This study investigated the comparative impact of two types of teaching techniques, namely concept mapping and paraphrasing, on the reading comprehension of EFL learners. For this purpose, 60 learners of a total number of 90 intermediate learners studying at a language school in Karaj, Iran, were chosen through taking a piloted PET for homogenization prior to the study. They were then randomly put into two experimental groups: 30 learners undergoing the concept map teaching, and 30 learners experiencing the paraphrasing teaching treatment. A piloted reading comprehension test was administered as the post-test of the study after each group was exposed to the treatment for 10 sessions in five weeks. The mean scores of the two groups on this post-test were computed through an independent samples of t-test to test the hypothesis raised in the study. The results showed that neither group outperformed the other significantly.