Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

Abstract

This study examined the effects of computerized mind mappingon EFL students’ essays in terms of content, organization,language use, vocabulary, and mechanics. The theoreticalframework was based on writing-as-process approach.Explanatory sequential mixed methods design was used to collectdata. Quasi-experimental research data was collected from 45students who were assigned to two treatment groups asindividual and collaborative computerized mind mapping andcontrol group. All participants completed a survey before andafter the treatment. The experimental groups were trained on theuse the mapping tool. The essays were scored according to Jacobset al.’s (1981) rubric. The quasi-experimental phase was followedby semi-structured interviews. The results suggested theindividual-mapping group performed better than the controlgroup in terms of content and organization in all essay taskswhile the collaborative-mappers outperformed control group inthe second task. The results of semi-structured interviewsrevealed that learners had positive experiences in usingcomputerized mind mapping as a pre-writing activity in EFLcontext and their attitudes towards writing were quite positive.