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The Impact of the Electronic Mind Maps on Developing EFL Studentsꞌ Writing Skill and their Attitudes Towards Writing
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The main aim of this article is to question Hymes` theory of communicative competence as developed in his paper “On Communicative Competence” (1971) and to critically examine the implications it had for the field of foreign and second language teaching. The article examines the model of language presented by the theory of communicative competence with the claim that the theory is based on highly unsound and unidealized evidence. The impact of such a theory of language in the foreign and second language teaching field will be critically discussed in broad terms at the level of goals and the specification of the language content to be taught and learned. In the treatment of this topic, no specific reference to Asia is made since the debate is relevant in all contexts.
This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30) students and the two sections were assigned randomly to an experimental group and a control group. The experimental group was taught the chosen texts using the Electronic Mind Mapping strategy while the control group was taught the same texts using the traditional method. The study data were collected using a reading comprehension test that was administered for both groups as a pre and a posttest. The statistical analysis showed a significant difference at the level of (α=0.05) between the mean scores of both groups in favor of the experimental group. Besides, the findings showed that the effect of applying the electronic mind maps in teaching reading texts was medium. Based on the findings of the study, a number of recommendations were made for both teachers and the Ministry of Education. The most notable recommendation was to train teachers in general and English teachers in particular on how to design electronic mind maps and apply them in their teaching practices.
The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher’s guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use of electronic Mind Maps in understanding the study unit adopted in this study. The study utilized the quasi-experimental method applied to two groups: experimental and control. The population of the study consisted of the fifth-grade of primary school female students, who studied in Ashbeelya Private School in Riyadh for the academic year 2016/2017, and the participants’ ages ranged from 10 to 12 years. The sample of the study is consisted of 30 fifth-grade female students, divided into experimental group (15 students) and control group (15 students). The study resulted that there were statistically significant differences between the mean scores of the experimental group and the control one in the post achievement test scale in favor of the experimental group. The effect size of using Mind Maps was high. There were statistically significant differences between the mean scores of the experimental and control group scores in the post achievement test of the attitude towards learning English in favor of the experimental group.
This study was conducted to investigate the effect of mind mapping strategy on vocabulary use in the writings of Iranian EFL learners. To this end, sixty pre-intermediate female students from two intact classes were selected from an English Language Institute in Ardakan, Yazd, Iran. An experimental method was undertaken and the participants were divided to two groups. Thirty-one students were taken as the experimental group. They were subjected to treatment, in which vocabulary selection through sentence-making rules were taught by the application of mind mapping strategy. Twenty-nine students in the control group were taught through the traditional method. At the end of instructions to both groups, the results of the post- test obtained through the SPSS software showed that the experimental group outperformed the control group. In order to confirm the principles of the ‘noticing hypothesis’ the results of a delayed post-test conducted after a month revealed that the long term effect of the mind mapping strategy was significantly effective in the improvement of vocabulary used in writing tasks of EFL learners participating in the experimental group. One important pedagogical implication of this study is that with a greater focus mind mapping strategy of vocabulary can be very effective in teaching writing especially for EFL students even at the pre-intermediate levels.
We examined how students" motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open-and closed-ended items. Although the three activities had similar effects on students" motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided.
Writing development involves changes that occur in children’s strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenance and generalization effects was also examined. SRSD had a positive impact on the writing performance and knowledge of struggling second-grade writers attending urban schools serving a high percentage of low-income families. In comparison with children in the Writers’ Workshop condition, SRSD-instructed students were more knowledgeable about writing and evidenced stronger performance in the two instructed genres (story and persuasive writing) as well as two uninstructed genres (personal narrative and informative writing). Moreover, the peer support component augmented SRSD instruction by enhancing specific aspects of students’ performance in both the instructed and uninstructed genres.
In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes.
Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships
between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships
of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more
comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are
available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used
synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper
offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice
of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging
to offer educators as yet unrealised and potentially complementary functions.
