Effectiveness of concept mapping strategy on EFL learners’ Attitude and gender difference outcomes in vocabulary Acquisition

Hooshang Khoshsima, Amin Saed, Afsaneh Hakimzade

Abstract


This study investigated the effects of concept mapping strategy on Iranian EFL learners’ attitude in vocabulary learning. In addition, along with various debates related to gender-based differences on learners' performance in language learning, the current study attempted to explore and compare the effectiveness of concept mapping strategy on vocabulary learning outcomes of male and female learners. For these aims, 40 male and female Iranian EFL learners from different majors of Chabahar Maritime University were participated in the study and randomly divided into two groups of control and experimental. Although the test of proficiency was conducted to the learners, before the treatment the researcher preferred to check learner's homogeneity by Nelson English Language Proficiency Test. Then, the students in the experimental group were taught through concept mapping instruction. After the treatment, attitude questionnaires were administered to the experimental group. In addition, a number of semi-structured interviews were conducted to validate the outcomes of attitude questionnaire. Finally, the obtained data revealed EFL learner's improvement in learning and retention of vocabularies through adopting the concept mapping strategy that significantly has effect on learner's attitude toward vocabulary learning. In addition, exploring the gender difference showed no significant difference between vocabulary learning outcomes of male and female learners (sig= 0.080, p>0.05).


Keywords


Learning strategies, meta-cognitive strategies, Concept mapping strategy, attitude, gender.

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