Reading is one of the crucial skills in the second language learning. One of the necessary needs for English as a foreign language (EFL) learners is to learn how to manipulate strategies to get the benefit of reading in second language context. Concept maps are one of the strategies that can be applied by the learners in their reading comprehension. They help learners to connect new information to already ones.To fulfill the aim of the study, 61 EFL advanced students were chosen.Then they randomly assigned to two experimental group (concept mapping, 15 males and 16 females) or control group (traditional method, 12 males and 18 females). A pre-test and post-test was run. The results of the pretest revealed that two groups are homogeneous in their reading ability. The experimental group was instructed concept mapping in their reading comprehension while the control group followed traditional method in their reading.The results of ANOVA and T-test revealed that two groups had significant differences in their post test reading comprehension and students in experimental group outperformed those in control group. The findings of this study have some implications in applying appropriate technique to teach reading to EFL learners.

This study looks at the impact of student-generated, concept mapping on the performance of EFL, grade 12, students in reading comprehension texts. In doing so, 14 EFL, grade 12, students were selected from a high school in Israel. Students were tested on three separate occasions. First, students were given a tutorial on how to create a visual aid, more specifically concept maps, during reading. Then students partook in three lessons; whereby, they employed concept mapping strategies. After each lesson, students completed reading comprehension tests based on the text that they had read. In addition following each tests, students were interviewed in order to assess their disposition towards selfgenerated, concept mapping. The results indicate that self-generated concept mapping by low-knowledge students had a significantly greater influence on students’ text comprehension than did the self-generated concept mapping by highknowledge students of both control groups. In addition, student...

The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET), the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners’ reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received co...

This study was done to find out if reading comprehension ability of students from class X at SMAN 1 Sawang could improve significantly by using the Concept Mapping technique in teaching-learning reading EFL. True experimental design was employed in this study in which the sample 25% (30 students) was chosen by random sampling from the total population (118 students). The sample was divided into an experimental group (EG) and a control group (CG); each with 15 students. The EG was taught reading comprehension using the Concept Mapping technique, whereas the CG was taught using a conventional teacher centered approach. Tests were used as instruments to collect data which was analyzed using SPSS version 16. A questionnaire with a Likert scale was used to find out the students’ responses toward the use of Concept Mapping for learning reading comprehension. The t-test scores for the results from the pre-tests compared to those from the post-tests for both the EG and the CG were significa...

T he objective of the study is to develop the concept mapping strategy to improve the reading ability of the second semester students at College of Islamic Studies Ma’arif (STAI) Metro–Lampung. A classroom action research was conducted in two cycles each comprising planning, implementing, observing, and reflecting. Observation sheet, field notes, interview, and test were used during the observation of each cycle. The findings of the study revealed that the concept mapping strategy that involves the use of concept mapping format to be filled in based on the comprehension from a Reading text has successfully improved the Reading ability of the second semester students of the English Department at STAI Ma’arief Metro Lampung. The success is indicated by the students’ improvement in reading scores and in the improvement of joyful learning interaction. The students enjoyed learning reading using concept mapping and found concept mapping helpful. All the students got above the passing sco...

The purpose of the study was to investigate the effectiveness of two types of semantic mapping strategies (teacher-student interactive semantic mapping strategy and teacher-initiated semantic mapping strategy) on reading comprehension of Iranian intermediate EFL students. The participants of this study were 144 female students at Qazvin Kish-Mehr Language Institute. The instruments used in this study were a Nelson test and a teacher-made reading comprehension test. The latter was utilized in this study at pre-test and post-test phases. The materials consisted of four reading passages. Having established the homogeneity of the students in terms of general language proficiency, 90 students were selected and divided into three groups: one comparison and two experimental groups. During the four instructional sessions, one experimental group received teacher-student interactive semantic mapping strategy instruction, while the other experimental group received teacher-initiated semantic mapping strategy instruction. In the comparison group, however, students were not instructed to use any semantic mapping strategy. Rather, they were instructed to read intensively. At the end of the experiment, the post-test was administered to all groups in the study. In order to carry out the statistical analyses of the study the following techniques were used. To ensure the homogeneity of the groups, a one way ANOVA was used. To investigate the effects of the strategies, another one way ANOVA was run. The results indicated that semantic mapping has a significant impact on the improvement of reading comprehension ability of Iranian intermediate EFL students. The findings of this study may encourage syllabus designers and textbook writers to embody sections related to semantic maps into the materials they develop.

As there have been few studies on the comparative effects of mind-mapping (MM) and concept-mapping (CM) techniques on learning English language skills and sub-skills, this survey pursued to scrutinize the impacts of these techniques on reading motivation, reading comprehension, and willingness to communicate (WTC) of Iranian EFL students. To fulfill these objectives, 78 intermediate EFL students were selected based on non-random sampling and accidentally assigned to two experimental groups (EGs) and one control group (CG). They were then pre-tested using a reading motivation test, a reading comprehension test, and a WTC test. Next, the intervention was conducted on the three groups. The MM technique was employed to teach 16 English reading texts to one EG and the CM technique was applied to teach the same texts to the other EG. None of these techniques were used to teach the texts to the CG. When the intervention ended, the post-tests of reading comprehension, reading motivation test, and WTC were given to the three groups. The outcomes of the One-Way ANOVA tests and the post-hoc Scheffe tests revealed that there was a substantial difference between the scores of the EGs and the CG on the three posttests, with the results being in favor of the EGs. In effect, the findings indicated that the MM and CM techniques enhanced reading motivation, reading comprehension, and WTC of the experimental participants equally. Finally, the implications and conclusions of the research were explained.