Mind Mapping Techniques to Enhance EFL Writing Skill

Bukhari, Syeda Saima Ferheen

doi:10.15640/ijlc.v4n1a7

Cited by 38 publications

(47 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Mind mapping was used as the note, graphic organizer, and controller of the students' ideas for writing. As concluded by Bukhari (2016) that the learners who were taught through Mind maps, improved cohesion and coherence; content paragraph structure and length in writing. However, when it is implemented individually, it is assumed less effective because the students only organize their own limited ideas.…”

Section: Discussionmentioning

confidence: 99%

Integrating Mind Mapping (MM) and Three-Step-Interview (TSI) in Enhancing Students’ Writing Process in Foreign Language Setting

Flora¹

2019

IJLL

View full text Add to dashboard Cite

There had been many studies conducted to investigate the benefits of Mind Mapping (MM) in the writing process and Three- Step-Interview (TSI ) in the speaking process, this study set out to investigate the effectiveness of an integrated technique which was the combination of MM and TSI in teaching writing. This technique was intended to facilitate the students with individual and group brainstorming practice and to help create another teaching procedure which could effectively solve the students' writing problem, especially in generating and organizing ideas in the pre-writing process. The subject of this study was 29 students who took Intermediate Writing subject at English Department Faculty of Education, Lampung University-Indonesia . The pretest and posttest were administered before and after the treatment. The data was analyzed by means of the paired sample t-test. The result shows that the students' writing ability significantly improved subsequent to the treatment. It also reveals that the most significant improvements were those of the writing content and organization aspects. The results are discussed in relation to relevant previous research findings.

show abstract

Section: Discussionmentioning

confidence: 99%

Integrating Mind Mapping (MM) and Three-Step-Interview (TSI) in Enhancing Students’ Writing Process in Foreign Language Setting

Flora¹

2019

IJLL

View full text Add to dashboard Cite

show abstract

“…Learners' learning capacities, differences, and individual Zone of Proximal Development (Vygotsky, 1978, p. 86) are the most important grounds to know and to reach an individual successfully. According to Bukhari (2016;2019), the hidden talent can be ignited, and untapped learning potentials can be explored provided that the productive interaction and constructive environment are available for all. By using an experimental design, Yurdal and Ülkü Eser (2013) investigate the effect of the use of virtual classroom and blended learning on students' achievement and their attitudes compared to the face-to-face method.…”

Section: Explainsmentioning

confidence: 99%

EFL Learners’ Perception about Integrating Blended Learning in ELT

Bukhari¹,

Basaffar²

2019

Preprint

Self Cite

View full text Add to dashboard Cite

The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process". For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.

show abstract

“…She maintained that numerous studies support the fact that those learners suffer from problems in composing a well-organized piece of text. Alghizzi (2017) emphasized that, though EFL instructors are constantly trying to develop EFL writers, their efforts are limited to examining, for example, the impact of applying various types of tools (e.g., blogs, mind-mapping software, websites), contexts (e.g., traditional, blended, and virtual classrooms), and supplementary materials (e.g., Alnufaie & Grenfell, 2012;Bukhari, 2016;Fageeh, 2011;Grami, 2012;McMullen, 2009;Sayed, 2010). Additionally, in another study, Alghizzi (2012) confirmed that Saudi EFL instructors do not employ a specific writing approach to teach writing.…”

Section: The Importance Of the Process Genre Approach And Caf Measuresmentioning

confidence: 99%

Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Alghizzi¹,

Alshahrani²

2020

IJEL

View full text Add to dashboard Cite

This study investigates the level of effectiveness that the process genre approach has on increasing and decreasing Saudi advanced EFL undergraduates’ Complexity, Accuracy, and Fluency (CAF) in reaction writing. Sixteen level six participants were recruited from the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University. All participants undertook a pre-test and a post-test on reaction writing. After collecting 32 essays, they were analyzed based on 55 indices of CAF, and then a Wilcoxon Signed-Rank Test was applied to compare each CAF construct/sub-construct measure’s mean in the pre-test with its mean in the post-test, and between the total mean of all measures for each CAF construct/sub-construct in the pre-test with their total means in the post-test. The findings showed that there were no significant total or partial impacts of the process genre approach on participants’ reaction essay syntactic complexity, lexical density, lexical sophistication, and fluency. However, the results indicated that there were only partial effects of the approach (across some measures) on participants’ reaction essay lexical variation and accuracy. Finally, the study yields several pedagogical implications and recommendations for EFL writing instructors, educators, and researchers.

show abstract

Mind Mapping Techniques to Enhance EFL Writing Skill

Cited by 38 publications

References 3 publications

Integrating Mind Mapping (MM) and Three-Step-Interview (TSI) in Enhancing Students’ Writing Process in Foreign Language Setting

Integrating Mind Mapping (MM) and Three-Step-Interview (TSI) in Enhancing Students’ Writing Process in Foreign Language Setting

EFL Learners’ Perception about Integrating Blended Learning in ELT

Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Contact Info

Product

Resources

About