The Effectiveness of Mind Mapping Techniques in Vocabulary Learning: A Mixed-Methods Study

Abstract

The development of a strong vocabulary is critical in learning any new language, yet EFL learners often struggle in order to acquire new vocabulary due to inadequate exposure outside the classroom. The current mixed-method study examines the influence of direct vocabulary teaching using mind mapping techniques among foundation students aged 18-19 at the University of Technology and Applied Sciences-Ibra in Oman.

Forty students were involved in a quasi-experimental study and divided into an experimental group, who were instructed in vocabulary using mind mapping techniques integrated with reading texts, and a control group, who were taught through traditional instruction. Pre-tests and post-tests were used to measure improvements in vocabulary learning during a four- week intervention. Statistical analysis demonstrated significant improvements in vocabulary size and comprehension among the experimental group compared with the control group.

The findings from the paired sample t-test revealed that mind mapping significantly improved vocabulary learning (t = 7.245, p < 0.001). Although the control group’s average scores showed minimal improvement (rising from 11.15 to 12.55), the experimental group’s average scores increased from 11.85 to 15.80. The mean difference of 3.950 for the experimental group provides further evidence of mind mapping's efficacy as a vocabulary-learning tool. 

Furthermore, qualitative phenomenological interview evidence with experimental group respondents indicated that there was increased student engagement, improved retention, and a positive attitude towards vocabulary learning. The respondents reported that the use of mind mapping assisted the learners in paying more attention to word relationships, so that they were able to retain and use new words more effectively. These findings suggest that using mind mapping as a vocabulary acquisition strategy is effective with EFL learners and may support its broader implementation in language pedagogy.