Influencing EFL Learners' Reading Comprehension and Self-efficacy Beliefs: The Effect of Concept Mapping Strategy
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-t...
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| Autores principales: | , |
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| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
Grupo Editorial Universitario
2012
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=4588079 |
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| Sumario: | 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. |
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