چكيده لاتين :
The present study investigated the impact of concept mapping as a prewriting activity on EFL learnersי writing ability in terms of product and process of writing tasks. Twenty female students at the upper intermediate level were randomly assigned into two equal groups. The first group, serving as a control group, was not instructed to use concept mapping during prewriting phase, while the second group used concept maps in preparation for writing tasks. The results of pretests and posttests of the two groups scored by two raters based on predetermined criteria were compared. Concept mapping was shown to enhance the learnersי writing ability. In order to capture the quality of this enhancement, the study used comparison and analysis of writing assignments written every two sessions, along with studentsי interviews. The results indicated the improvement of studentsי writing ability in terms of quantity and quality of generating, organizing, and associating ideas. The findings of the present study also suggest that concept mapping can be effective for affective, as well as cognitive instructional objectives.
