This study explores the effectiveness of using graphic organizers (GOs) in teaching English as a Foreign Language (EFL) reading skills

Аннотация

This study explores the effectiveness of using graphic organizers (GOs) in teaching English as a Foreign Language (EFL) reading skills. Graphic organizers help learners visually structure information, identify key ideas, and improve text comprehension. Grounded in schema theory and dual coding theory, this research highlights how visual tools enhance knowledge retention and comprehension. Using a mixed-methods approach, the study collected data through pre- and post-tests, classroom observations, and student feedback. The findings indicate that the use of graphic organizers significantly improves students’ ability to understand texts, identify main ideas, and make inferences. Additionally, students demonstrated increased motivation and engagement in reading activities. This study confirms that graphic organizers serve as an effective instructional strategy for EFL learners and should be integrated into reading lessons. Key words: graphic organizers, reading comprehension, EFL learners, schema theory, dual coding theory, text analysis, teaching strategies, visual learning. Introduction: Reading is a fundamental skill in language learning, serving as a key component for academic success and overall language proficiency (Grabe & Stoller, 2019). In the context of English as a Foreign Language (EFL), reading comprehension poses significant challenges due to limited vocabulary, unfamiliar text structures, and cultural differences (Nation, 2020). Therefore, effective instructional strategies are necessary to enhance students’ ability to process and understand texts. One such approach is the use of graphic organizers (GOs)—visual tools that aid in structuring information, identifying relationships, and promoting deeper comprehension (Alvermann & Eakle, 2020). The theoretical foundation of this study is rooted in schema theory (Anderson & Pearson, 1984) and dual coding theory (Paivio, 1990). Schema theory posits that readers comprehend texts by activating prior knowledge and making connections with new information, while dual coding theory suggests that learning is more effective when verbal and visual information are processed together. Graphic organizers facilitate both processes by visually representing key ideas, thereby improving text comprehension and recall (Meyer & Ray, 2017). Despite the growing body of evidence supporting the use of graphic organizers, their application in EFL reading instruction remains underexplored in many educational contexts (Marzano, 2021). This study aims to bridge this gap by investigating the impact of graphic organizers on EFL learners’ reading comprehension. Specifically, it examines whether these tools help students identify key ideas, make inferences, and retain information more effectively. Methodology: Research Design and Approach: This study employs a mixed-methods research design, integrating quantitative and qualitative approaches to investigate the effectiveness of graphic organizers in enhancing EFL reading comprehension. The quasi- 48 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si experimental design was chosen to compare students’ reading performance before and after using graphic organizers, while qualitative data provided insights into students’ perceptions and learning experiences. The study is grounded in schema theory (Anderson & Pearson, 1984), which posits that comprehension is enhanced when learners connect new information to prior knowledge. Additionally, dual coding theory (Paivio, 1990) supports the use of graphic organizers, highlighting that combining visual and verbal representations strengthens learning. Research by Grabe and Stoller (2019) and Marzano (2021) further underscores the role of structured reading strategies in improving comprehension, particularly among EFL learners. Participants and Sampling: The study was conducted at a university in Uzbekistan, involving intermediate-level EFL learners. Participants were selected using a purposive sampling method to meet the following criteria: • CEFR Level B1-B2: Students had intermediate English proficiency, ensuring a comparable baseline level of reading comprehension. • Limited Prior Experience with Graphic Organizers: To measure the direct impact of the intervention. • Willingness to Participate: Students voluntarily agreed to take part in the study and provided informed consent. Participants were divided into two groups: • Experimental Group: Received reading instruction incorporating graphic organizers. • Control Group: Followed traditional reading instruction without graphic organizers. Instructional Procedure: The intervention lasted six weeks, with both groups receiving equal reading instruction in terms of duration and reading materials, differing only in teaching methodology. Experimental Group (Graphic Organizer-Based Instruction): • Week 1: Introduction to different types of graphic organizers (e.g., Venn diagrams, concept maps, flowcharts). • Weeks 2-5: Integ