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Evaluating the Saudi EFL Teachers’ Perceptions of Concept Mapping Instruction: A Pedagogical Perspective |
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PP: 2427-2443 |
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doi:10.18576/isl/121206
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Author(s) |
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Naji H. Alenezi,
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Abstract |
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| The current study evaluated the Saudi EFL teachers’ perceptions of using concept mapping as an instruction method for teaching English to Saudi Middle school students. In this regard, the current study investigated the Saudi EFL teachers of employing the concept mapping instruction in terms of various elements, namely its benefits, challenges, learning outcomes, students’ comprehension of language content, and students’ retention of language knowledge. Data was elicited through a 35-item questionnaire that was divided into six parts. The study employed a qualitative research design to gather insights into the Saudi EFL teachers’ perceptions regarding various elements of the concept mapping implementation. The sample comprised 40 (n=40) Saudi EFL teachers from 12 Middle Schools across Al-Majmaah city selected through purposive sampling. The findings align with existing literature, highlighting the potential of concept mapping to enhance students’ active engagement, critical thinking, knowledge retention, language abilities, and content comprehension, as well as the challenges faced by teachers during implementation. The pedagogical implications recommended incorporating the concept mapping into educational policies, curriculum design, and Saudi EFL teachers’ training programs in order to enhance the quality and effectiveness of English language teaching in the Saudi EFL context.
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