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Do Mind Maps Really Catalyze EFL Grammar Learning? Conjunction as a Case
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- Author(s): Ruba Fahmi Bataineh; Hiba Ahmad Al-Majali
- Language:
English- Source:
International Journal of Language Education. 2023 7(4):633-645.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: [email protected]; Web site: https://ojs.unm.ac.id/ijole/index
- Peer Reviewed: Y
- Source: 13
- Education Level: Grade 10
High Schools
Secondary Education - Subject Terms:
- Subject Terms:
- ISSN: 2548-8457
2548-8465 - Abstract: This study examines the potential effect of mind mapping-based instruction on Jordanian EFL tenth-grade students' use of additive, adversative, causal and temporal conjunctions. A purposeful sample of two tenthgrade sections was drawn from a public school in Mafraq, Jordan. The two sections were randomly assigned into an experimental group of 14 students, taught through mind mapping, and a control group of 13 students, taught per the guidelines of the prescribed Teacher's Book. Following an eight-week treatment, the data were collected by means of a post-test. The findings revealed that the experimental group scored significantly higher than the control group in the use of the four types of conjunctions and overall. The study concludes with several pedagogical implications and recommendations for further research.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1413365
- Availability:
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