The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability
This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking .
- Pub. date: January 15, 2022
- Pages: 141-150
- 933 Downloads
- 1804 Views
- 6 Citations
This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.
Keywords: Critical thinking skills, English language learners, visual mind mapping.
References
Buzan, T. (2018). Mind map mastery: The complete guide to learning and using the most powerful thinking tool in the universe. Watkins Media Limited.
Eppard, J., Baroudi, S., & Rochdi, A. (2020). A case study on improving reading fluency at a university in the UAE. International Journal of Instruction, 13(1), 747-766. https://doi.org/10.29333/iji.2020.13148a
Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information visualization, 5(3), 202-210. https://doi.org/10.1057/palgrave.ivs.9500131
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment. https://bit.ly/3Bx73pB
Feng, Z. (2013). Using teacher questions to enhance EFL students' critical thinking Ability. Journal of Curriculum and Teaching, 2(2), 147-153. https://doi.org/10.5430/jct.v2n2p147
Gillies, R. M., & Haynes, M. (2011). Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional science, 39(3), 349-366. https://doi.org/10.1007/s11251-010-9130-9
Gómez, M., & King, G. (2014). Using mind mapping as a method to help ESL/EFL students connect vocabulary and concepts in different contexts. Trilogy Science Technology Society, 10, 69-85. https://doi.org/10.22430/21457778.439
Harizaj, M., & Hajrulla, V. (2017). Fostering learner’s critical thinking skills in EFL: Some practical activities. European Scientific Journal, 13(29), 126-133. https://doi.org/10.19044/esj.2017.v13n29p126
Irawati, L. (2014). Critical thinking in ELT: theory and practice. English Teaching Journal: A Journal of English Literature, Language and Education, 2(1), 1–8. https://doi.org/10.25273/etj.v2i1.721
Jain, S. (2015). The comprehensive study of how mind mapping technique helps to understand concepts and ideas in science teaching. International Journal of Scientific and Research Publications, 5(12), 284-286. https://bit.ly/3nzU0yO
Khalili, H., & Hossein Zadeh, M. (2003). Investigation of reliability, validity and normality of the Persian version of the California Critical Thinking Skills Test Form B (CCTST). Journal of Medical Education, 3(1), 29-32. https://bit.ly/3nJ97G8
Liu, P. L., Chen, C. J., & Chang, Y. J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436-445. https://doi.org/10.1016/j.compedu.2009.08.027
Long, D. J., & Carlson, D. (2011). Mind the map: How thinking maps affect student achievement. Networks: An Online Journal for Teacher Research, 13(2), 262-262. https://doi.org/10.4148/2470-6353.1083
Malekzadeh, B., & Bayat, A. (2015). The effect of mind mapping strategy on comprehending implicit information in EFL reading texts. International Journal of Educational Investigations, 2(3), 81-90. https://bit.ly/3buDuKK
Mohaidat, M. M. T. (2018). The impact of electronic mind maps on students' reading comprehension. English Language Teaching, 11(4), 32-42. https://doi.org/10.5539/elt.v11n4p32
Moore, B. N., Parker, R., Rosenstand, N., & Silversa, A. (2012). Critical thinking. McGraw-Hill.
Ningsih, P., & Said, I. (2018). Application of guided inquiry learning model with mind map toward students’ learning outcomes in chemistry material: Reaction rate. Advances in Social Science, Education and Humanities Research, 174, 586–589. https://doi.org/10.2991/ice-17.2018.126
Paul, R., & Elder, L. (2019). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Rowman & Littlefield.
Richards, J. C., & Sandy, C. (2014). Passages level 1 student's book (Vol. 1). Cambridge University Press.
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), 93-99. https://doi.org/10.1016/j.teln.2015.01.003
Santiago, H. (2011). Visual mapping to enhance learning and critical thinking skills. Optometric Education, 36(3), 125–139. https://bit.ly/3Bqyh1k
Tang, L. (2016). Exploration on cultivation of critical thinking in college intensive reading course. English Language Teaching, 9(3), 18-23. https://doi.org/10.5539/elt.v9n3p18
Trang, P. T. (2017). The effects of concept mapping on EFL students' reading comprehension. European Journal of English Language Teaching, 2(2), 178-203. https://doi.org/10.5281/zenodo.581801
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012