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Using Mind-Mapping to Develop EFL Students’ Writing Performance

Author

Listed:
  • Saowalak Tarin
  • Rattana Yawiloeng

Abstract

The present study aims to explore the effects of using a mind map on EFL students’ L2 writing development through descriptive writing activities. Purposive sampling was used to recruit 30 Thai high school students. They were placed into three groups depending on their English proficiency, including advanced, intermediate, and novice, and data was gathered using quantitative and qualitative methods. A Pre-test and post-test, a participant observation, and a semi-structured interview were used as instruments. The results demonstrated an enlargement in post-test scores after EFL students used a mind map to write. Furthermore, the students had overall positive feedback on using a mind map to develop EFL writing performance. As a result, the significant findings of this study lead to educational suggestions concerning the importance of thinking tools regarding the connections between pictorial and written information.

Suggested Citation

  • Saowalak Tarin & Rattana Yawiloeng, 2022. "Using Mind-Mapping to Develop EFL Students’ Writing Performance," English Language Teaching, Canadian Center of Science and Education, vol. 15(11), pages 1-14, November.
    • Handle: RePEc:ibn:eltjnl:v:15:y:2022:i:11:p:14
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    References listed on IDEAS

    as
    1. Jittiporn Chairinkam & Rattana Yawiloeng, 2021. "Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 7(4), pages 226-234.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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