Volume 8, Numéro 1, Pages 366-379
This paper aims to examine English as a foreign language (EFL) teachers’ perspective on the efficacy of the mind-mapping technique as a reading comprehension mechanism. The present study investigates status-quo of teaching reading comprehension to EFL students at the English department of Badji Mokhtar University –Annaba and questions EFL university teachers’ awareness of the efficacy of using the mind-mapping technique as a tool to enhance their students’ reading comprehension ability. A questionnaire was conducted with 34 teachers from the department of the English language at the University of Badji Mokhtar –Annaba, Algeria. Findings of the present study show that although EFL teachers are aware of the importance of reading comprehension in learning EFL, they rarely involve their students in reading comprehension tasks. Moreover, despite their awareness of their students’ positive attitudes towards mind-mapping, the study shows that EFL teachers tend to refrain from implementing this technique with their students.
Mind-mapping ; Reading Comprehension Instruction ; Reading Comprehension Mechanism ; Visual Learning Development ; Study Skills
Hoadjli Ahmed Chaouki