Mahboobeh Samiee - Department of ELT, Gorgan Branch, Islamic Azad University, Gorgan, Iran,Department of ELT, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran
Khadijeh Jafari - Department of ELT, Gorgan Branch, Islamic Azad University, Gorgan, Iran,Department of ELT, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran
Ali Arabmofrad - Department of ELT, Golestan University, Iran

Vocabulary has a key role in foreign and second language learning. Mind mapping is a powerful graphic technique that can be used in vocabulary teaching. An overview of the literature showed that few studies compared the effects of mind-mapping strategy on vocabulary learning of the learners in EFL context. The present research, therefore, focused on comparing the effects of computer -assisted mind mapping vs. paper-based mind mapping on vocabulary learning of the Iranian elementary EFL students. To this aim, 38 high school students, aged between 14 to 15 years old participated in the present research. Each session, the participants of each group were taught around 10 words on a particular topic, in paper-based group, students were requested to create their own mind maps based on their own understanding while the participants in the computer-based group were presented with a computerized mind-map of the taught words already prepared by the teacher. The treatment lasted for 10 sessions, 10 words each session. After the treatment, students of both groups received an identical posttest. The results of the statistical analysis t-test indicated that paper-based group outperformed the computer-based group on vocabulary posttest. The finding has some pedagogical implications for EFL teachers, students and material developers

Computer -assisted Mind Mapping; Paper-based Mind Mapping; Vocabulary Learning