English
FOSTERING ENGLISH READING SKILLS VIA VISUAL CLUSTERING FRAMEWORKS
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
Second language (L2) reading comprehension presents substantial cognitive challenges for English as a Foreign/Second Language (EFL/ESL) learners when processing complex expository texts. This article presents a synthesis and methodological evaluation of cluster technology—encompassing mind mapping, concept mapping, and digital Kit-Build mapping systems—as a cognitive scaffolding tool in L2 reading pedagogy. Grounded in Dual Coding Theory, Schema Theory, and Cognitive Load Theory, the paper details a structured three-stage instructional framework (Pre-Reading, While-Reading, and Post-Reading). Quantitative empirical evidence demonstrates that cluster technology produces statistically significant gains in L2 reading comprehension (Hedges' g = 1.047; F = 23.55, p < .001). Furthermore, alignment between text genre and organizer structure significantly enhances summarization performance (t(199) = 6.94, p < .001, d = 0.56), while digital Kit-Build mapping with source connections promotes long-term delayed retention (86% recall vs. 42% for traditional underlining). Pedagogical recommendations are provided to help educators optimize visual cartography in language classrooms.
Keywords
Dual Coding Theory
EFL reading skills
Kit-Build system
Schema Theory
cluster technology
concept mapping
graphic organizers.
mind mapping
Oʻzbekcha
Ingliz tilini xorijiy yoki ikkinchi til sifatida o‘rganuvchilar uchun murakkab axborot beruvchi matnlarni o‘qib tushunish sezilarli kognitiv qiyinchiliklarni yuzaga keltiradi. Mazkur maqolada ikkinchi tilda o‘qish metodikasida kognitiv tayanch vositasi sifatida klaster texnologiyasining, jumladan, aqliy xaritalar, konseptual xaritalar va raqamli Kit-Build xaritalash tizimlarining imkoniyatlari umumlashtiriladi va metodik jihatdan baholanadi. Ikki tomonlama kodlash nazariyasi, sxemalar nazariyasi va kognitiv yuklama nazariyasiga asoslanib, o‘qitishning uch bosqichli tizimli modeli — o‘qishdan oldingi, o‘qish jarayonidagi va o‘qishdan keyingi bosqichlar — yoritiladi. Miqdoriy empirik dalillar klaster texnologiyasi ikkinchi tilda o‘qib tushunish ko‘nikmalarini statistik jihatdan sezilarli darajada yaxshilashini ko‘rsatadi (Hedges' g = 1,047; F = 23,55; p ˂ 0,001). Bundan tashqari, matn janri bilan grafik tashkil etuvchi tuzilmasining o‘zaro muvofiqligi mazmunni umumlashtirish natijalarini sezilarli darajada yaxshilaydi (t(199) = 6,94; p ˂ 0,001; d = 0,56). Manbalar o‘rtasidagi bog‘lanishlarni aks ettiruvchi raqamli Kit-Build xaritalash tizimi esa uzoq muddatli kechiktirilgan eslab qolish ko‘rsatkichini oshiradi (an’anaviy tagiga chizish usulidagi 42 foizga nisbatan 86 foiz). Maqolada til darslarida vizual xaritalash usullaridan samarali foydalanish uchun pedagogik tavsiyalar beriladi.
Kit-Build tizimi
aqliy xaritalar
ikki tomonlama kodlash nazariyasi
ingliz tilida o‘qish ko‘nikmalari
klaster texnologiyasi
konseptual xaritalar
sxemalar nazariyasi
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