Does Mind Mapping Enhance Learning (Published)
In a setting whereby, students of the English Department at the College of Basic Education are exposed to course materials across a number of courses, in a language other than their mother tongue, requiring them to read, comprehend and analyse, note taking gets extremely complicated. The current study focuses on such a complex dilemma, with its objective to find out whether mind mapping may successfully be used by our students in order to overcome their linguistic problems. For the purpose, fifty third/fourth year English language students were used as the study’s sample. The students were divided into two groups and trained to use two different note taking techniques. Later they were given a 10 MSCs, each followed by subjective response question: know, remember, guess. In addition, students were asked to write about their experience to obtain qualitative data. Findings of the study suggest a higher level of performance when the students learn their study material using MM as opposed to SNT. More positive attitudes in favour of MM were also elicited from their selection between the three responses (Know, Remember & Guess)
Keywords: Attitudes, EFL, Higher Education, Long-Term Memory, Mind Map (MM), Performance, Short-Term Memory, Standard Note Technique (SNT)
EFL WRITING STUDENT’S PERCEPTION OF THE EFFECT OF DIARY WRITING (Published)
The use of diary writing as a tool for language practice and learning enhancement in an EFL classroom is the main topic investigated in this paper. The students participating in the study are English major female students at the College of Basic Education, who would graduate to be English teachers in primary schools. 51 students in two “Advanced Writing” classes were asked to write their diaries during the semester. At the end of the semester they were given a questionnaire with 19 statements and 4 open-ended questions. The researchers found that the majority of students enjoyed writing a diary, and believed that their language and writing techniques have improved. They have also reflected pleasant emotional effects such as removing stress, keeping memories and strengthening the student-teacher relationship. The researchers believe that writing a diary is very useful to EFL learners in terms of language learning and enforcing positive energy in the class.
Keywords: EFL, Higher Education, diary writing, journal writing, writing