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This study was set out to find out whether the application of concept maps have any significant effect on the reading comprehension of Iranian EFL learners. Accordingly, the following null hypothesis was stated: The application of concept map does not have any significance impact on the reading comprehension of Iranian EFL learners. The students participating in this study were 60 university students. In order to ensure the homogeneity of the participants, a Nelson test was administered. Of the 60 subjects, 30 were exposed to the concept maps as the experimental group, and the other half only read the same texts without concept maps. Both groups had to complete reading comprehension tests after reading each text. Five passages were administered during the study. The statistical procedure used to describe the data and to test the null hypothesis was a t-test. Therefore; the t-test was applied to show that there was no significant difference between two groups' in their proficiency levels and to determine whether the difference observed between the two groups in reading comprehension test was statistically significant or not.