Investigating EFL Teachers’ Perspective of the Effectiveness of the Mind-Mapping Technique in Reading Comprehension

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 the status-quo of teaching reading comprehension to EFL students at the English department of Badji Mokhtar - Annaba University 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 thirty four (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.