Concept maps as learning and assessment tools in reading comprehension for English as a Foreign Language learners: A sequential mixed-methods study

Abstract

With increasing interest in assessment approaches that capture the depth of learners’ comprehension and cognitive engagement, alternative tools have received growing attention in English as a Foreign Language (EFL) reading research. This sequential mixed-methods study involved 29 university EFL learners and examined the potential role of concept maps as both learning and assessment tools in a reading context. Relationships among learners’ concept-map performance, reading comprehension scores, and perceptions of concept mapping were examined, along with the influence of familiarity and frequency of use. Quantitative results indicated that the majority of participants reported positive perceptions of concept mapping for improving comprehension. Learners who used concept maps more frequently achieved higher reading test scores than occasional users, with a medium effect size. Significant associations were observed between learners’ perceptions, concept map scores, and reading comprehension performance. Qualitative findings revealed perceived benefits in engagement and understanding, as well as challenges related to technical issues and content structuring. Collectively, these findings provide exploratory evidence that concept maps support reading comprehension and learner engagement within an Assessment-as-Learning-oriented classroom context, while highlighting practical considerations for implementation in EFL reading instruction.