Abstract The present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were asked to do guided concept mapping by reading a text in each session and completing a partially filled concept map of the text afterwards. The participants of the second experimental group were provided with a similar text in each session along with its concept map in which some concepts were wrongly incorporated and were asked to revise the concept map. Participants of the control group were asked to read the same texts without doing any concept mapping activity. Reading comprehension pre- and post-tests and a strategy awareness questionnaire were used as dependent measures. Analysis of the participants’ post-test comprehension scores revealed that both concept mapping techniques were effective for promoting the participants’ reading comprehension skill. Meanwhile, the results indicated that map correction was more effective than guided concept mapping for promoting reading comprehension. The findings also revealed that drawing concept maps enhances learners’ awareness of other reading strategies.

中文翻译：

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两种形式的概念图对第二语言阅读理解和策略意识的影响

摘要本文研究了八个指导课中的两种概念映射策略，即引导概念映射和概念映射校正对第二语言（L2）阅读理解的影响。这项研究还旨在检验这些概念图技术对学习者对其他阅读策略的认识的影响。参与者包括在三个完整的EFL教室中注册的56位中级波斯语EFL学习者。将这三个完整的类别指定为两个实验组和一个对照条件。一个实验小组的学习者被要求做引导性的概念图，方法是在每次课程中阅读一段文本，然后填写部分填充的概念图。第二实验组的参与者在每次会议中都得到了类似的文字以及其概念图，其中一些概念被错误地纳入并被要求修改概念图。要求对照组的参与者阅读相同的文本，而无需进行任何概念映射活动。阅读理解能力的测试前和测试后以及策略意识调查表均作为相关措施。对参与者的测试后理解分数的分析表明，两种概念映射技术都可以有效地提高参与者的阅读理解能力。同时，结果表明，地图校正比引导概念图更有效地促进阅读理解。