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

Abstract

This study explores students’ perceptions of using mind mapping as a pre-writing strategy in an English as a Foreign Language (EFL) writing class through a qualitative approach. The research was conducted with sixth-grade students at Phan Van Cam Secondary School in Vietnam, from which six participants were selected for semi-structured interviews. Interviews were conducted at four stages of the learning process: during the pre-writing phase, before the writing test, after the intervention, and after the post-test. The interview data were analyzed thematically to identify patterns in students’ experiences and perceptions. The findings reveal that most students initially had little or no prior experience with mind mapping and often felt uncertain when beginning a writing task. After the intervention, students reported that mind mapping helped them generate ideas, organize their thoughts more clearly, and plan their writing more effectively. The visual and collaborative features of mind mapping also increased students’ engagement in the writing process. Although some challenges remained, particularly in idea development and vocabulary use, students expressed positive attitudes toward continuing to use mind mapping in future writing activities.