The Influence of Explicit Teaching and Utilization of Concept Mapping on EFL Students’ Listening Comprehension and Perceived Self-efficacy

Abstract

One of the most important communicative skills is listening and, at the same time, the Achilles’ heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, selfefficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping, as an indispensable cognitive learning strategy, and self-efficacy play on an individual’s achievement (Bandura, 1986, 1997), the present study aimed to examine the influence of explicit teaching and utilization of concept mapping on Iranian EFL students’ listening achievement and perceived self-efficacy. The participants were sixty intermediate university students studying English as a foreign language. They were assigned into two groups, namely control and one experimental group, each including thirty participants. The students in the experimental group were trained to utilize concept mapping while doing their routine listening tasks. The instruments were a self-efficacy questionnaire and a test of listening achievement. The findings indicated that the experimental group performed significantly better in the listening achievement test after learning to use a concept-mapping strategy. Likewise, their perceived self-efficacy in accomplishing listening tasks improved after the intervention period.