The Impact Mind Mapping on Writing Ability of Jordanian EFL Students: A Quasi-Experimental Study

Abstract

This study has made use of quasi-experimental research design that included a control group and pre- and post-testing. The participants were split into two groups: the experimental group, which was given instruction on how to use mind mapping as a prewriting approach, and the control group, which was given conventional teaching. Both groups were given training; however the experimental group was shown how to utilize mind mapping as a prewriting tactic, while the control group was shown the more conventional method. A pre-test and a post-test on writing performance were given to both groups, and the data gathered from these assessments were evaluated using a paired-samples t-test as well as an independent-samples t-test. According to the findings, the experimental group had much better results in terms of their writing skills compared to the control group. This was shown by a statistically significant difference in the posttest scores. In addition, the experimental group shown gains in a variety of areas of their writing, such as coherence, vocabulary use, and organization. Based on these results, thought mapping seems to have the potential to be an efficient prewriting approach that may help Jordanian EFL students improve their overall writing ability.