Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
This study aimed to investigate the effects of concept mapping on the extent to which Iranian EFL learners retain new vocabularies and the degree of awareness toward vocabulary learning strategies they tended to use. To this end, a total of 40 Iranian EFL students were asked to participate in this study. They were randomly assigned to two equal groups; namely, experimental and control. The participants of the experimental group received four treatment sessions (learning vocabulary through concept mapping) during two weeks while the participants in the control group did not receive any treatment. To compare students’ performance in the experimental and control groups, two instruments i.e. a vocabulary test and a vocabulary strategy use questionnaire were administered both before and after the treatment. The results indicated that concept mapping significantly improved students’ L2 vocabulary learning and it was also effective for enhancing learners’ awareness of vocabulary learning strategy use. Therefore, the results revealed that concept mapping was beneficial for promoting learners’ vocabulary learning in EFL classrooms.