Perceptions of Language Learners towards the Use of Traditional vs. Digital Mind-Mapping Techniques in English Writing Classes

Document Type : Original Article

Authors

Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

Abstract

The application of various creative teaching methods including mind-mapping has attracted English teachers. Instructors have always shown interest in establishing contexts that motivate and encourage learners to be more enthusiastic in their learning process. Mind-mapping is among the teaching and learning techniques evolved in this regard. The study aimed at comparing the perceptions of language learners toward the use of traditional and digital mind-mapping techniques in English writing classes. This descriptive study was conducted on 30 language learners of Shokouh Institute, Tabas, Iran. They were 14-17 years old with an intermediate level of English proficiency. The participants had already received both traditional and digital trainings and mastered the two techniques. The data on the participants’ perceptions were collected using questionnaires and interviews. The data analysis showed that the participants had positive perceptions toward mind-mapping, particularly digital technique. Based on the findings of the research, mind-mapping technique has helped the students organize their texts. Mind-mapping could also help English students to develop their writing skills in terms of organizing ideas. Consequently, mind-mapping would especially be suitable to assist students plan their English writing, since the technique stimulates them to obtain and establish a deeper understanding of the writing topics.

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