Abstract
The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers.
Highlights
It is no longer unbeknownst to English as a Foreign Language (EFL) practitioners that learners' internal factors play a key and determining role in developing language skills (Mitchell & Myles, 2004; Richards & Rodgers, 2001; Zaker, 2016)
The statistical procedures were conducted. In this quasi-experimental study, concept mapping was the independent variable and self-regulation the dependent variable whereas personality type with two modalities was the moderator variables
Knowing that self-regulation is a true embodiment of this regulatory ability (Bandura, 1991; Zimmerman & Cleary, 2009; Tseng et al, 2006), numerous attempts have been made for developing selfregulation among EFL learners (Antonioul & Souvignier, 2007)
Summary
It is no longer unbeknownst to EFL practitioners that learners' internal factors play a key and determining role in developing language skills (Mitchell & Myles, 2004; Richards & Rodgers, 2001; Zaker, 2016). This growing awareness has been contemporaneous with an increasing appreciation of the significance of learners' regulating capacity over their own learning through metacognitive and cognitive procedures (Chamot, 2014). Attempts have been made for developing selfregulation among EFL learners and developing it through different pedagogical techniques (Antonioul & Souvignier, 2007)
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