The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners


  • Kellie Hon Kai Lai Taylor's University Lakeside Campus, Malaysia
  • Jayakaran Mukundan Taylor's University Lakeside Campus, Malaysia


Graphic organizers, concept mapping strategy, KWL strategy, Initiation- Response-Evaluation strategy, reading comprehension performance, Malaysian ESL learners


This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved 180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GO instruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping (GO 1) and KWL strategies (GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension, promoting active participation and critical thinking compared to the concept mapping group. This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.