KeywordsConcept mapping–Mind mapping–Computer-aided argument mapping–Critical thinking–Argument–Inference-making–Knowledge mapping
Writing is a complex task. Its development depends in large part on changes that occur in children’s strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), designed to foster development in each of these areas, was examined. Adding a peer support component to SRSD instruction to facilitate maintenance and generalization was also examined. Struggling, third grade writers, the majority of whom were minority students attending schools that served primarily low-income families, received SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories and persuasive essays. These students wrote longer, more complete, and qualitatively better papers for both of these genres than peers in the comparison condition (Writers’ Workshop). These effects were maintained over time for story writing and generalized to a third uninstructed genre, informative writing. SRSD instruction boosted students’ knowledge about writing as well. The peer support component augmented SRSD instruction by increasing students’ knowledge of planning and enhancing generalization to informative and narrative writing. In contrast, self-efficacy for writing was not influenced by either SRSD condition (with or without peer support).
This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing.
This study examined a new prewriting tool, argumentation vee diagrams (AVDs), which are used to write reflective opinion essays. AVDs are based on the theoretical concept of argument-counterargument integration, which involves evaluating and integrating both sides of an issue before developing a final conclusion on a controversial question. In a test of the effectiveness of AVDs, 45 undergraduates at a large, southwestern university were randomly assigned to an experimental or control group. Both groups wrote 4 opinion essays over a 4-week period. The experimental group also received training on using the AVDs, including instruction on criteria for weighing arguments. Results indicated that AVD training was effective in enhancing argument-counterargument integration. Furthermore, examination of integration strategies used by participants revealed a new strategy, minimization, which was not previously part of E. M. Nussbaum and G. Schraw's (2007) argument-counterargument integration framework. Minimization involves curtailing the importance or extensiveness of a problem or advantage as a heuristic shortcut for weighing advantages and disadvantages. The role of critical questions and argumentation schemata in argument-counterargument integration is discussed.
This paper first reviews recent attempts to describe formal models of second-language writing; we then identify three major issues in need of clarification to advance model-building in this domain. We discuss these issues in respect to findings from a preliminary attempt to develop a process-product model of ESL writing instruction based on analyses of antecedent, process and outcome variables for 108 ESL learners from diverse cultural backgrounds in 6-week intensive courses at a Canadian university. Findings from multivariate, regression, correlation and exploratory factor analyses indicated that the tentative model had little explanatory power overall but pointed toward interesting interactions in achievement for (a) different aspects of L2 writing among (b) learners at different levels of L2 proficiency and with (c) differing orientations to learning L2 writing.
This article introduces mind mapping as a technique for handling complex information, discusses its application to some functions of law librarians, and lists some of the software that can be used to create mind maps.
The present study attempted to discover plausible differences in composing processes when English as a Second Language (ESL) students write timed-essays on paper and on the computer. For this study, six Korean students with high proficiency in English were asked to write two essays across modes with two different prompts. Upon completion of the test, participants reported on their composing processes in detail. This study also examined the way in which the quality of the written products differs across paper and computer modes. The purpose of this study was to focus research on composing processes and written products across modes at the level of the individual rather than at that of the group. The results of the study show that individual participants are engaged in different ways and to differing degrees by the writing prompts and by the test-taking modality. While the lack of significant differences for essay scores across modes may be suggestive, the number of subjects is too small for generalization about the relationship between modes of composing and essay scores.
When students learn together by discussing a topic, they sometimes are asked to construct an argumentative diagram. An argumentative diagram consists of boxes with arguments and arrows that relate these boxes. Constructing argumentative diagrams can be especially useful for structuring and relating argumentative knowledge. However, students do not always seem to use a diagram’s structure and relations to their benefit. To focus on structure and relations, 46 secondary school students were asked to either label the boxes in a diagram with argumentative labels such as ‘argument in favor’ and ‘rebuttal’, or to label the arrows with more causal labels such as ‘but’, and ‘because’. The students discussed two topics in dyads using a computer environment with chat and diagram. Then a post-test was given to assess their opinion and arguments. We found no difference between conditions in the extent to which students broadened and deepened their discussion. However, students who labeled the arrows contrasted subtopics more. The students who contrasted subtopics more showed better results on the post-test. Instruction and diagram design can thus influence students’ discussion, although the general results also show us that students need more instruction and reflection to optimally benefit from argumentative diagrams.
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