Using Mind-Mapping to Develop EFL Students’ Writing Performance

Abstract

The present study aims to explore the effects of using a mind map on EFL students’ L2 writing development through descriptive writing activities. Purposive sampling was used to recruit 30 Thai high school students. They were placed into three groups depending on their English proficiency, including advanced, intermediate, and novice, and data was gathered using quantitative and qualitative methods. A Pre-test and post-test, a participant observation, and a semi-structured interview were used as instruments. The results demonstrated an enlargement in post-test scores after EFL students used a mind map to write. Furthermore, the students had overall positive feedback on using a mind map to develop EFL writing performance. As a result, the significant findings of this study lead to educational suggestions concerning the importance of thinking tools regarding the connections between pictorial and written information.