Abstract
This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.
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