Graphic organizers as writing tools in online english language learning: A critical review of studies
DOI:
https://doi.org/10.26871/killkana_social.v10i1.1575Palabras clave:
Graphic organizers, English as a foreign language, online education, visual aids, writing acquisitionResumen
The present article examines the efficacy of Graphic Organizers (GOs) as beneficial tools to facilitate and enhance writing acquisition within the online English language learning context. Technological advancements involve innovations in language education, which include adapting strategies and tools to teach the language in virtual contexts. This work intends to discover how graphic organizers can effectively enhance students' writing skills when they are used as educational tools in online English as a Foreign Language (EFL) education. Based on a qualitative analysis of twenty-seven international journal articles, this study examines the significance of writing skills in EFL education and the pivotal role of GOs in developing writing proficiency. It highlights students' challenges in acquiring writing skills and explores the way in which GOs can facilitate the students’ acquisition through organization, creativity, and overall writing improvement. Additionally, by assessing the impact of GOs on students' cognitive load, skill acquisition, and writing achievements in online learning environments, the study elucidates the transformative potential of integrating these visual tools to strengthen students' writing abilities. Through a systematic literature review, the article reveals important contribution to the effectiveness of GOs in enhancing EFL writing skills, demonstrating that these teaching tools maintain relevance in language instruction because of their proven effectiveness. On the other hand, most of these studies connect to EFL writing instruction in traditional settings and emphasize the need for further research into virtual or online teaching contexts and the practical implications for educators in order to improve students' writing competencies in the digital age.
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