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

Listening is one of the most important communicative skills and at the same time the Achilles heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, the measures of self-efficacy, as Zimmerman and Martinez-Pons (1990) claim, are closely tied to 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, 1997; Chularut & DeBacker, 2004), 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 upper-intermediate university students, studying English as a foreign language. They were randomly assigned into two groups: One control and one experimental group, each containing thirty participants. The students in the experimental group were taught and trained to utilize concept mapping while doing listening tasks, and the instruments were a self-efficacy questionnaire and a test of listening achievement. The findings showed that the experimental group performed better in the listening achievement test after learning to use concept mapping. Likewise, their perceived self-efficacy in accomplishing listening tasks improved after the intervention period.