The Effect of Graphic Organizers on Language Teaching and Learning Areas: A Meta-Analysis Study

Abstract

The aim of this study is to analyze whether the graphic organizers have a significant effect on the students’ success in language teaching and learning areas compared to traditional techniques. Accordingly, 70 experimental/quasi experimental studies in this area -which were conducted between 2000-2016- have been analyzed with meta-analysis method. The effect size of studies (Hedge g), the analysis of heterogeneity, publication bias and intervening variable have been conducted with Comprehensive Meta-Analysis v2.0 (CMA) statistics. The data obtained from the study have been interpreted within random effects model. As a result, it has been detected that graphic organizers have a wide effect size on academic success rather than traditional teaching methods (Hedge g=0,897; %95CI=0,784-1,011). In the analysis of the intervening variable, it has been found no significant difference in the effect size values according to certain study characteristics which include graphic organizer types, language learning areas, publication type in which the application has been reported, the field of study, education level and application time. The study is considered to be important because it synthesizes the experimental studies which examine graphic organizers’ effect on the students’ academic success in terms of listening, reading, writing, grammar and vocabulary/concept learning.