Abstract—Teaching and learning English as a language of
international communication is a vital and important affair.
Especially writing in English is one of the most prominent skills
in this field. In spite of studying English at different levels, EFL
learners are not proficient enough in this basic skill. In a semi
experimental design, 28 students were selected from Danesh
Gostar Foreign Language center as a sample group. After
dividing them into experimental and control group, PET was
administered as a pretest, both group were taught writing for 10
sessions of 75 minutes. The experimental group was taught by
concept mapping and the other one practiced in traditional
instruction model. The students answered the posttest one week
after the end of the experiment. The data were analyzed by
ANCOVA. The results indicated that the use of concept
mapping was efficient in writing achievement for experimental
group and. It can be concluded that the use of efficient and
practical method like concept mapping as a graphical tool for
representation of knowledge that emphasizes on the
relationships between concepts, can facilitate and make writing
achievement interesting for EFL learners and give depth and
meaning to learning.
Index Terms—Writing, achievement, concept mapping, EFL learners, teaching English, graphical tool.
Maryam Shakoori, Parvin Kadivar, and Reza Sarami are with the Department of Educational Psychology of Kharazmi University, Tehran, Iran (e-mail: M.email@example.com, Kadivar220@yahoo.com, firstname.lastname@example.org).
Cite: Maryam Shakoori, Parvin Kadivar, and Reza Sarami, "The Effect of Concept Mapping Strategy as a Graphical Tool in Writing Achievement among EFL Learners," International Journal of Information and Education Technology vol. 7, no. 5, pp. 357-360, 2017.