Optimizing Graphic Organizers for L2 Learning: Effects of Timing and Interactivity

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Innovations and Evidence-Based Perspectives in Literacy Instruction, Learning, and Research

Abstract

This study explores the effectiveness of graphic organizers (GOs) to support text comprehension in second language (L2) learning. Using a quantitative quasi-experimental design, it examines how GO timing and interactivity influence learning outcomes. Participants were randomly assigned to one of five groups: (a) no GO, (b) pre-GO with no interaction, (c) concurrent GO with no interaction, (d) concurrent GO with interaction, and (e) post-GO with no interaction, to compare the effects of timing and interactivity differences. Findings indicated that concurrent, non-interactive GOs significantly enhanced retention, while concurrent, interactive GOs improved transfer performance. These results offer practical implications for online L2 instruction and provide theoretical insights into the mechanisms underlying the effectiveness of GOs in L2 contexts.

Authors

• Min Huang, Texas Tech University

• Jongpil Cheon, Texas Tech University

• Feliza Marie Mercado, Texas Tech University

• Xuan He, Texas Tech University

• Masoud Askarnia, Texas Tech University