Using a computer-based multimedia culture mindmap as an instructional module for EFL reading comprehension and vocabulary: The effect on student achievement among college freshmen in Taiwan.

摘要

The purpose of this study was to examine whether a computer-based multimedia instructional module that integrated mindmapping on foreign language culture reading enhanced student knowledge of cultural context and vocabulary among Taiwanese college students when compared to the traditional instruction.; A quasi-experimental research design was employed for this study. A pretest and posttest instrument on knowledge of cultural context and vocabulary was utilized for with the treatment and control groups. The treatment group received a computer-based multimedia instructional module that integrated mindmapping on foreign culture reading lesson while the control group received the lecture-based traditional instruction. Descriptive statistics and a one-way ANOVA were applied to analyze data for both groups.; The results indicated that the use of a computer-based multimedia instructional module that integrated mindmapping on foreign culture reading as a treatment had a significant difference in student performance on cultural context knowledge, and had no significant difference in student performance on cultural vocabulary knowledge when compared to the traditional instruction.