Open AccessThe Effect of Concept-Mapping on Speaking and Self-Regulation in Speaking of Iranian Intermediate EFL Learners
Author(s) -
Shiva Seyed Erfani,
Elaheh Saeedi Farjam
Publication year - 2015
Publication title -
study in english language teaching
Language(s) - English
Resource type - Journals
eISSN - 2372-9740
pISSN - 2329-311X
DOI - 10.22158/selt.v3n1p41
Subject(s) - psychology , garcia , control (management) , self regulated learning , recall , cognition , test (biology) , metacognition , mathematics education , cognitive psychology , humanities , computer science , paleontology , philosophy , artificial intelligence , neuroscience , biology
Concept-mapping is a meaningful strategy which helps learners to learn more effectively, to record and recall information easily, and to support creative problem solving (Novak, 1991). On the other hand self-regulation is a model of language learning through assumptions of which learners use strategies actively in order to control their own learning process (Oxford, 2011). This study was an attempt to investigate the effect of concept-mapping on speaking ability and on self-regulation in speaking of Iranian intermediate EFL learners. At the outset of the study, after piloting, 72 students participated in experimental and control groups, 36 in each. A Proficiency English Test (PET) (Quintana, 2003), was used to homogenize the proficiency level of the students, a questionnaire on motivated strategies for learning (Pintrich, Smith, Garcia, & McKeachie, 1991) was administered to measure the students’ self-regulation including meta-cognitive, self-regulation, time and study environment, effort regulation, peer learning, and help seeking components. The experimental group received speaking treatment with concept mapping instruction. At the end, both groups filled out questionnaires again and took the speaking post test. The statistical analyses revealed that although concept-mapping had significant effect on speaking ability of the learners; it did not have any significant effect on learners’ self-regulation in speaking.