The present study investigated the effectiveness of one form of relatively under-researched advance organizer (AO)-guided concept mapping for English as a foreign language (EFL) learners’ listening comprehension development. The possible mediating role of learners’ initial listening proficiency levels was also explored. A total of 163 Chinese college EFL learners with varying listening proficiency levels were assigned to either an experimental group or a control group. Learners in the experimental group received guidance in drawing a concept map based on the listening passage they just heard and learners in the control group answered some comprehension questions with assistance of strategy training after listening to the passage. A one-way analysis of variance (ANOVA) was employed to analyze the influence of guided concept mapping on listening comprehension development. A two-way ANOVA was applied in investigating if the effectiveness of guided concept mapping was modulated by different listening proficiency levels. The results indicated that guided concept mapping led to moderate gains in listening comprehension development. In addition, skilled listeners achieved significantly greater improvements while their less-skilled counterparts did not benefit from the treatment. Possible reasons behind the results and implications of the study were also discussed.
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