| Summary: | The application of computer technology in language teaching and learning has been an issue of great concern to ELT teachers. The use of technology-based Cmap in ELT pedagogy to facilitate language learning has attracted language teachers. This study investigated the effects of applying learner constructed Cmap tool on EFL learners' reading comprehension performance. To conduct the study, 77 upper-intermediate university students were selected non-randomly and were assigned randomly into paper-and-paper Cmap and electronic Cmap groups. They were trained to create concept maps by CmapTools software. Besides, an interview was applied to elicit the attitudes of participants toward computer assisted language learning. Conducting parametric statistics, the performances of the groups on the pretest and posttest were compared, and the results revealed that the technology-based Cmap group outperformed the paper-and-paper Cmap group. The technology-based group asserted their learning was facilitated and their motivation boosted. The findings have implications for learners and language teachers.
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