Concept Mapping: Implementation in an EFL Classroom
Concept Mapping: Implementation in an EFL Classroom

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

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