Exploring Concept Mapping as a Diagnostic and Predictive Assessment Tool in Pre-Service EFL Teacher Education

by Moonyoung Park1 & Wenqi Xiao2
1Department of English Education, Jeju National University, Republic of Korea.
2Faculty of Education, Chinese University of Hong Kong, Hong Kong SAR, China.

10.46679/978819484836302

Park, M., Xiao, W. (2021). Exploring Concept Mapping as a Diagnostic and Predictive Assessment Tool in Pre-Service EFL Teacher Education. In D. Koyama (Ed.), Development of Innovative Pedagogical Practices for a Modern Learning Experience (pp 31-50). Jagadhri, HR: CSMFL Publications. https://dx.doi.org/10.46679/978819484836302

Abstract

This study explored (a) pre-service teachers’ knowledge structure on teaching English as a foreign language (EFL) reading using concept mapping in a language pedagogy course, (b) the characteristics of concept maps drawn, and (c) the relationship between concept mapping and the course achievement scores. The participants were 14 pre-service teachers majoring in English language education at a university in Hong Kong. The data sources included assessments of concept maps and final exam scores. The overall research findings reveal the educational potential of integrating concept maps as a diagnostic and predictive assessment tool in teacher education programs.

Keywords: Concept map, English as a foreign language, language teacher professional development, assessment in teacher education

This is a part of: Development of Innovative Pedagogical Practices for a Modern Learning Experience (Eds. Dennis Koyama, Ph.D.)

© CSMFL Publications & its authors.

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