How effective is Thinking Maps^® instruction in improving Jordanian EFL learners’ creative reading skills?

Abstract

This study examines the potential effect of a Thinking Maps®–based treatment on the creative reading skills (viz., fluency, flexibility, originality, and elaboration) of Jordanian learners of English as a foreign language. The researchers drew a purposeful sample of two intact 10th‐grade sections (N = 57) from a public school in Zarqa, Jordan. The two sections were randomly assigned into an experimental group of 28 students taught through Thinking Maps® and a control group of 29 students taught per the guidelines of the prescribed teacher's book. Following the 8‐week treatment, the researchers collected data by means of a creative reading skills test and an interview. The findings reveal not only significant differences (at α = 0.05) in the students’ creative reading skills in favor of the experimental group, but also general favorable opinions about the effectiveness of the treatment.

Investigating the effect of visualization-based activities on developing the 6th grade Jordanian female pupils’ reading comprehension skills

“…The finding led to the acceptance of the first null hypothesis that the participants' FL reading comprehension skills were equal in the pretest. The finding is similar to those reported by Bataineh and Alqatanani (2017); Taj et al (2017); Bataineh and Al-Kofeiri (2018) and Al-Kalefawi and Al-Amrani (2021).…”

“…In this context, Gambrell particular. In this context, Bataineh and Alqatanani (2017) examined the role of using treatment based on maps to develop the creative reading skills of 57 Jordanian grade 10 students. Two groups were formed: control and experimental.…”

Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

“…Thinking Maps, including the double-bubble map, are widely used in schools across the United States. However, research on the efficacy of Thinking Maps for improving reading comprehension is very limited, with only three identified studies that examined the effects of Thinking Maps on student achievement in Middle Eastern countries (Bataineh & Alqatnani, 2019; Faramarzi et al, 2018; Mashal & Kasirer, 2011). While the results demonstrated medium to large effect sizes, the effects of Thinking Maps on the reading comprehension of bilingual students with an LD was not investigated.…”

Do Mind Maps Really Catalyze EFL Grammar Learning? Conjunction as a Case

“…However, to these researchers' best knowledge, very little research, if at all, addresses the effect of mind mapping in particular on students' use of conjunctions. Previous research seems to suggest that mind mapping is a viable strategy for teaching language skills (e.g., Bataineh & Alqatnani, 2017; 2019 on creative and critical reading; Naghmeh-Abbaspour & Rastgoo, 2020 on writing), grammar (e.g., Abdul Aziz & Yamat, 2016), lexis (e.g., Borovková, 2014;Heidari & Karimi, 2014), and spelling (e.g., Al-Jarf, 2011). The current research seeks to not only add to the existing research on conjunctions but also to look for viable strategies which may catalyze the mastery of this challenging part of speech…”

“…A mind map is an illustrative multi-dimensional outline which helps foster learners' engagement through introducing a topic, managing ideas about it, and establishing connections (Budd, 2004;Stephens & Hermus, 2007;Sturm & Rankin-Erickson, 2002). Mind mapping is reported to catalyze information processing by making use of text, images, and color in a manner that improves not only learning and memory recall but also collaborative and active learning (Bataineh & Alqatnani, 2017;2019;Budd, 2004;Buzan & Buzan, 1994;Edwards & Cooper, 2010;Howitt, 2009).…”