Effect of Computer-Assisted Mind Mapping vs. Paper-Based Mind Mapping on Vocabulary Learning of Iranian Elementary EFL Students

The purpose of the study was to examine the differential effects of computer-assisted mind mapping vs. paper-based mind mapping on Iranian EFL learners' learning of vocabulary. To achieve this goal, a quasi-experimental design was applied. The subjects for this study were thirty elementary-level male EFL learners who were selected based on the convenient sampling method and randomly assigned to two groups, i.e. computer-assisted group and paper-based group. In the experimental group, the learners were asked to cluster the ideas around the given vocabularies using iMindmap software and relate them to other associated ideas autonomously and independently from the teacher while in the paper-based group, the teacher just guided the organization of the ideas and the students followed him. An independent samples t-test was used to compare the scores obtained from each group. The findings of the study revealed that computer-assisted mind mapping enhanced cooperative learning among the learners and let them co-construct knowledge through engagement in collective activities. The results indicated the outperformance of the experimental group over the control group who were not asked to get engaged in peer learning.

کلیدواژه ها:

Computer-assisted ، Mind Mapping ، IMindmap Software ، Vocabulary