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<p style="text-align:justify;">Listening is&nbsp;one of the most important communicative skills and at the same time the&nbsp;Achilles heel of many L2 learners as it entails multi-level cognitive processes&nbsp;(Lynch, 2002). Besides, the measures of self-efficacy, as Zimmerman and&nbsp;Martinez-Pons (1990) claim, are closely tied to effective use of learning&nbsp;strategies. Considering the key role that concept mapping, as an indispensable&nbsp;cognitive learning strategy, and self-efficacy play on an individual’s&nbsp;achievement (Bandura, 1997; Chularut &amp; DeBacker, 2004), the present study&nbsp;aimed to examine the influence of explicit teaching and utilization of concept&nbsp;mapping on Iranian EFL students’ listening achievement and perceived&nbsp;self-efficacy. The participants were sixty upper-intermediate university&nbsp;students, studying English as a foreign language. They were randomly assigned&nbsp;into two groups: One control and one experimental group, each containing thirty&nbsp;participants. The students in the experimental group were taught and trained to&nbsp;utilize concept mapping while doing listening tasks, and the instruments were a&nbsp;self-efficacy questionnaire and a test of listening achievement. The findings&nbsp;showed that the experimental group performed better in the listening&nbsp;achievement test after learning to use concept mapping. Likewise, their&nbsp;perceived self-efficacy in accomplishing listening tasks improved after the&nbsp;intervention period.</p>

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

Original Research 

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