The Effects of Concept Mapping Reading Strategy on Extrovert and Introvert Students Reading Comprehension

This study attempted to investigate the effects of explicit and conceptual reading learning strategies of Iranian EFL learners at upper-intermediate level in Isfahan, Iran. In addition, the focus of study was on introvert and extrovert learners. In this quasi-experimental study, non-equivalent pretest-posttest control group design was adopted. To meet the objective of the study, 60 female students were selected based on convenience sampling and divided into experimental and control groups with extrovert and introvert learners. The concept-mapping group as experimental group received the treatment and the control group received explicit reading instruction. The results demonstrated that concept-mapping group outperformed the explicit reading learning group, but there was no significant difference between extroverts and introverts in gaining high reading scores. Implications of this study could encourage teachers to apply concept-mapping strategies in teaching reading comprehension texts.