Volume 10, Issue 1 (3-2025)
IJREE 2025, 10(1): 79-91 |
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Vaezian B, Davoudi M. On the Effect of Text-based Concept Maps vs. Image-based Concept Maps on Developing Iranian Intermediate EFL Learners’ Reading Comprehension. IJREE 2025; 10 (1)
URL: http://ijreeonline.com/article-1-969-en.html
URL: http://ijreeonline.com/article-1-969-en.html
Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran
Abstract: (143 Views)
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 90 learners participated in the study, consisting of 55 females and 35 males, all between the ages of 18 and 32. 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.
Keywords: Concept map, text-based concept mapping, image-based concept mapping, reading comprehension.
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