21 st century learning focuses on the flow of information, media, and technology. In Malaysia, many university students face problems in English writing. Thus, students should be exposed to the technology training in innovative ways to produce students with a dynamic in this ever-changing world. Recently, the transformation and the evolution of mobile have created a huge impact on mobile users, as it is the current trend. Due to this matter, university students are now experiencing innovative learning development through mobile application and this can certainly improve their learning performance. The purpose of the study is to examine the application of mobile learning technologies through mind mapping applications for augmenting writing performance at Malaysian universities. The study was based on three different research theories -Flower and Hayes Writing Process Model, Radiant Thinking Theory, and Unified Theory of Acceptance and Use of Technology (UTAUT). The results of the study show that the students had positive responses towards English writing skills background, mobile technologies application background and mind mapping applications background. The proposed conceptual framework, Mobile-assisted Mind Mapping Technique Model (MMMTM) supports the need for Malaysian university students to augment their writing performance. It is hoped that this study will benefit the policymakers, tertiary educators and university students in teaching and learning specifically in writing courses.

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<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

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