Abstract

The focal target behind this research is to explore the teachers’ and students’ perceptions toward the use of mind mapping techniques to enhance second-year EFL students’ writing skills and to demonstrate to which extent the use of mind mapping can enhance EFL students’ writing skills. This study is guided by the following question what are the teachers’ and students’ perceptions toward using mind-mapping techniques and to what extent can Mind mapping techniques enhance EFL students’ writing skills? In light of these research questions, we hypothesize that EFL teachers and students perceive mind mapping as a useful technique to foster EFL learners’ writing skills and both of them are aware of its significance. The exploratory descriptive research was conducted through the use of a mixed-method approach, to collect both quantitative and qualitative data. Firstly, an online questionnaire was administered to 83 students chosen conveniently from 140 second-year EFL students at the Department of English at Mohamed Cherif Messadia University. Souk Ahras. Secondly, a semi-structured interview was conducted with four EFL teachers selected conveniently. This study reveals that the use of mind mapping technique can enhance and foster second-year EFL students’ writing skills; based on these results the hypotheses are confirmed. The more students are exposed to use mind-mapping techniques in the pre-writing stage, their writing will be improved in terms of organization, coherence, and cohesion, as well as it can enhance their retention and motivation.

Information

Item Type:	Master
Divisions:
ePrint ID:	4580
Date Deposited:	2023-11-21
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/4580

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