The Effect of Mapping Note-taking Method on Iranian Intermediate EFL Learners’ Reading Comprehension Ability

This study was an attempt to enlighten the wave of teaching English reading comprehension in Iranian EFL classrooms. Thus, the current study aimed to explore the effect of using the mapping note-taking method on the reading comprehension ability of Iranian intermediate EFL learners, as well as gender differences. To do so, a quantitative design was tested in a quasi-experimental study. To collect data, two intact classes consisting of ۱۵ learners in each class of a language institute in Shiraz were selected through convenience sampling. The instruments used to collect data were two parallel tests: a pre-test and a post-test. The data collection procedures lasted approximately three months, comprising ۲۲ sessions. Besides, the data were analyzed through the use of the ۲۶th version of SPSS software, and by running descriptive statistics, tests of homogeneity of variances (Levene’s test), tests of normality, and T-tests (Independent Samples T-test and Paired-Sample T-test). The results revealed that the learners who were exposed to the mapping note-taking method (experimental group) differed significantly from the control group who were taught through the conventional method, taking notes just in the learners’ own way, and writing the words and their meaning without using any specific method of note-taking. In other words, the learners who were in the experimental group outperformed those in the control group concerning their reading comprehension ability, but the learners’ gender made no difference.

کلیدواژه ها:

Note-taking Methods ، Mapping Note-taking Method ، Reading Comprehension Ability ، EFL Learners ، gender