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Following the implementation of graphic organizers in English reading,theresults of the two classes'second end-of-term tests for Junior 1 were collected andanalyzed.And based on the descriptive analysis of the entire control class andexperimental class,how the participants performed on the pre-test and the post-testand the variance of the scores on the two tests could be found.

The independent samples t-test results for the pre-test showed that the control andexperimental classes did not differ in their English reading ability.So,it's essential todetermine whether there was a significant variance between the experimental andcontrol classes after the instruction.If so,this indicates that graphic organizers inEnglish reading have had a favorable impact on the growth of students'Englishreading comprehension.Other than that,there was either no effect or a negative effect.

As shown by Table 7,the pre-test mean score for the experimental group was M=10.37(n=49,SD=5.578),and the post-test mean score was M=13.43(n=49,SD=4.708).The two mean scores and the standard deviation differed from one another,showing that the experimental group as a whole underwent some changes.Comparedto the first term,they improved in the second term.And the use of graphic organizersmay have contributed to this difference.The pre-test mean score for the control groupwas 10.53(n=49,SD=5.813),whereas the post-test mean score was 13.14(n=49,SD=6.570).The discrepancy between the two mean scores and the standarddeviation shows that the control group also improved after training and learning in thesecond term.

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Chapter Six Conclusion

6.1 Major Findings

The first finding is that implementing graphic organizers in English reading hassome positive effect on EFL learners’development in English reading comprehensionbecause students in the experimental group improved their reading achievement in thepost-test compared to their pre-test.However,there is no significant differencecompared to the control group based on the result of the independent sample t test inthe post-test.This finding could support previous claims concerning the use of visualaids in helping readers achieve the goal of“structured knowledge”.But the degree ofthe effect is not significant comparing the scores with the control group.Consideringall the factors that would have some responsibility on this result,it is stronglyrecommended that future researchers try their best to use formative assessment andtake a longer experiment duration for training students and to have students practicemore.

The second result of the study was that the group with low-verbal reading abilityperformed best among the middle and high-proficiency groups in English readingcomprehension.This finding is similar to many previous studies that graphicorganizers benefit students with low reading ability most.The reasons hypothesizedby other theorists were that low-verbal students would find it easier to read with agraphic,but high-ability students are not necessa本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。