Article published In: Language Teaching for Young Learners
Vol. 8:1 (2026) ► pp.1–19
Introducing graphic organisers in reading instruction to Chinese primary EFL learners
Published online: 24 November 2025
https://doi.org/10.1075/ltyl.24016.shu
https://doi.org/10.1075/ltyl.24016.shu
Abstract
Primary English reading instruction in China tends to emphasise vocabulary, syntax and translation, and the focus is on finding the right answers to questions in textbooks. This article reports the outcome of introducing graphic organisers (GOs) as an aid to reading comprehension through explicit instruction to Chinese young learners. This study investigated the use of GOs in raising learners’ awareness of text structures and their perceptions of using GOs in reading lessons. The GOs (story maps and spider maps) were selected based on their suitability for expository and narrative texts. Data were collected using pre- and post-tests, teacher logs, and interviews. Participants were 34 fourth graders from a public school in Beijing. The results show that students’ text structure awareness improved after six weeks of intervention, and that students’ perceptions were positive overall towards using GOs.
Keywords: reading, literacy, primary English, graphic organisers, text structure, teaching reading
Article outline
- 1.Introduction
- 2.Literature review
- 2.1Using GOs in raising text-structured awareness in reading instruction
- 2.2Studies Using GOs in Reading Instruction in EFL Context
- 3.Methodology
- 3.1Research setting and participants
- 3.2Quantitative and qualitative data collection
- 3.2.1Intervention procedure
- 3.2.2Semi-structured interviews
- 3.2.3Teacher logs
- 3.3Materials
- 3.3.1Teaching materials
- 3.3.2Testing materials
- 3.4Data analysis
- 3.5Ethics
- 4.Results
- 4.1Pre- and post-tests Results
- 4.2Students’ Perceptions towards using GOs
- 4.3Students’ Suggestions for future instruction
- 5.Discussion
- 5.1Effectiveness of Using GOs in Reading Instruction
- 5.2Students’ Perceptions Towards Using GOs Including Benefits and Difficulty Encountered When Using GOs
- 5.3Students’ suggestions for using GOs in reading classes
- 6.Conclusion
References
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