Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate

Feng, Rui; Alsager, Haroon Nasser; Azizi, Zeinab; Sarabani, Leeda

doi:10.1016/j.heliyon.2023.e16560

Cited by 7 publications

(6 citation statements)

References 34 publications

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“…However, when analyzed in the context of other works, the results also allow us to identify the positive impact of enjoyment beyond foreign language learning, benefiting students' behavioral and cognitive aspects (Feng et al, 2023). Behaviorally, enjoyment increases voluntary participation, initiative, and persistence in oral tasks.…”

Section: Discussionmentioning

confidence: 92%

“…Therefore, in the context of research on the influence of enjoyment on the development of oral proficiency in EFL among future educators, understanding the connection between pleasure, brain activation, and the learning process is of paramount relevance. This understanding underpins the design of effective psycho-pedagogical strategies that promote meaningful and lasting language learning in this specific context (Abdulaal et al, 2023;Afrilyasanti et al, 2023;Feng et al, 2023;Ismail et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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“…Data collection involved questionnaires for learning motivation, anthropometric tests for students' nutritional status, and primary data to assess the learning outcomes obtained (Hakim et al, 2023). The findings from the research and data analysis indicate that (1) Learning outcomes are directly and significantly influenced by nutritional status, (2) Learning motivation directly impacts learning outcomes, and (3) Nutritional status indirectly affects learning outcomes through its influence on learning motivation (Feng et al, 2023;Guo et al, 2023).…”

Section: Discussionmentioning

confidence: 98%

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Triani Aulia,

Welis,

Neldi

et al. 2024

SPORTIF

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Children's learning outcomes are in the low category, based on play activities, nutrition and motivation owned by children. This study aims to reveal the play activities, nutrition, and motivation children possess. This research method is correlation using quantitative methodology through a path analysis approach. The population in the study was upper-grade elementary school students. This sampling technique is random sampling, randomly taking 50% of each class at public elementary school 8 Lubuklinggau, a total of 79 students. Data were collected using questionnaires for learning motivation, anthropometric tests to obtain students' nutritional status, and primary data used to see the learning outcomes obtained. The results show the relationship between the independent variable and the dependent variable, with the Beta coefficient having a value of 0.009 for X1 and X3 (p31) and 0.092 for X2 and X3 (p32). While the second structure shows the relationship between the independent variables X1Y, X2Y, and X3Y with the same dependent variable, with the Beta coefficients having values of 0.236 for X1Y (py1), 0.219 for X2Y (py2), and 0.313 for X3Y (py3), it can be concluded that there is a simultaneous influence of play activities, nutritional status and motivation on learning outcomes. In conclusion, research shows that nutritional status and learning motivation play an important role in shaping student learning outcomes at public elementary school 8 Lubuklingau, Padang, Indonesia, with nutritional status also indirectly affecting learning outcomes through its impact on learning motivation.

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“…Overall, existing research on mind maps in ELT paints a complex picture. Although some studies highlight positive effects on vocabulary acquisition, reading comprehension, and potentially writing skills, other studies report mixed findings or limitations (Feng et al, 2023). These inconsistencies underscore the need for a comprehensive review to synthesize the current knowledge base and identify factors influencing the effectiveness of mind maps in the ELT context.…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

Rahayu,

Apriani,

Adi Permata

et al. 2024

FJSR

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The systematic review examines the effectiveness of incorporating mind maps into English Language Teaching (ELT) classrooms. The goal is to analyze the impact of mind maps on various aspects of student learning, including vocabulary mastery, reading comprehension, and writing skills. Studies published from 2018 to 2023 in scientific databases such as Google Scholar, ERIC, and Mendeley. A rigorous search strategy will be used to identify relevant research investigating the use of mind maps in ELT contexts. This review will synthesize the findings to evaluate the overall influence of mind maps on student achievement in ELT. It is hoped that this comprehensive analysis will provide valuable insights for ELT practitioners, by uncovering the potential benefits and drawbacks of using mind maps on various aspects of student learning, including vocabulary mastery, reading comprehension, and writing skills. This review aims to inform teaching practice and identify areas for further research to optimize their effectiveness in enhancing language learning

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Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate

Cited by 7 publications

References 34 publications

Enjoyment and oral English proficiency in future teachers

Enjoyment and oral English proficiency in future teachers

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

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