib20" id="ref69">20</reflink>]). It would be easy in theory to match up expository texts as well as western structures with a hierarchy concept map as they all start with the main idea at the top followed by less general ideas as specific examples of Novak's proposed hierarchy concept map ([<reflink idref="bib35" id="ref70">35</reflink>]). Therefore, the Chinese reading instructor needs to provide sufficient time to help learners understand and digest the text structures by using reading strategies so that the learners can identify the text structures in order to draw the proper types of concept maps and then to comprehend what it is they have read.</item> <p></p> <item> It is fundamental to promote dynamic instructional strategies for reading in a flipped learning setting for stimulating critical and creative thinking. The reading instructor can adapt to numerous learning styles. The cognitive theory of learning styles (Curry, [<reflink idref="bib8" id="ref71">8</reflink>]) posits that students acquire, evoke, perform, and comprehend learning information in various ways. For example, Lazear proposed ([<reflink idref="bib28" id="ref72">28</reflink>]) various intelligences, such as musical‐rhythmic, visual‐spatial, verbal‐linguistic, logical‐mathematical, bodily‐kinesthetic, interpersonal, intrapersonal, and naturalistic. As a cognitive theory, learning styles have proved valuable to classroom instructors in fostering different preferences, and providing variety and diversity in instruction.</item> </ulist> <p>To sum up, suggestions regarding three aspects of using reading strategies and reading text development are proposed, as well as addressing the educational implications of integrating concept map‐based summarization into the flipped learning approach. There are several contributions of this study. First, the results show that combining concept mapping with the summarization strategy in the flipped learning approach helps improve learners' summarization skills significantly more than the conventional summarization strategy. Second, it was found that concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. In other words, we found direct and indirect influences of integrating a concept mapping‐based summarization strategy into flipped learning on summarization and reading comprehension in a Mandarin Chinese course. The implications highlight the relevance of both types of concept map and reading text genre in reading comprehension development.</p> <p>Some of the study limitations are as follows: the participants were elementary school students and the sample was small. For this reason, the findings may not be extended to larger samples of other younger or more senior learners. Therefore, it is necessary to replicate the experiment with more students. The length of the experiment needs to be extended to ensure a sufficient time duration for the students to acquire strategies since time can be an essential factor in learning. It is also worth mentioning that the students started to learn concept mapping in the activity; therefore, this possible novelty effect should be taken into account in future research. Additionally, the experiment was conducted in a Mandarin Chinese course in an Asian country, so first language and foreign language differences or cultural diversities may reflect variation in alternative study outcomes in different areas. Therefore, in future studies, concept mapping with summarization in the flipped learning approach can be studied in diverse reading course contexts such as first and second/foreign language learning. Furthermore, it would be worth investigating the types of concept maps that are most suitable for different reading text genres. For example, hierarchical concept maps may be suitable for expository reading, while flowchart concept maps could be more appropriate for narrative text reading. Finally, it would be valuable to study the impacts of the effective learning strategies on enhancing critical thinking in a second language or foreign language and different language skills such as speaking by applying concept maps in a flipped learning setting.</p> <hd id="AN0138203558-23">Acknowledgements</hd> <p>This study is supported in part by the Ministry of Science and Technology of the Republic of China under contract numbers NSC MOST 106‐2511‐S‐011 ‐005 ‐MY3. The participants were protected by hiding their personal information during the research process. They knew that their participation was voluntary and that they could withdraw from the study at any time.</p> <hd id="AN0138203558-24">Statements on open data, ethics, and conflict of interest</hd> <p>The authors would like to state that the participants were protected by hiding their personal information during the research process. They knew that their participation was voluntary and that they could withdraw from the study at any time. In addition, there is no potential conflict of interest in this study. The data study can be obtained by sending request e‐mails to the corresponding author.</p> <ref id="AN0138203558-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref8" type="bt">1</bibl> <bibtext> Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. 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Interdisciplinary Journal of Problem‐based Learning, 6 (1), 104 – 128.</bibtext> </blist> </ref> <aug> <p>By Gwo‐Jen Hwang; Mei‐Rong Alice Chen; Han‐Yu Sung and Meng‐Hsuan Lin</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Dr. Gwo‐Jen Hwang is a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game‐based learning, flipped classroom and AI in education.</p> <p>Ms. Mei‐Rong Alice Chen is a PhD student at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. Her research interests include flipped learning and digital game‐based learning.</p> <p>Dr. Han‐Yu Sung is an assistant professor at the Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, Taiwan. Her research interests include mobile learning and digital game‐based learning.</p> <p>Ms. Meng‐Hsuan Lin is a graduate student at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. Her research interests include flipped learning and blended learning.</p> </aug> <nolink nlid="nl1" bibid="bib31" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib22" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib48" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib30" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib32" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib40" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib24" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib51" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib26" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib25" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib44" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib41" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib11" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib45" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib29" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib53" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib18" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib10" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib33" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib27" firstref="ref33"></nolink> <nolink nlid="nl22" bibid="bib43" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib47" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref36"></nolink> <nolink nlid="nl25" bibid="bib12" firstref="ref37"></nolink> <nolink nlid="nl26" bibid="bib36" firstref="ref38"></nolink> <nolink nlid="nl27" bibid="bib17" firstref="ref39"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref40"></nolink> <nolink nlid="nl29" bibid="bib38" firstref="ref41"></nolink> <nolink nlid="nl30" bibid="bib42" firstref="ref42"></nolink> <nolink nlid="nl31" bibid="bib54" firstref="ref43"></nolink> <nolink nlid="nl32" bibid="bib13" firstref="ref44"></nolink> <nolink nlid="nl33" bibid="bib14" firstref="ref47"></nolink> <nolink nlid="nl34" bibid="bib20" firstref="ref48"></nolink> <nolink nlid="nl35" bibid="bib34" firstref="ref55"></nolink> <nolink nlid="nl36" bibid="bib50" firstref="ref56"></nolink> <nolink nlid="nl37" bibid="bib39" firstref="ref57"></nolink> <nolink nlid="nl38" bibid="bib16" firstref="ref58"></nolink> <nolink nlid="nl39" bibid="bib19" firstref="ref60"></nolink> <nolink nlid="nl40" bibid="bib21" firstref="ref61"></nolink> <nolink nlid="nl41" bibid="bib52" firstref="ref65"></nolink> <nolink nlid="nl42" bibid="bib49" firstref="ref66"></nolink> <nolink nlid="nl43" bibid="bib35" firstref="ref70"></nolink> <nolink nlid="nl44" bibid="bib28" firstref="ref72"></nolink>
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  Label: Title
  Group: Ti
  Data: Effects of Integrating a Concept Mapping-Based Summarization Strategy into Flipped Learning on Students' Reading Performances and Perceptions in Chinese Courses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hwang%2C+Gwo-Jen%22">Hwang, Gwo-Jen</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Sung%2C+Han-Yu%22">Sung, Han-Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Meng-Hsuan%22">Lin, Meng-Hsuan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. Sep 2019 50(5):2703-2719.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjet.12708
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-1013
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping-based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre- and post-questionnaires for measuring the students' reading motivation, self-efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self-efficacy showed a positive correlation, and self-efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1225704
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1225704
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjet.12708
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 2703
    Subjects:
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Motivation
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Reading Assignments
        Type: general
    Titles:
      – TitleFull: Effects of Integrating a Concept Mapping-Based Summarization Strategy into Flipped Learning on Students' Reading Performances and Perceptions in Chinese Courses
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