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Description
This study explores the impact of argument mapping on enhancing reading comprehension among English-majored tertiary students, with a focus on argumentative texts. The research involved 125 students over a 10-week period, utilizing the "Skillful 2 Reading and Writing" coursebook as the primary instructional material. Argument mapping, which visually represents the structure of arguments, was integrated into the reading curriculum for the experimental group, while the control group followed the standard curriculum without argument mapping.
Pre- and post-tests were conducted to assess improvements in reading comprehension, particularly in understanding, analyzing, and evaluating argumentative texts. The study also included qualitative data from student feedback and classroom observations to provide deeper insights into the effectiveness of the argument mapping approach. Results demonstrate that students in the experimental group showed significant gains in reading comprehension compared to the control group, particularly in their ability to identify key arguments and assess their validity. These findings suggest that argument mapping can be a valuable tool in improving reading comprehension in EFL contexts. The study concludes with practical recommendations for incorporating argument mapping into reading instruction to better support EFL students' academic success.
