EXPLORING THE EFFECTIVENESS OF MIND MAPS IN ENHANCING IDEA GENERATION DURING PRE-WRITING ACTIVITIES IN ENGLISH FOR SIXTH-GRADE EFL STUDENTS

Bui Thi My Hong, Thai Cong Dan, Le Thanh Long

Abstract


Effective idea generation and organization during pre-writing is crucial for developing writing skills, especially for rural EFL learners, Grade 6, with limited resources. Although mind mapping is recognized as a valuable cognitive and visual strategy, its use in rural classrooms is underexplored. This study investigates mind maps’ effectiveness in enhancing idea generation and students’ attitudes toward their use in English writing among sixth-grade students at Phan Van Cam Secondary School, Vietnam. A six-week, four-lesson intervention with 40 students employed a mixed-methods design. Quantitative data from pre- and post-writing tasks assessed organization, coherence, fluency, and vocabulary, while qualitative data from questionnaires and interviews with six students captured their perceptions. Results show that mind mapping improves idea generation and writing clarity, while boosting motivation and confidence. Despite challenges like limited vocabulary and time, both students and teachers viewed mind maps as engaging and beneficial. The study supports integrating mind mapping into rural EFL instruction and offers practical guidance for educators.

Keywords


mind mapping, idea generation, pre-writing activities, EFL learners, writing development

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i2.6627

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