Introducing graphic organisers in reading instruction to Chinese primary EFL learners

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.