A mind-mapping front-end for text writing

International Journal of Academic Research in Business & Social Science, 2018

In language acquisition research, four important language skills form complete communication components consisting of listening, speaking, reading and writing. To aid in the acquisition of these core language skills, mind maps can be used in a multitude of ways, for instance to generate, to visualize, to structure and also to organize ideas. Other than these, mind mapping techniques can be employed to study and collect new information, to solve difficulties, to make decisions and finally to write purposefully. The present study was carried out to investigate the multipronged approach that can be adopted to inspire and support students who want to use mind mapping techniques in their English language writing classrooms. In this paper, we review previous work in this area and highlight present studies that explore the implementation of technology-assisted mind mapping techniques in the pre-writing stage. The results of the study reported in this paper indicate that attitudes of writing students became significantly more positive toward the adoption of technology-assisted mind mapping techniques. This is particularly true with reference to their pre-writing activities, in order to enhance their writing skills in ESL (English as a Second Language) classrooms in the Malaysian education context.

Anterior Journal, 2011

This article highlights the utilization of Mind Mapping as an alternative way for writers to generate ideas and organize them before they write. From my personal experience as an English teacher at school and college as well, Mind Mapping can be as a weapon in teaching writing focusing on solving the problems of how to generate and organize ideas. This technique can assist student writers begin to write; beginning with the generation and organization of ideas in prewriting stage, and then continuing to the other stages of the writing process – drafting, revising, editing and publishing. By starting the generation and organization of ideas the student writers can hopefully form the good content of their writing.

Journal of Education, Language Innovation, and Applied Linguistics, 2024

This study aims to explore the students' perception of using mind maps to improve their writing skills, especially in writing an article. The researcher also has a goal to find out the advantages of applying mind maps in learning writing. Qualitative methods are applied in this research. 28 students in the sixth semester of an academic writing course are the participants in this study. The data of this research are collected using a questionnaire. The questionnaire was designed with closed and open-ended questions. The average score of each statement in the close-ended question is classified as a good perception according to the interval score interpretation. The result of the open-ended question also showed a good perception from the participants. The study carefully analysed the acquired data using the approach indicated above. The qualitative analysis revealed strong themes about the students' perceptions towards mind maps as a tool for improving their article writing skills. These motifs were subsequently explored through extensive coding and thematic analysis. Furthermore, the study investigated the specific benefits that students perceived from incorporating mind maps into their writing process. Through in-depth interviews and textual analysis of open-ended responses, the researcher highlighted major benefits such as greater organisation, increased idea production, and increased clarity in communicating ideas in their papers.

1st English Education International Conference (EEIC) 2016, 2016

Brainstorming approach is the key to working through a problem, breaking down ideas and finding the best way to solve an issue. This approach is by far the most essential step to solving any problem and it is even more effective when done by using mind maps. Mind maps have long been used as a teaching tool. Evidently, mind maps are used to generate, visualize, structure and classify ideas. They have also been used to study and organize information, solving problems, making decisions and writing. Basically, writing is a way of expressing thoughts, and good writing comes from good thinking and preparation (Harmer, 2001). In order for students to write something, it seems workable to offer them the opportunities to think about the topic in question. Through brainstorming activities, students can be guided to overcome some problems that they face in writing tasks. This paper discusses the value of brainstorming and mind mapping as approaches that can help students in their writing process. The paper also explores the use of technology in facilitating brainstorming and mind mapping activities. INTRODUCTION Writing is one of the language skills that will never be left in education. Writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical device but also of conceptual and judgmental elements (Heaton, 1988). Flower and Hayes (1980) indicated that writing is a complex and creative process that is an essential skill for effective communication; it comprises the refining ideas and their expression, coupled with presentation and editing. Writers move back and forth between these aspects of composing as their document evolves. Omaggio Hadley (1993) stated that writing requires composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Thus, it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of writing down on the end to the more complex act of composing on the other end. Writing in second language (SL) is regarded as equally complex, if not more as it poses further challenges to learners especially children and inexperienced writers, due to competing attention demands such as using the SL writing system, deciding on content knowledge relevant to a writing topic, selecting proper vocabulary and grammar to form sentences, organizing sentences into a paragraph and paragraphs into an essay with appropriate organizational patterns, considering the writing purpose and intended readers, etc. These demands create an extra burden that overcomes the limited capacity of short-term memory

LiNGUA: Jurnal Ilmu Bahasa dan Sastra, 2012

In EFL context, it is believed that developing writing skills is more complicated than developing other language skills. In order to be able to write well, the foreign language learners need to be equipped with early and continued writing experiences. Thus, the teacher’s task to develop the students’ writing skill is more complicated than the other skills. One of the most current issues to deal with such phenomena is to ferret out the writing strategy that is able to enhance the students’ writing ability as well as to reinforce their critical thinking in writing by maximizing the use of both sides of the brain (the left and the right hemispheres). In response to such issues, this paper takes into account mind mapping as a strategy in writing and elaborates the theoretical review of mind mapping for better understanding.<br />Keywords: Mind Mapping, Writing<br /><br />

Computers and Advanced Technology in Education, 2012

Students in our Software Engineering Bachelor's/Master's program had good programming skills, however, wrote technical documents poorly. In order to solve this problem, I have developed a technique to teach writing software engineering documents, focusing on documentation design with mind maps. I used this technique in Introduction to Software Engineering course (SE201) and found out that it will considerably improve quality of student technical writing skills.

Journal of Computer and Education Research, 2020

This study examined the effects of computerized mind mapping on EFL students' essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized mind mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.'s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences in using computerized mind mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 2019

The objective of this study was to find out the significant difference in writing achievement between the 11th grade students SMA Al-Amalul Khair Palembang who were taught by Mind Mapping technique and in that of those who were not. The second objective was to find out the improvement of the 11th grade students' writing score at SMA Al-Amalul Khair Palembang after they were taught using Mind Mapping technique. The Quasi-experimental method through pretest-posttest nonequivalent control group design was used in this study. The population was all of 11th grade natural science students at SMA Al-Amalul Khair Palembang in academic year 2018/2019. The total number of the population was 52 students in which they were divided into two classes as class 11.1 and 11.2. The sample was taken non-randomly. Class 11.1 was chosen as the experimental group and class 11.2 was chosen as the control group. The total number of the sample in the experimental group was 22 students. The test was administered twice as pretest and posttest. The results of the tests were analyzed by using paired sample t-test and independent sample t-test through SPSS (Statistical Package for Social Sciences) program.

2014

Buzan mind mapping is an efficient system of note-taking that makes revision a fun thing to do for students. Tony Buzan has been teaching children all over the world for the past thirty years and has proved that mind maps are the magic formula in the classroom for everyone. The purpose of this paper is to discuss the importance of Buzan mind mapping as a note-taking technique for the secondary school students. This paper also examines the mind mapping technique, advantages and disadvantages of hand-drawn mind maps. Samples of students' mind maps were presented and discussed.

2009

Mapping is an important technique that improves the way you takes notes, and enhances your creative problem solving. By using Mind Maps, you can quickly identify and understand the structure of a subject and the way that pieces of information fit together, as well as recording the raw facts contained in normal notes. It can also be used as complementary tools for knowledge construction and sharing. Their suitability as a pedagogical tool for education, e-learning and training, increases their importance. Also, in a world of information overload and businesses struggling to keep up with the place of change, knowledge workers need effective tools to organize, analyze, brainstorm and collaborate on ideas.