Effects of mind mapping on learning ESP vocabulary: a case study

Abstract

The current study aims at examining the effects of using mind mapping strategy on learning ESP vocabulary. To this end, this study employed a quasi-experimental pre-test --post-test design to examine a cohort of 74 ESP students who were distributed as in: an experimental group (33 participants) and a controlled group (41 participants). The experimental group received mind mapping instruction whereas the controlled group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pretest and the post-test results in the experimental group. However, there was no significant difference in the mean scores of the post-test between the experimental and controlled groups which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.