摘要：This paper has investigated the effectiveness of concept mapping as a learning strategy on students’ self-regulation (metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking). Sixty university students, who were randomly selected, participated in the study and were randomly assigned to one control group and one experimental group, each including thirty students. They were at the intermediate level of English proficiency and studying English either as Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency. The instrument to collect data on students’ self-regulation was Motivated Strategies for Learning Questionnaire (Printrich et al., 1991), the findings revealing that students gained higher self-regulation as the result of concept mapping strategy teaching. These findings have implications for pedagogy as well as for research.
