Learning to Write Through Mind Mapping Techniques in an EFL Writing Classroom

Abstract

The study aimed at exploring the links between using mind maps and L2 writing development during EFL students engaging in writing processes. Six EFL students in a northern province in Thailand were selected to participate using a purposive sampling method. The students were categorized into three groups depending on their English proficiency: advanced, intermediate, and beginner EFL students. The mixed-method research design was employed to collect quantitative and qualitative data using research instruments: pretest/posttest, participant observation, and semi-structured interviews. The finding revealed that the EFL students used mind-mapping and writing strategies to enhance their writing abilities by translating, memorizing, revising, and evaluating. In addition, mind-mapping strategies also encouraged the EFL students’ English vocabulary skills, writing processes, and positive attitudes towards L2 writing. In conclusion, a mind map is used as a cognitive strategy to assist EFL students in learning to write English.