Application of the 3-Step Mind Map Approach in Senior High School English Reading Teaching

Abstract

In an effort to enhance students’ English reading ability and thinking quality, this study proposes a 3-Step Mind Map Approach based on information structure and image schema. A comparative experiment was conducted in a senior high school setting with 78 students to evaluate the effectiveness of this approach. The experimental class, taught through the 3-Step Mind Map Approach, outperformed the control class, instructed with traditional methods, in both reading ability and thinking quality. This study highlights the potential of using mind maps as a useful tool in English reading teaching and promoting students’ thinking quality.