Teacher Education and Curriculum Studies
Volume 4, Issue 1, March 2019, Pages: 1-8
Received: Nov. 26, 2018;
Accepted: Dec. 17, 2018;
Published: Jan. 24, 2019
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Mustafa Mohamed Ahmed Younis, Department of Private Education, Alkhaleej for Training and Education, Riyadh, Saudi Arabia
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.
Mustafa Mohamed Ahmed Younis,
Luminosity of Mind Mapping in Teaching Writing, Teacher Education and Curriculum Studies.
Vol. 4, No. 1,
2019, pp. 1-8.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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