Abstract
The study aimed at exploring the links between using mind maps and L2 writing development during EFL students engaging in writing processes. Six EFL students in a northern province in Thailand were selected to participate using a purposive sampling method. The students were categorized into three groups depending on their English proficiency: advanced, intermediate, and beginner EFL students. The mixed-method research design was employed to collect quantitative and qualitative data using research instruments: pretest/posttest, participant observation, and semi-structured interviews. The finding revealed that the EFL students used mind-mapping and writing strategies to enhance their writing abilities by translating, memorizing, revising, and evaluating. In addition, mind-mapping strategies also encouraged the EFL students’ English vocabulary skills, writing processes, and positive attitudes towards L2 writing. In conclusion, a mind map is used as a cognitive strategy to assist EFL students in learning to write English.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
