Luminosity of Mind Mapping in Teaching Writing

Mustafa Mohamed Ahmed Younis

doi:doi:10.11648/j.tecs.20190401.11

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Luminosity of Mind Mapping in Teaching Writing

Mustafa Mohamed Ahmed Younis

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 1)

Received: 26 November 2018 Accepted: 17 December 2018 Published: 24 January 2019

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Abstract

The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.

Published in	Teacher Education and Curriculum Studies (Volume 4, Issue 1)
DOI	10.11648/j.tecs.20190401.11
Page(s)	1-8
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Mind Mapping, Active Learning, Brainstorming, Transfer of Learning

References

[1]	Heaton 1988. The impact of mind mapping on teaching writing skill. p, 10 Get inside their heads with mind mapping. School library journal.
[2]	Buzan 1993. Brainstorming Approach and Mind Mapping in Writing Activitypp, 93-100 the Relationship between Student Engagement and Selected Desirable Outcomes in the First Year of College.
[3]	Byrne, 1997. Reflective thinking on communicative teaching in Writing, Enhancing Freshman students’ Writing Skills with a Mind mapping software p, 6.
[4]	Supriyanto, Impact of mind maps on teaching writing skills, Significance of advance organizers on learning 2008: p, 2.
[5]	Steele, 2004: Students, writing performance through mind mapping: Improving learning through interventions of student-generated questions and concept maps p, 1.
[6]	D. Keenan, 1994: Mind mapping for specific cooperative learning in Economics pp, 358-361.
[7]	Buzan, 2005. Stirring what goes on inside your head with a mind map: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential p, 6.
[8]	Novak, J. D. 1990. Concept mapping, the useful tool for science education. Journal of Research in Science Teaching, 27, 937-949.
[9]	Annika, 2017: Advanced Grammar Rules, Contextual Spell Checker, Plagiarism Checker and Corrects Writing Mistakes. p, 13.
[10]	Bonwell & Eison 1991. The Influence of Active Learning on the College Student Departure Process: p, 66.
[11]	Mills 2003, Appropriate and Accessible data for researchers. Observation to afford The researcher opportunity to gather live data from live situations 2003: p, 51.
[12]	Cohen, Manion, & Morrison, 2000: Observation to afford the researcher Opportunity to gather live data from live situations. p, 305.
[13]	Mills 2007 observation as a valid and true representation of the action Improving Teaching and learning in science and mathematics with the use of check list. p, 36.
[14]	Bell. 1999, doing your research project: A guide for first-time researchers in Education and social science: p, 135.
[15]	Wallace, 1997. Advantages and Disadvantages of four Interview Techniques In Qualitative Research: p, 23.
[16]	Hoinville G; Jowell R & Associates 1978. Appropriate use of Quantitative thought. Strengthening students’ composition writing skills through visual maps to overcome Their over self-criticism.
[17]	Wandersee, J. H. 1990 Concept mapping and the cartography of cognition. Multidisciplinary design of Mind mapping to Teaching Writing 27 (10) pp, 923- 936.
[18]	Bryan Collins, 2016, How to Create a Mind Map: A Practical Guide, get your ideas onto the page faster by organizing them for an article or a book before you write. Annual review 2016, March 31 at 3:03 p.m.

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Mustafa Mohamed Ahmed Younis. (2019). Luminosity of Mind Mapping in Teaching Writing. Teacher Education and Curriculum Studies, 4(1), 1-8. https://doi.org/10.11648/j.tecs.20190401.11

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Mustafa Mohamed Ahmed Younis. Luminosity of Mind Mapping in Teaching Writing. Teach. Educ. Curric. Stud. 2019, 4(1), 1-8. doi: 10.11648/j.tecs.20190401.11

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Mustafa Mohamed Ahmed Younis. Luminosity of Mind Mapping in Teaching Writing. Teach Educ Curric Stud. 2019;4(1):1-8. doi: 10.11648/j.tecs.20190401.11

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@article{10.11648/j.tecs.20190401.11,
  author = {Mustafa Mohamed Ahmed Younis},
  title = {Luminosity of Mind Mapping in Teaching Writing},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.tecs.20190401.11},
  url = {https://doi.org/10.11648/j.tecs.20190401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190401.11},
  abstract = {The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.},
 year = {2019}
}

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TY  - JOUR
T1  - Luminosity of Mind Mapping in Teaching Writing
AU  - Mustafa Mohamed Ahmed Younis
Y1  - 2019/01/24
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20190401.11
DO  - 10.11648/j.tecs.20190401.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.tecs.20190401.11
AB  - The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.
VL  - 4
IS  - 1
ER  -

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Author Information

Mustafa Mohamed Ahmed Younis

Department of Private Education, Alkhaleej for Training and Education, Riyadh, Saudi Arabia

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APA Style

Mustafa Mohamed Ahmed Younis. (2019). Luminosity of Mind Mapping in Teaching Writing. Teacher Education and Curriculum Studies, 4(1), 1-8. https://doi.org/10.11648/j.tecs.20190401.11

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ACS Style

Mustafa Mohamed Ahmed Younis. Luminosity of Mind Mapping in Teaching Writing. Teach. Educ. Curric. Stud. 2019, 4(1), 1-8. doi: 10.11648/j.tecs.20190401.11

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AMA Style

Mustafa Mohamed Ahmed Younis. Luminosity of Mind Mapping in Teaching Writing. Teach Educ Curric Stud. 2019;4(1):1-8. doi: 10.11648/j.tecs.20190401.11

Copy | Download

@article{10.11648/j.tecs.20190401.11,
  author = {Mustafa Mohamed Ahmed Younis},
  title = {Luminosity of Mind Mapping in Teaching Writing},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.tecs.20190401.11},
  url = {https://doi.org/10.11648/j.tecs.20190401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190401.11},
  abstract = {The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Luminosity of Mind Mapping in Teaching Writing
AU  - Mustafa Mohamed Ahmed Younis
Y1  - 2019/01/24
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20190401.11
DO  - 10.11648/j.tecs.20190401.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190401.11
AB  - The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.
VL  - 4
IS  - 1
ER  -

Copy | Download