Improving Reading Comprehension of Chinese Primary EFL Learners Using Graphic Organisers

Background: In China, primary school teachers prioritise vocabulary and syntax, and train students to find the right answer when reading textbooks in reading classes. There is also a trend to use graphic organisers (GOs) as a means to improve students reading comprehension. However, the majority of current research in China relies on case studies. There is a lack of studies on changes in students’ reading comprehension before and after GOs interventions, as well as on learners’ perceptions of GOs.
Aim: It aims to investigate the use of GOs as a means to improve Chinese primary school students’ reading comprehension, and to gain a deeper understanding of students’ perceptions towards GOs.
Methods: It undertook an exploratory practice, employing both qualitative and quantitative methods. One pre- and two post-tests were conducted to compare and assess whether students’ reading comprehension was enhanced after the implementation of the GOs for three and six weeks separately. To evaluate students’ attitudes towards GOs, semi-structured interviews were conducted with six students, and the teacher logs maintained during the intervention were analysed to provide insights for reflection on teaching and improvement in future instruction.
Findings: The results show that students’ reading comprehension significantly improved after six weeks of implementing GOs and that students’ perceptions were positive overall towards using GOs to aid comprehension while reading.
Value: This study fills the gap in China with regards to primary EFL reading instruction using GOs and offers a complementary pedagogical approach to traditional reading instruction to Chinese young learners.