Abstract:

Abstract Instructors are always interested in creating environments that motivate students to engage dynamically in their learning process. Mind mapping is one of the teaching and learning strategies that has emerged in this regard. The aim of this study was to determine the effect of mind mapping technique on the development of the organization of writing and learning of intermediate English as Foreign Language (EFL) language learners in Iran. Accordingly, thirty female intermediate English language learners were selected from a well-known institute in a small city as the participants of the study. They were randomly allocated to a control as well as an experimental group each consisting of 15 subjects. The control group was provided with the usual training, while the experimental group was presented with the intervention twice a week during the summer of 2019. Pretest and posttest were applied for both groups in this experimental study and the results were then compared. Based on the research findings application of mind mapping in teaching writing could improve the learners’ writing organization. However, it didn’t show any significant effects on their writing style. As the results of the statistical analyses indicated, an application of mind mapping in writing classes would help the learners to organize their writings in more effective ways..

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