Abstract

Research into the role of learning strategies for acquiring knowledge of language, in general, and language skills, in particular, has invariably shown that these strategies are quite effective. Specifically, researchers have investigated the impact of concept mapping on different language skills. The present study sought to investigate the effect of concept mapping on speaking fluency of Iranian intermediate EFL students. To this end, using an experimental research design, two language institutes were randomly selected in Yasouj. A Quick Placement Test was validated and administered. Based on the results, forty EFL intermediate students were selected and were randomly assigned to a control and experimental group. A speaking pretest was administered, the results of which indicated that the groups were not significantly different in terms of speaking fluency. Given that the groups were homogenous in terms of speaking fluency, the experiment began, which included instruction in concept mapping for the experimental group and placebo for the control group. Following the treatment, a posttest of speaking was administered to the groups. The finding was that concept mapping had statistically significant effect on speaking fluency of intermediate EFL learners.