An investigation into efl teachers’ perceptions and practices of using Mind-mapping in writing classes

Abstract

The objective of this study was to investigate the perceptions and instructional practices of English teachers regarding the use of Mind-mapping in teaching writing skills. Data were gathered from a sample of 96 teachers who employed Mind-mapping as a pedagogical tool in Vietnam. A mixed-methods approach, integrating both quantitative and qualitative methodologies, was utilized for data collection. The findings indicated that the participating teachers recognized the potential benefits of Mind-mapping in enhancing writing instruction. Additionally, the involved teachers emphasized the importance of ensuring clarity and comprehensiveness in the implementation of Mind-mapping within educational contexts. By effectively optimizing the use of Mind-mapping, educators can foster more engaging and supportive learning environments that facilitate the development of students' writing skills. The outcomes of this study offer foundational insights and recommendations aimed at improving the quality of writing instruction for students in the future.