Abstract
Instructors are always interested in creating environments that motivate students to engage dynamically in their learning process. Mind mapping is one of the teaching and learning strategies that has emerged in this regard. The aim of this study was to determine the effect of mind mapping technique on the development of the organization of writing and learning of intermediate English as Foreign Language (EFL) language learners in Iran. Accordingly, thirty female intermediate English language learners were selected from a well-known institute in a small city as the participants of the study. They were randomly allocated to a control as well as an experimental group each consisting of 15 subjects. The control group was provided with the usual training, while the experimental group was presented with the intervention twice a week during the summer of 2019. Pretest and posttest were applied for both groups in this experimental study and the results were then compared. Based on the research findings application of mind mapping in teaching writing could improve the learners’ writing organization. However, it didn’t show any significant effects on their writing style. As the results of the statistical analyses indicated, an application of mind mapping in writing classes would help the learners to organize their writings in more effective ways..
Highlights
It is generally recognized that the process of searching effective techniques and methods of teaching and learning will be successful provided that new techniques are established, while the old strategies are rediscovered and empowered
Mind mapping often appears in educational literature as employed in the learning of science concepts or with students who are learning English as their second (ESL) or foreign language (EFL); it seems to have advantages as an active and collaborative learning instrument in an extensive range of educational contexts
This study has examined the impacts of employing this mind mapping technique as a pre-writing procedure to improve female language learners’ writing achievement as well as their perspectives considering writing in English at Taif University, Saudi Arabia
Summary
It is generally recognized that the process of searching effective techniques and methods of teaching and learning will be successful provided that new techniques are established, while the old strategies are rediscovered and empowered. The concept of employing the non-linear organization of thoughts is a good instance of a wellestablished strategy which can assist both teachers and students in classroom environment. In this regard, scholars have considered mind mapping as one of the most significant techniques that can be used in optimization of learning capacities and understanding of how the elements of complex structures are connected together (INGEMANN, 2017). Mind mapping has been described as a visual, non-linear depiction of concepts and their associations (BIKTIMIROV and NILSN, 2006). Mind mapping often appears in educational literature as employed in the learning of science concepts or with students who are learning English as their second (ESL) or foreign language (EFL); it seems to have advantages as an active and collaborative learning instrument in an extensive range of educational contexts
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