On the Effect of Text-based Concept Maps vs. Image-based Concept Maps on Developing Iranian Intermediate EFL Learners’ Reading Comprehension

The study aims to investigate the influence of image-based and text-based concept maps on the reading comprehension abilities of Iranian Intermediate EFL learners. A total of ۹۰ learners participated in the study, consisting of ۵۵ females and ۳۵ males, all between the ages of ۱۸ and ۳۲. Participants were selected from intact classes at three English language schools in Sabzevar, Iran. This research was organized as a quasi-experimental study, in which the participants were segmented into two experimental groups and one control group. The intervention lasted for five weeks, with two sessions each week, each session running for one hour and thirty minutes. The outcomes from the assessments were analyzed using an independent sample t-test and ANOVA test, revealing that the image-based concept map instructional approach improved learners' reading comprehension. In terms of cognitive understanding and creativity, students who utilized image-based concept mapping outperformed their peers in the text-based mapping group. Additionally, the findings indicated that the image-based concept map teaching strategy could assist students in obtaining a more profound understanding of reading materials. Teachers might consider integrating visual mapping techniques to encourage deeper comprehension and facilitate more meaningful learning experiences, which could ultimately lead to better academic performance in language learning contexts.

کلیدواژه ها:

Concept map ، text-based concept mapping ، image-based concept mapping ، reading comprehension. ، Concept map ، text-based concept mapping ، image-based concept mapping ، reading comprehension.