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The study investigated the effects of the intervention of a computerized graphic organizer (CGO),  Inspiration,  on a group of EFL college students’ performance of English reading-to-write tasks. Students were given two pretests to determine their entry levels of English proficiency of reading and writing. After the CGO treatment, they were given two posttests. Both pre- and post-intervention measurement involved writing a summary of, and then a response to a source article, both being rated based on a writing rubric. The summaries were further analyzed using idea units. An evaluation questionnaire was also given to understand the participants’ perceptions of the CGO treatment. With the assistance of  Inspiration  plus the traditional instruction, the participants’ reading and response writing performance was found to have improved, also confirmed by their perceptions. The benefits of the cognitive strategy inherent in graphic organizers plus computer facilities are argued to contribute to the gains.

The Effects of Computerized Graphic Organizers on Students’ Performance in English Reading and Writing Tasks