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.


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


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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