The Impact of Using Mind Maps on Teaching Arabic Grammar
DOI:
https://doi.org/10.17507/tpls.1610.12Keywords:
mind maps, grammar, retention, classroom engagementAbstract
This study examined the impact of utilizing mind maps to teach Arabic grammar to intermediate-level learners. It looked into how mind maps improve students' understanding of grammatical concepts, improve their ability to recall and apply these rules in novel contexts, and boost participation and engagement in the classroom. A group that received teaching using mind maps was compared to a group that received training using traditional methods in this experimental investigation. Data were gathered through instructor observations, pre- and post-tests, and involvement and engagement surveys. The results showed that students who used mind maps outperformed their peers in all areas, including understanding, application, participation, and memory. Participation and involvement in the classroom were strongly associated with students' comprehension. Mind maps also assisted in balancing student performance and reducing achievement gaps. The requirement for training, longer preparation times, and some students' unwillingness to change were practical obstacles. To sum up, mind maps are a useful teaching tool for improving Arabic grammar comprehension, retention, and engagement while assisting students in overcoming challenging grammatical rules. Mind maps may be effectively used in classrooms with careful preparation and prior training. The study suggests including mind maps as a necessary part of the grammar curriculum rather than a sporadic addition and educating instructors and students in their usage prior to deployment.
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