概念圖是在提升英語作為外語聽力理解能力方面具有圖形化且實用的工具，能夠幫助學習者組織和視覺化表示不同概念之間的關係，進而增強他們對新資訊的理解和記憶。本研究旨在探討概念圖對台灣高中生英語聽力理解的影響，同時了解學生對於概念圖在聽力理解上的看法。研究者招募了30位台灣新北市的高中生，為期4週進行指導，第1週進行前測和介紹概念圖，第2週和第3週進行概念圖的實踐，第4週進行後測和問卷調查，並於第5週進行半結構式訪談。本研究採用混合方法研究設計，使用不同的研究工具，包括改編自大學入學考試中心的英語聽力測驗、修改版的5點李克特量表問卷以及半結構式訪談。然而，在前測組和後測組之間並未發現顯著差異。此外，參與者對於應用概念圖進行英語聽力理解的看法部分正向。本研究的結果將提供有價值的教學啟示，運用認知學習策略——概念圖，提升台灣高中生的學習效果。

Concept mapping is a graphical and useful tool in improving EFL listening comprehension, allowing learners to organize and visually represent the relationships between different concepts, which can enhance their understanding and retention of new information. This research study aims to (1) investigate the effect of utilizing concept mapping on EFL listening comprehension among Taiwanese senior high students, and (2) understand students’ perceptions towards the utilization of concept mapping on listening comprehension. To accomplish this, the researcher recruits 30 Taiwanese senior high students in New Taipei City. The students received 4-week instructions, week 1 for taking pre-test and introducing concept mapping, week 2 and 3 for practicing concept mapping, week 4 for taking post-test and administering the questionnaire, as well as week 5 for conducting semi-structured interviews. The present study employed a mixed-method research design with different research instruments, an adapted 5-point Likert-scale questionnaire, the modified English Listening Test from College Entrance Examination Center, and semi-structured interviews. However, no significant difference was found between pre and post groups. Additionally, the participants’ perceptions towards the utilization of concept mapping for EFL listening comprehension are partially positive. The results of this study are proposed to provide valuable pedagogical implications for utilizing the cognitive learning strategy, concept mapping, to Taiwanese senior high students.

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