The study employing a mixed-methods and quasi-experimental design revealed that teaching English writing skills through Mind Mapping Techniques has significantly improved the writing ability of tenth-grade students at Nguyen Khuyen High School. The study involved ninety students who were separated into two groups: the treatment group applied mind mapping and the control group used only traditional teaching methods during eleven weeks of writing lessons. Quantitative data from the pre-tests and post-tests showed that this technique considerably increased students’ writing ability in terms of content, vocabulary and organization ideas in the treatment group. Qualitative results from semi-structured interviews and teacher’s observations conducted with the treatment group also highlighted the use of mind mapping in classroom activities promoted students’ participation and confidence. These findings demonstrated that the application of mind mapping techniques in the grade-10th curriculum contributed to notable progress in English writing skills. The applied approach not only enhances students’ writing ability in content, word choice, coherence and cohesion but also fosters active engagement in writing among 10th graders as well as students in other classes.
Nguyen et al. (Thu,) studied this question.