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Graphic organizers are defined as visual structures using spatial arrangements and arrows/lines, and multiple organizer types are applied in four categories to support learner performance and positive attitudes toward visual 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\nINTRODUCTION  \nThe Test of English as a Foreign Language (TOEFL) is a standardized test designed to measure the English-language ability of students who do not speak English as their first language and who plan to study at colleges and universities in Canada and the United States. In 2005, in order to meet the challenge of providing a more comprehensive assessment of an applicant’s ability to understand and use the English language in an academic setting, an internet-based TOEFL test (TOEFL iBT) was developed to assess all four language skills that are important for effective communication: speaking, listening, reading, and writing (ETS, 2005, p.3) . This test, which is designed to be taken on the internet, is a linear assessment test covering a full range of levels of question difficulty. As the version of this test is at greater length and involves more skills than that of the paper-based test (PBT), test takers may find it highly challenging. One dramatic change in the test is the inclusion of tasks that integrate several language skills. Whereas the paper version of the TOEFL test covers only one language skill per section, the new iBT includes tasks that incorporate several language skills together in the listening, speaking and writing sections. In the reading section, although the tasks do not involve any integration of skills, the texts that test-takers have to read are longer than those of the PBT (each text in the new test is approximately 700 words long), and there are three new question types included in this section: recognizing coherence, summarizing important ideas and organizing information.  \nSince the TOEFL iBT was introduced in 2005, researchers and educators have studied innovative teaching strategies to help learners get better-prepared for the test. One of the strategies that are likely to improve students’ skills in TOEFL is teaching and learning with the graphic organizer, a visual and graphic  \nrepresentation intended to facilitate teaching and learning through the “use of lines, arrows, and a spatial arrangement that describe text content, structure, and key conceptual relationship” (Darch & Eaves, 1986, p. 310) . Graphic organizers come ina variety of forms, each of which is suited to a certain type of information. A Venn diagram can be used to show similarities and differences using overlapping circles; a fishbone map can help to look at the cause and effect relationship in a reading passage; a flowchart is suitable for the description of a process or a sequence.  \nAccording to Rakes et al. (1995, p.52), “Using strategies that increase learner efficiency with graphic aids is particularly impressive because they can quickly help students learn how to learn. These strategies can demonstrate to students that they can control the ways in which they learn and remember. They can also emphasize the value of organization and active involvement in the learning process.”  \nThis study investigated the use of graphic organizers as an innovation in a reading TOEFL class. Four types of graphic organizers were used in this class in the hope that they would improve students’ performance in the reading section of the TOEFL iBT. It was also hoped that after the innovation, the students were able to create these graphic representations for the benefit of their learning, thereby developing positive attitudes toward learning with visuals.  \nLITERATURE REVIEW  \n1. Innovation  \nAn innovation is “an idea, object or practice perceived as new by an individual or individuals, which is intended to bring about improvement in relation to desired objectives, which is fundamental in nature and which is planned and deliberate.” (Nicholls, 1983, p.4) . In education, this notion of innovation can be rephrased as “a conscious use of specialist knowledge that is intentionally designed to improve a specific educational setting” (Hadley, 2006. p.30) . ","cbCaimrGII5ZuItr","https://ap.wps.com/l/cbCaimrGII5ZuItr","pdf",202925,61,"English","# Introduction\n## TOEFL iBT overview\n## Reading section question types\n## Graphic organizers in language learning\n# Literature Review\n## Innovation\n## Adoption factors for innovations","[{\"question\":\"What does the study investigate about TOEFL reading instruction?\",\"answer\":\"It investigates using graphic organizers as an innovation in a TOEFL reading class, applying four types to aim at improving students’ reading-section performance.\"},{\"question\":\"How is the TOEFL iBT reading section described in the document?\",\"answer\":\"The reading section uses longer texts than the paper-based test and includes new question types such as recognizing coherence, summarizing important ideas, and organizing information.\"},{\"question\":\"What are graphic organizers according to the document, and how can they be used?\",\"answer\":\"Graphic organizers are visual and graphic representations that use lines, arrows, and spatial arrangements to show text content, structure, and key conceptual relationships, such as Venn diagrams, fishbone maps, and flowcharts.\"}]","Using Graphic Organizers to Enhance Reading Comprehension in a TOEFL Class | PDF",1790888627,154]