Use of Mind-Mapping in Language Learning: A Cognitive Approach

Abstract

This article aims to describe the use of mind-mapping techniques in language learning as a way to assist students in developing their analytical, organizational, collaborative, and creative skills in addition to their language capabilities. During the 2020 academic year, mind-mapping was utilised as a teaching and learning tool in an English class composed of 93 12^th-grade students. The research tools used for the purpose of a quasi-experiment included lesson plans, integrated mind-mapping techniques and unit tests. Through a one-group posttest-only design, cognitive-related data was collected by way of unit tests while a questionnaire was used for gathering opinions related to the use of mind maps in English classes. The results showed that the use of mind maps in English language classrooms provide an opportunity for students to be an active learner by acquiring data, processing information, organizing details and constructing knowledge by themselves. In addition, mind-mapping techniques also improve students’ skills such as creative and critical thinking, collaborative and organizational skills, alongside their English-language skills. They also develop positive attitudes towards mind-mapping techniques in which they can apply to other subjects.