Author/Authors :
Farsi ، Mitra نويسنده Department of Linguistics and Foreign language, Research and Science Branch-Fars ,Islamic Azad University, Iran , , Forghani، Noshin نويسنده Doctor of Philosophy of Education,Lecturer, college of Lecturer of Department of Philosophy and Education, Payamenoor University, Iran , , Forghani، Nazanin نويسنده M.A of Linguistics and Foreign language Department,College of Science,Shiraz Islamic Azad University , , Taghva، Nafiseh نويسنده M.A of Linguistics, Payamenoor University, Iran , , Ranjbar، Somaye نويسنده M.A of Linguistics and Foreign language, Research and Science Branch-Fars ,Islamic Azad University, Iran ,
Abstract :
This study aims to investigate the influence of concept mapping onreading comprehension and self-efficacy of intermediate EFL students in Iran. Tofulfill the aims of the study, 60 participants (21 males and 39 females) were selected.Their age ranged between 19 and 23. A randomized pre-test post-test control groupdesign with a concept mapping group and a traditional method group was employed.Prior to the treatment, both the concept mapping group and the traditional methodgroup were administered pre-tests in reading comprehension and self-efficacy. Eightitems in the Motivated Strategies for Learning Questionnaire MSLQ which measureself-efficacy were applied to measure studentsʹ self-efficacy beliefs. The duration oftraining was ten weeks. At the conclusion of the training, all participants again completed the achievement test as well as self-efficacy scale. After controlling theeffects of pre-test scores, results of ANCOVA revealed that students in the conceptmapping group showed greater achievement in reading comprehension and self-efficacythan students in the traditional method strategy group. The findings of this study could have some implications for teaching reading comprehension to EFL students. The results of the study clearly showed positive effects of concept mapping strategy instruction on Iranian EFL studentsʹ reading comprehension and self-efficacy at the intermediate level of language proficiency. The findings have some pedagogical implications for students and educators. Students can use this strategy for learning new vocabulary, summarizing the texts and understanding main ideas and central information in the texts. Concept mapping makes reading meaningful to them by highlighting the relationships between ideas in the text. Students mostly find traditional method of reading boring and they do not show much effort in reading. This technique could reinforce studentsʹ attention and effort in reading the texts. Students may facilitate their learning by utilizing concept mapping as a learning strategy.
