SỬ DỤNG CÁC SƠ ĐỒ TỔ CHỨC THÔNG TIN ĐỂ HỖ TRỢ KĨ NĂNG ĐỌC HIỂU TRONG LỚP HỌC TIẾNG ANH

Abstract

Graphic organizers have been widely recognized as effective cognitive and instructional tools
for improving reading comprehension in English as a Foreign Language (EFL) contexts. This research
article presents the theoretical foundation, literature review, and classroom implementation plan for
integrating graphic organizers into EFL reading instruction. The study addresses common challenges
among EFL learners, such as difficulty identifying main ideas, organizing textual information, and
understanding relationships between concepts. The article synthesizes key types of graphic organizers—
mind maps, story maps, Venn diagrams, sequence charts, and KWL charts—and examines their cognitive
benefits. It also proposes a detailed instructional procedure for classroom use, including preparation,
modeling, guided practice, independent application, and assessment. The action plan is grounded in
Kemmis & McTaggart’s (1988) action research model. Since the study has not yet been conducted, no
findings or discussions of results are included.