THE EFFECTS OF CONCEPT MAPPING ON EFL STUDENTS’ READING COMPREHENSION
Abstract
This study is aimed to investigate the effects of using concept mapping on EFL learners’ reading comprehension and to examine their attitudes towards the implementation of concept mapping in reading lessons. The participants in this study were sixty-four first-year EFL students. These students were assigned into two groups: the experimental group and the control group. Both groups received the same number of sessions on reading lessons in the reading course but the intervention with concept mapping was only administered to the experimental group. The data were collected from the pre-test and post-test, and questionnaire. The findings indicated that there was a significant difference in the students’ reading comprehension: the students in the experimental group outperformed those in the control group. The study also indicated the positive attitudes of the students towards the use of concept mapping in reading lessons. They enjoyed learning reading using concept mapping and perceived using concept mapping as beneficial in reading lessons.
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DOI: http://dx.doi.org/10.46827/ejel.v0i0.746
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