The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

Wafa’ A.,Moath Khalaf

doi:10.12973/eu-jer.11.1.141

Abstract

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

Highlights

Critical thinking skills have been incorporated into the learning process as essential skills for building students' knowledge, solving problems, evaluating contents, acquiring reading comprehension, and, most importantly, increasing students' learning awareness to facilitate the learning process, when teaching English language skills. Yang and Wu (2012) stated that learners need to be actively involved in communication processes to achieve this, problemsolving, analysis, synthesis, evaluation, and reflection through thinking critically; instructors need to select activities and tasks to help develop students' thinking levels
This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills
The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills

Summary

Introduction

Critical thinking skills have been incorporated into the learning process as essential skills for building students' knowledge, solving problems, evaluating contents, acquiring reading comprehension, and, most importantly, increasing students' learning awareness to facilitate the learning process, when teaching English language skills. Yang and Wu (2012) stated that learners need to be actively involved in communication processes to achieve this, problemsolving, analysis, synthesis, evaluation, and reflection through thinking critically; instructors need to select activities and tasks to help develop students' thinking levels. Yang and Wu (2012) stated that learners need to be actively involved in communication processes to achieve this, problemsolving, analysis, synthesis, evaluation, and reflection through thinking critically; instructors need to select activities and tasks to help develop students' thinking levels. Technological tools, such as visual mind mapping, may create activities that improve students' critical thinking skills. Long and Carlson (2011) stated that by using the mind mapping strategy instead of the conventional, students could create links between non-linear ideas that improve students' comprehension of the content and critical thinking skills Visual mind mapping can be used as a tool to help learners discover, analyze, and share ideas and thoughts visually. Rosciano (2015) specified that visual mind mapping is a useful resource for developing and implementing activities that promote various levels of students' thinking skills, such as note-taking, analyzing, completing assignments, preparing for exams, and reflecting on their practices. Long and Carlson (2011) stated that by using the mind mapping strategy instead of the conventional, students could create links between non-linear ideas that improve students' comprehension of the content and critical thinking skills

Methods

Results

Discussion

Conclusion