The Use of Mind Mapping as a Teaching Tool to Enhance EFL Learners’ Writing Capacities

Abstract

Mind mapping is becoming widely accepted in schools as being a learning technique that encourages the learner to think and explore concepts using visual-spatial relationships flowing from a central theme to peripheral branches which can be inter-related. It does not rely on large amounts of written text but instead uses lines, symbols and key words. This study aims to raise awareness about one of the up-to-date tools in the realm of education; the mind map. In this regard, the research work attempts to investigate and highlight the impact of using mind maps to enhance the learners’ writing skills in the case study of EFL Mohammed Ratiaat Middle School classrooms in Tissemsilt. With the goal of exploring teachers and learner’s attitudes toward this integration. In conducting this research, a qualitative quantitative study was applied. A number of research instruments are used to collect this data, a questionnaire to the teachers and a test experiment to the pupils of fourth year middle school English learning. The findings of this study support the conclusion that implementing the mind map method in writing lessons can positively impact the development of the writing process for a better enhanced writing style. This study gives some recommendations such as that to use mind maps in brainstorming and generating discussions, will encourage students to participate but also to fully understand a topic and its nuances by creating connections between ideas.