The effects of pre-task planning on L2 writing: Mind-mapping and chronological sequencing in a 1st-year German class

Abrams, Zsuzsanna Ittzés; Byrd, David R.

doi:10.1016/j.system.2016.08.011

Cited by 54 publications

(46 citation statements)

References 24 publications

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“…The findings revealed that students using individual computerized mind maps had better scores in all tasks in terms of content and organization than no mappers. This finding is consistent with the previous findings (Abrams & Byrd, 2016;Al-Shaer, 2014;Lee, 2013;Liu, 2011;Ojima, 2006;Sturm & Rankin-Erickson, 2002;Zhang, 2018;Zaid, 2011) which illustrated that the implementation of mind mapping was helpful especially for generating and organizing ideas. The findings from interview data also supported that many learners considered mind mapping necessary particularly in terms of organizing and searching for information.…”

Section: Discussionsupporting

confidence: 93%

“…Mind mapping can be an effective pre-writing strategy that facilitates conceptual and linguistic progress. Some studies showed that mind maps that are applied as a pre-writing activity enhance the content and organization of written outputs; but not the grammatical accuracy (Abrams & Byrd, 2016;Al-Shaer, 2014;Ojima, 2006;Zhang, 2018). In some of the studies, participants indicated positive attitude towards writing due to mind mapping (Zhang, 2018).…”

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confidence: 99%

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Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Sebit

Yildiz

2020

Journal of Computer and Education Research

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This study examined the effects of computerized mind mapping on EFL students' essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized mind mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.'s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences in using computerized mind mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Sebit

Yildiz

2020

Journal of Computer and Education Research

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“…Through the organization of elements such as lines, frames, key words and information, the mind mapping tool achieves the role of hierarchical relationship of the theme, making the discourse logical and concrete, e.g., the studies by Wang [12], Abrams & Byrd [13], Fang, et al [14] and Han [15]. In the POA enabling stage, keywords can be written on the mind map branches, as a reminder for the oral task, and then holistic sentences, both grammatically and semantically, can be brought out on the basis of the key words in the mind map.…”

Section: Mind Mapping For the Structure Of "Production"mentioning

confidence: 99%

Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit

Zhuhui¹,

Yating²

2019

IJLL

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This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of "motivating, enabling, and assessment" phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their "production" task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their "productions". Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.

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“…Dalam hal ini tampak jelas sekali bahwa keberadaan media yang menarik dengan perencanaan yang matang dari guru akan menjadikan kondisi pembelajaran di kelas menjadi lebih aktif sekaligus kreatif (Abrams & Byrd, 2016), sehingga juga membangun rasa ingin tahu melalui meningkatnya motivasi belajarnya (Jones et al, 2012).…”

Section: Pembahasanunclassified

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Lukitasari

Pujiati

Banconowati³

2019

Educ. Sci.

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POTENTIAL OF MIND MAPS THROUGH COMMUNITY LEARNING TO IMPROVE LEARNING ACTIVITY ON SKELETAL SYSTEM CONCEPT AbstractThis research described the use of mind map with discussion during learning activity that potentially increased learning community to deliver skeletal system concept. The mind map was applied in four meeting with 27 second-grade senior high school students. Students were put in groups and each groups was assigned to design a mind map of skeletal system concept. The data of learning community was obtained from: 1) The mind map results from all groups, 2) The discussion along every group to arrange the mind map, and 3) The students’ scores of skeletal system concept test. The instruments used were rubric of mind map assessment, observation sheet, and essay test. Qualitative descriptive was used to analyse data. The results showed that 80% of the mind map achieved the assessment rubric while the activity of students was 64.4%. The last, the highest grade of students’ test was gained by group 4, that was 8.84 out of 10. AbstrakPenelitian ini mendeskripsikan potensi penggunaan peta pikiran melalui learning community (LC) sebagai upaya meningkatkan aktifitas belajar siswa pada materi system gerak. Penerapan peta pikiran dilakukan sebanyak empat kali tatap muka untuk satu kompetensi dasar pada siswa kelas XI dengan jumlah siswa sebanyak 27 orang. Seluruh kegiatan dilakukan secara berkelompok dengan mendesain peta pikiran yang dikerjakan sesuai materi. Data aktifitas belajar dengan LC yang dikumpulkan didapatkan dari 1) rubrik peta pikiran kelompok siswa, 2) aktifitas diskusi, dan 3) skor tes untuk materi system gerak. Instrumen penelitian yang dipergunakan adalah lembar penilaian, lembar observasi dan tes essay. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa peta pikiran yang dikerjakan kelompok siswa adalah 80%, keaktifan diskusi memiliki rata-rata 64,64 dan rata-rata skor tes per kelompok dicapai oleh kelompok 5 dengan skor tertinggi adalah 8,84.

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The effects of pre-task planning on L2 writing: Mind-mapping and chronological sequencing in a 1st-year German class

Cited by 54 publications

References 24 publications

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

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