This study investigated the effectiveness of concept mapping used as a learning strategy with students in English as a Second Language classrooms. Seventy-nine ESL students participated in the study. Variables of interest were students' achievement when learning from English-language text, students' reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and students' self-efficacy for learning from English-language text. A randomized pre-test--post-test control group design was employed. The findings showed a statistically significant interaction of time, method of instruction, and level of English proficiency for self-monitoring, self-efficacy, and achievement. For all four outcome variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the individual study group. The findings have implications for both practice and research.