Effects of discourse structure graphic organizers of EFL reading comprehension

Abstract

This study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DSGOs) on the development of English reading comprehension among college-level English as a Foreign Language (EFL) students. A total of 340 first and third semester students of non-English majors at a Chinese university participated in this study. A DSGO completion test and a TOEFL (Test of English as a Foreign Language) reading comprehension test were administered before, immediately after, and 7 weeks following the instructional treatment. The results showed that the DSGO instruction significantly improved discourse comprehension as measured by the DSGO completion task, and the effect was retained 7 weeks after the instructional treatment. Significant improvement was also observed in the general reading ability as measured by TOEFL reading comprehension in the immediate posttest, but the effect did not persist in the delayed posttest. These findings apply to both the first and third semester students. Pedagogical implications of the DSGO instruction are discussed.