The Effect of Using Electronic Mind Mapping on EFL Students' Achievement in English Grammar

Abstract

         The present study aimed to investigate the effect of using electronic mind mapping on EFL Students' Achievement in English Grammar. The sample of this study included two academic classes that were chosen from the second year students in the English Language Department / College of Basic Education / University of Mustansiriya. The first class included (28) students and represented the experimental group where its members were studied grammar using the Electronic mind maps. The second class included (26) students and represented the control group where its members were studied grammar using the conventional method. The data of the study was collected based on an achievement test that was applied to the two study groups. After conducting statistical analysis, the results indicated a statistically significant difference at level (0.05) between the mean scores of the students of the experimental group and the scores of the students of the control group in the post-test of English grammar in favor of the experimental group. The results also indicated that the size of the effect resulting from the use of electronic mind maps on English grammar in the experimental group was high. Based on the results, a number of appropriate recommendations were suggested, most notably providing training workshops for English language teachers to train them in preparing electronic mind maps and employing them in teaching English grammar.

Keywords: Effect, Electronic mind mapping, Achievement.