EXPLORING THE EFFECTIVENESS OF MIND MAPS IN ENHANCING IDEA GENERATION DURING PRE-WRITING ACTIVITIES IN ENGLISH FOR SIXTH-GRADE EFL STUDENTS

Autor(i)

  • Bui Thi My Hong English Teacher, Phan Van Cam Secondary School, Dong Thap Province, Vietnam MA Candidate, Dong Thap University, Vietnam
  • Thai Cong Dan English Senior Lecturer School of Foreign Languages, Can Tho University, Vietnam
  • Le Thanh Long Lecturer, Dong Thap University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v11i2.6627

Ključne riječi:

mind mapping, idea generation, pre-writing activities, EFL learners, writing development

Sažetak

Effective idea generation and organization during pre-writing is crucial for developing writing skills, especially for rural EFL learners, Grade 6, with limited resources. Although mind mapping is recognized as a valuable cognitive and visual strategy, its use in rural classrooms is underexplored. This study investigates mind maps’ effectiveness in enhancing idea generation and students’ attitudes toward their use in English writing among sixth-grade students at Phan Van Cam Secondary School, Vietnam. A six-week, four-lesson intervention with 40 students employed a mixed-methods design. Quantitative data from pre- and post-writing tasks assessed organization, coherence, fluency, and vocabulary, while qualitative data from questionnaires and interviews with six students captured their perceptions. Results show that mind mapping improves idea generation and writing clarity, while boosting motivation and confidence. Despite challenges like limited vocabulary and time, both students and teachers viewed mind maps as engaging and beneficial. The study supports integrating mind mapping into rural EFL instruction and offers practical guidance for educators.

Biografije autora

  • Bui Thi My Hong, English Teacher, Phan Van Cam Secondary School, Dong Thap Province, Vietnam MA Candidate, Dong Thap University, Vietnam

    Ms. Bui Thi My Hong is an English teacher at Phan Van Cam Secondary School in Dong Thap Province, Vietnam. She is currently pursuing a Master’s degree in English Language Teaching Methodology at Dong Thap University and is expected to defend her thesis in 2026. Her research interests include TEFL/TESOL, EFL writing instruction, pre-writing strategies, and the use of mind mapping in language learning.

    Email: buithimyhongk012@gmail.com

  • Thai Cong Dan, English Senior Lecturer School of Foreign Languages, Can Tho University, Vietnam

    Dr. Thai Cong Dan is a Senior Lecturer of English and project manager at School of Foreign Languages, Can Tho University, Vietnam. He earned his PhD in Educational Administration (English program) from Naresuan University, Thailand (2010), and an M.A. in Cultural Aspects and Literature from the University of Notre Dame du Lac, USA (1999). His research focuses on TEFL/TESOL, intercultural communication, English teaching and learning, curriculum design, testing, ESP (tourism, political education, food technology), professional development, and educational administration.

    Contact: tcdan@ctu.edu.vn.

    ORCID: https://orcid.org/0009-0002-9566-8128.

  • Le Thanh Long, Lecturer, Dong Thap University, Vietnam

    Dr. Le Thanh Long is a lecturer of Chinese at Faculty of Foreign Languages, Dong Thap University, Vietnam. He received his PhD in Chinese Language and Literature Education from the National Taichung University of Education, Taiwan, in 2025, and his M.A. in Chinese Language and Literature from the National University of Tainan, Taiwan, in 2011. His research interests include language skills instruction and Chinese reading comprehension.

    Contact: ltlong@dthu.edu.vn

Reference

Al-Jarf, R. (2009). Enhancing freshman students’ writing skills with a mind mapping software. Conference proceedings of "eLearning and Software for Education" (eLSE) Issue no. 01 /2009, pp. 375-382.

https://www.researchgate.net/publication/280712269_Enhancing_freshman_students'_writing_skills_with_a_mind-mapping_software

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman. https://www.scribd.com/document/541708096/BROWN-2001-Teaching-by-Principles-an-Interactive-Approach-to-Language-Pedagogy-Longman-New-Y

Bukhari, S. S. F. (2016). Mind mapping technique to enhance EFL writing skills. International Journal of Linguistics and Communication, 4(1), 58–77.

https://ijlc.thebrpi.org/vol-4-no-1-june-2016-abstract-7-ijlc

Buran, A., & Filyukov, A. (2015). Mind mapping technique in language learning. Procedia – Social and Behavioral Sciences, 206, 215–218.

https://doi.org/10.1016/j.sbspro.2015.10.010

Buzan, T. (2010). Mind mapping: Kickstart your creativity and transform your life. Pearson.

https://www.pearson.com

Buzan, T., & Buzan, B. (2006). The mind map book. BBC Active.

