Do Mind Maps Really Catalyze EFL Grammar Learning? Conjunction as a Case

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

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13

Grammar; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Comparative Analysis; Teaching Methods; Cognitive Mapping; Teaching Guides; Language Teachers; Grade 10; Secondary School Students; Form Classes (Languages)

2548-8457
2548-8465

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.

As Provided

2024

EJ1413365