Influencing EFL learners’ reading comprehension and self-efficacy beliefs: the effect of concept mapping strategy

Abstract

This study aims to investigate the influence of concept mapping onreading comprehension and self-efficacy of intermediate EFL students inIran. To fulfill the aims of the study, 60 participants (21 males and 39females) were selected. Their age ranged between 19 and 23. A randomizedpre-test post-test control group design with a concept mapping group anda traditional method group was employed. Prior to the treatment, boththe concept mapping group and the traditional method group wereadministered pre-tests in reading comprehension and self-efficacy. Eightitems in the Motivated Strategies for Learning Questionnaire MSLQ whichmeasure self-efficacy were applied to measure students self-efficacybeliefs. The duration of training was ten weeks. At the conclusion ofthe training, all participants again completed the achievement test aswell as self-efficacy scale. After controlling the effects of pre-testscores, results of ANCOVA revealed that students in the concept mappinggroup showed greater achievement in reading comprehension andself-efficacy than students in the traditional method strategy group.The findings of this study could have some implications for teachingreading comprehension to EFL students.