This research investigates EFL undergraduate students’ utilization of cross-platform mind-mapping software and the factors shaping their choice of devices and timing when employing SimpleMind to enhance their academic writing skills. Grounded in Mayer’s (2019) cognitive science principles of learning, this study posits that offering EFL learners dual channels for processing information, encompassing both visual and verbal modalities, enhances information retention and reduces cognitive load. SimpleMind, a digital graphic software, has the potential to support learners in this dual coding process of information, provided it is used thoughtfully. Through the framework of the affordance-actualization theory, this research advocates for empowering language learners to proactively discover and leverage SimpleMind’s affordances to craft a customized strategy aligned with their specific academic writing learning environment. This paper presents preliminary findings from a larger study involving 71 Japanese first-year students. They explored SimpleMind’s features to cater to their individualized academic writing learning preferences.
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Linh Pham (2024) studied this question.
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