https://archive.org/details/mindmapbook00buza

Briesmaster, M., & Etchegaray, P. (2017). Coherence and cohesion in EFL students’ writing production: The impact of a metacognition-based intervention. Íkala, Revista de Lenguaje y Cultura, 22(2), 183–202. https://doi.org/10.17533/udea.ikala.v22n02a02

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf

Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. http://bayanbox.ir/view/236051966444369258/9781483344379-Designing-and-Conducting-Mixed-Methods-Research-3e.pdf

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. https://www.scribd.com/document/761189756/Creswell-and-Poth-2018-Qualitative-Inquiry-4th-Mr-Phi-s-e-Library-Page-1-646-Flip-PDF-Online-PubHTML5

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279–301.

https://doi.org/10.1007/s10734-010-9387-6

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press. https://www.scribd.com/document/502754483/Oxford-Applied-Linguistics-Zoltan-Dornyei-Research-Methods-in-Applied-Linguistics-Oxford-Applied-Linguistics-Oxford-University-Press-USA-2007

Flower, L., & Hayes, J. R. (2011). A cognitive process theory of writing. In V. Villanueva & K. L. Arola (Eds.), Cross-talk in comp theory: A reader (3rd ed., pp. 273–297). National Council of Teachers of English. https://www.researchgate.net/publication/239552089_A_Cognitive_Process_Theory_of_Writing

Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277- 303. https://www.troyspier.com/assets/files/bibliographies/teaching/graham_teaching_writing.pdf

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve the writing of adolescents in middle and high schools. Alliance for Excellent Education.

https://all4ed.org/wp-content/uploads/2013/06/WritingNext.pdf

Graham, S. (2023). The science of writing for students and teachers. Routledge.

https://doi.org/10.4324/9781003280859

Harmer, J. (2007). How to teach English. Longman.

https://archive.org/details/howtoteachenglis0000harm

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.

https://global.oup.com/academic/product/teaching-and-learning-in-the-language-classroom-9780194421720

Hyland, K. (2003). Second language writing. Cambridge University Press.

https://doi.org/10.1017/CBO9780511667251

Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.

https://doi.org/10.1017/9781108635547

Hyland, K. (2022). Teaching and researching writing (4th ed.). Routledge.

https://doi.org/10.4324/9781003050346

Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369–388. https://doi.org/10.1177/0741088312451260

Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective.

Psychonomic Bulletin & Review, 15(1), 1–18. https://doi.org/10.3758/PBR.15.1.1

Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage Publications. https://www.researchgate.net/publication/43220402_Qualitative_Research_Design_An_Interactive_Approach_JA_Maxwell

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.

https://doi.org/10.4324/9780203891643

Nunan, D. (2003). Practical English language teaching. McGraw-Hill.

https://www.mheducation.com/highered/product/practical-english-language-teaching-nunan/M9780072821215.html

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools. Florida Institute for Human and Machine Cognition. https://cmap.ihmc.us/publications/researchpapers/theoryunderlyingconceptmaps.pdf

Nguyen, Q. T., Nguyen, T. B. T., & Nguyen, Q. N. (2023). Use of cohesive devices in paragraph writing by EFL students at English language centers in Vietnam. VNU Journal of Foreign Studies, 39(3), 152–169. https://vjol.info.vn/index.php/NCNN/article/download/95531/80694/

Ojima, M. (2006). Concept mapping as pre-task planning: A case study of three Japanese ESL writers. JALT Journal, 28(2), 203–223.

https://jalt-publications.org/jj/articles/2451-concept-mapping-pre-task-planning

Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL writing. System, 38(2), 218–233. https://www.researchgate.net/publication/251640675_Effects_of_task_complexity_on_fluency_and_lexical_complexity_in_EFL_students'_argumentative_writing

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

https://doi.org/10.1017/CBO9780511667190

Riswanto, & Putra, P. (2012). The use of mind mapping strategy in teaching writing at SMAN 3 Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68.

http://www.ijhssnet.com/journals/Vol_2_No_21_November_2012/20.pdf

Setyowati, L., & Widiati, U. (2014). Implementing mind mapping strategy in teaching writing to Indonesian EFL learners. English Language Teaching, 7(10), 1–9.

https://doi.org/10.5539/elt.v7n10p1

Tomlinson, B. (2014). Developing materials for language teaching (2nd ed.). Bloomsbury. https://www.academia.edu/43760213/Developing_Materials_for_Language_Teaching

Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) writing. Creative Education, 7(4), 619–626.

https://doi.org/10.4236/ce.2016.74064

Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian ESL classroom. English Language Teaching, 9(8), 138–147.

https://doi.org/10.5539/elt.v9n8p138

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. https://doi.org/10.1080/13670050608668639

Weigle, S. C. (2002). Assessing writing. Cambridge University Press. https://www.researchgate.net/publication/286335617_Assessing_Writing

Preuzimanja

Objavljeno

2026-04-01

Broj časopisa

Svezak 11 Br. 2 (2026)

Rubrika

Articles

Licenca

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).