چكيده
This quasi-experimental research aimed to investigate the impact of using concept mapping and THIEVES reading strategies on reading comprehension of Iranian EFL learners. Furthermore, this study has examined the differences in reading ability between the learners who have been taught by concept mapping and those who have been taught by THIEVES strategy. In the present study, a random selection technique was used to choose a sample size of 120 male participants from a population of 300 students enrolled in two private language institutions located in Marand. After conducting an Oxford Placement Test (OPT), 86 male learners were selected and then were divided non-randomly into two experimental groups (with 29 participants in each group) and one control group (with 28 participants). Prior to administering the treatment, a total of 86 participants took a pre-test, assessing their reading ability in English. Subsequently, the experimental groups participated in eight treatment sessions, characterized by using concept mapping and THIEVES strategies in each group. Conversely, the control group did not get any additional strategies over the course of eight sessions. The participants in this group followed the regular instructional strategy provided by the EFL instructor. In the last session, all participants took a post-test. The findings from the data analysis indicated that the use of concept mapping and THIEVES strategies had a beneficial effect on the reading comprehension of Iranian EFL learners. Moreover, the learners who were taught by THIEVES strategy showed better performance in reading, compared to those who were taught by concept mapping strategy. The findings of this study can have important implications for EFL learners, teachers, and syllabus designers
