Gómez Ramos José Luis, López Campillo Rosa María, López Cirugeda Isabel, Palazón-Fernández José Luis
Department of Education and Psychology, University of Extremadura, Spain.
Department of Modern Philology, University of Castilla-La Mancha, Spain.
Heliyon. 2024 Oct 15;10(20):e39363. doi: 10.1016/j.heliyon.2024.e39363. eCollection 2024 Oct 30.
To address the learning disadvantages that students might face in a foreign language (L2) environment, this research explores the impact of concept mapping on enhancing long-term memory retention among Content and Language Integrated Learning (CLIL) pupils. The research design is quasi-experimental and involves sixty Spanish primary education students non-randomly assigned from a Spanish-English semi-public bilingual school. The main hypothesis investigated is that concept maps serve as effective teaching instruments for enhancing long-term memory. During training, new information was systematically integrated with students' prior knowledge to aid long-lasting retention of instructional content. The study examines the use of concept maps in a CLIL classroom as a complement to traditional teaching strategies and instructional design, focusing on improving the recall of previously learned information. Findings show that concept maps are reliable tools for assisting CLIL students whose mother tongue (L1) is not English, significantly reducing forgetfulness because of the precision of the transmitted information. The study shows the potential of concept mapping to improve learning outcomes in L2 settings by providing visual, accurate, and structured learning aids.
为解决学生在一门外语（第二语言）环境中可能面临的学习劣势，本研究探讨概念图对提高内容与语言整合学习（CLIL）学生长期记忆保持能力的影响。研究设计为准实验性，涉及60名从一所西班牙语 - 英语半公立双语学校非随机选取的西班牙小学教育学生。所研究的主要假设是概念图是增强长期记忆的有效教学工具。在培训过程中，新信息与学生的先前知识系统整合，以帮助长期保留教学内容。该研究考察概念图在CLIL课堂中作为传统教学策略和教学设计补充的应用，重点在于提高对先前所学信息的回忆。研究结果表明，概念图是帮助母语（第一语言）不是英语的CLIL学生的可靠工具，由于所传递信息的精确性，显著减少遗忘。该研究表明，概念图通过提供视觉、准确且结构化的学习辅助工具，在第二语言环境中具有改善学习成果的潜力。
