The Impact of Combining Mind Mapping MALL to Enhance Academic Collocation Learning

Collocational knowledge is considered a crucial component of English writing in academic prose. Nevertheless, students every so often have problems generating appropriate collocations in their academic writing in another language. Given the importance of collocations and Mobile-Assisted-Language-Learning (MALL) apps as a quite novel area in L2 learning, the existing quasi-experimental pretest-posttest research design attempted to survey the potential influence of a mind mapping MALL application on EFL learners' academic collocation knowledge. A total of 76 EFL students were randomly assigned to two groups (control and experimental). One group was assigned to mind-mapping MALL application and the other paper-pencil mind-mapping learning strategies to learn academic collocations. Both were supposed to take multiple-choice question pre and posttest to assess their academic collocation knowledge. The result specified that administering the mind-mapping MALL application strategy resulted in superior academic collocation learning gains in comparison with the paper-pencil mind-mapping strategy. The obtained outcomes of this study will help material designers and curriculum developers to systematically plan their language learning-related programs.