Effect of Mobile-Assisted Concept Mapping on Iranian EFL Learners' Self-Regulation in Vocabulary Learning

Document Type : Original Article


1 Department of English Language and Literature , Isfahan Branch, Islamic Azad University, Isfahan, Iran

2 Department of English Language and Literature, Isfahan Branch, Islamic Azad University, Isfahan, Iran


Vocabulary learning has always been meaningful in second language acquisition, which raises the proposition of strategies for learning and teaching vocabulary. This study intended to investigate the effect of one strategy in vocabulary learning which is mobile-assisted concept mapping on self-regulation capacity and vocabulary acquisition. Mind Meister was utilized to draw maps in learning vocabulary. To this aim, 45 male and female Iranian EFL learners were selected as study participants. The pre and post-tests for vocabulary self-regulation and vocabulary acquisition were given to them. Two experimental groups received concept mapping materials as treatment, and the third group was considered the control group. The data were analyzed using paired sample t-test that revealed the significant enhancement of self-regulation capacity among Iranian EFL learners. Moreover, both concept mapping and conventional methods effectively improved vocabulary acquisition, but the participants' enhancement in vocabulary acquisition in the experimental group was more significant. The data were also gathered from interviews which collected the students' attitudes toward using concept mapping to control self-regulation capacity. This research may help encourage teachers to use concept mapping with learners, a useful tool that improves self-regulation skills and enhances the acquisition of vocabulary.