出版社：Universidad de Granada * Departamento de Didactica de la Lengua y la Literatura
摘要：This study aims to investigate the influence of concept mapping on reading comprehension and self-efficacy of intermediate EFL students in Iran. To fulfill 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 group design with a concept mapping group and a traditional method group was employed. Prior to the treatment, both the concept mapping group and the traditional method group were administered pre-tests in reading comprehension and self-efficacy. Eight items in the Motivated Strategies for Learning Questionnaire MSLQ which measure self-efficacy were applied to measure students' self-efficacy beliefs. The duration of training was ten weeks. At the conclusion of the training, all participants again completed the achievement test as well as self-efficacy scale. After controlling the effects of pre-test scores, results of ANCOVA revealed that students in the concept mapping group showed greater achievement in reading comprehension and self-efficacy than students in the traditional method strategy group. The findings of this study could have some implications for teaching reading comprehension to EFL students.
