The Role of Concept Mapping Strategy in Developing English Language Learning for Middle School Students from the Perspective of Their Teachers and According to Certain Variables

Abstract

The current study aims to reveal the role of the concept mapping strategy in developing English language learning for the middle primary stage from the perspective of their teachers and according to some variables, the perspective of their teachers and according to some variables. The descriptive-analytical method was used, and a questionnaire was used as a data collection tool. The study population was selected from middle school teachers in the Central Badia Directorate, numbering (157) in the academic year 2025/2026. The sample was chosen randomly from male and female English language teachers in the middle basic stage in the Central Badia Directorate/Al-Muwaqqar Brigade, with amount of (100) male and female teachers. Also, the instrument's validity and reliability were verified. The findings revealed the role of the concept mapping strategy in developing English language learning for the middle primary stage was within the average level. It also showed that there is no statistically significant differences in the overall score for the variables of gender and years of experience. The study recommended holding training courses for English language teachers to train them on the use of concept maps.