Effects of guided concept mapping on L2 learners’ listening ability and cognitive load

Abstract Concept mapping is a frequently-employed learning strategy, yet its effectiveness in the context of L2 learning, with L2 listening in particular, is limited. To fill this gap, the present study examined the effects of guided concept mapping for second language (L2) listening comprehension. The cognitive load induced by guided concept mapping was also explored. A total of 84 intermediate Chinese college learners of English were equally assigned to either an experimental or a control group. Both groups of learners went through six treatment sessions. In each session, the experimental group listened to a text twice and then finished a partially-filled guided concept map; the control group listened to the same text twice and answered attached comprehension questions focusing on the text’s main idea without drawing any concept maps. Listening comprehension pre- and post-test and a cognitive load questionnaire were used to collect data. The mixed analysis of variance (ANOVA) suggested that learners in the guided concept mapping condition significantly outperformed those in the control condition in terms of listening development. An independent sample t -test revealed that the guided concept mapping group experienced statistically significant lower cognitive load than the control group. Possible reasons behind the results and implications of the study were also discussed.