THE EFFECTIVENESS OF USING MIND MAP IN TEACHING ENGLISH WRITING PARAGRAPH FOR THE FIRST-YEAR ENGLISH-MAJORED STUDENTS

Abstract

This research investigates the effectiveness of using mind map in teaching paragraph writing
skills to first-year English-majored students and examines student responses towards this innovative
pedagogical approach. The study involved 40 first-year English-majored students at Khanh Hoa
University over a 10-week period. Data were collected through questionnaires, group interviews, and
classroom observations to evaluate writing achievement and student attitudes towards mind mapping
implementation. Results indicate that mind mapping significantly improved students’ paragraph writing
abilities, enhanced their organizational skills, and generated positive responses towards this teaching
method. Students demonstrated better coherence, unity, and development in their paragraph construction
when using mind maps compared to traditional writing instruction methods.