2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan
| Format: | General Document |
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-08-30 |
| format | General Document |
| id | 15936 |
| institution | UniSZA |
| originalfilename | THE USE OF MIND MAPPING STRATEGY TO IMPROVE SPEAKING COMPETENCY AMONG PRIMARY SCHOOL STUDENTS IN AN EFL CLASSROOM IN JORDAN (MASTER_2022).pdf |
| person | Ansar Alwadi |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15936 |
| sourcemedia | Server storage Scanned document |
| spelling | 15936 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15936 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 176 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 2022-08-30 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan THE USE OF MIND MAPPING STRATEGY TO IMPROVE SPEAKING COMPETENCY AMONG PRIMARY SCHOOL STUDENTS IN AN EFL CLASSROOM IN JORDAN (MASTER_2022).pdf Ansar Alwadi Mind mapping—Educational use Mind mapping for language learning EFL speaking competency improvement Cognitive strategies in English language teaching Speaking skill is especially important for the EFL (English as a Foreign Language) students to enable them to be communicatively competent in the classroom. However, EFL students have problems with spoken English due to limited application of appropriate teaching and learning strategies to improve students' speaking skill. Thus, this study aims to explore the problems and difficulties that EFL students face in developing speaking skill and to investigate the mind mapping strategy as an effective strategy to improve students' speaking skill in the classroom. The research design adopts the classroom action research employing qualitative research approach, in which observation and semi-structured interview were used to collect data as research tools. The action research was conducted in three cycles of preliminary study, scaffolding classroom preparation for mind mapping technique, and the application of mind mapping technique by abiding to the principles of plan, action, observation, and reflection. Purposive sampling was used to select student respondents and 10 sixth grade students at Al-Hadi Al-Mohammadi Schools were selected to participate in the study. Descriptive qualitative technique was used to analyse data from the observation checklists, and thematic analytic technique was employed to analyse data from semi structured interview. Results showed that the students in the first cycle have shown fair performance in speaking based on four scales used and they improved in the third cycle session while using the mind mapping strategy. Majority of students in the first cycle showed fair performance in their presentations in terms of content delivery and speaking fluency. Meanwhile, half of them showed fair performance and half of them showed poor performance in terms of motivation and preparedness. From the observation and follow up interview, it was observed in the first cycle that the main influential problems facing the students' speaking competency were anxiety and lack of self-confidence to speak in front of the class. Furthermore, the findings suggested that the majority of the students in the third cycle had shown good improvement and confidence in speaking English in front of the class when they used mind mapping strategy. The results indicated that by using mind mapping, the students in cycle three could speak English better than in cycle one. Mind mapping helps in decreasing students’ anxiety; it heightens students’ motivation to speak English. From the post lesson interview, it was found that the mind mapping strategy was accepted by the students due to its simplicity and interesting features. This study concludes that mind mapping is an appropriate technique that can be used to improve primary students’ speaking skills in the classroom. The results from this study are expected to contribute to the implementation of task-based speaking skills for primary schools in Jordan. This study also suggests that teachers be trained on using mind mapping strategy in teaching EFL students. Dissertations, Academic Thesis |
| spellingShingle | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| state | Terengganu |
| subject | Mind mapping—Educational use Dissertations, Academic |
| summary | Speaking skill is especially important for the EFL (English as a Foreign Language) students to enable them to be communicatively competent in the classroom. However, EFL students have problems with spoken English due to limited application of appropriate teaching and learning strategies to improve students' speaking skill. Thus, this study aims to explore the problems and difficulties that EFL students face in developing speaking skill and to investigate the mind mapping strategy as an effective strategy to improve students' speaking skill in the classroom. The research design adopts the classroom action research employing qualitative research approach, in which observation and semi-structured interview were used to collect data as research tools. The action research was conducted in three cycles of preliminary study, scaffolding classroom preparation for mind mapping technique, and the application of mind mapping technique by abiding to the principles of plan, action, observation, and reflection. Purposive sampling was used to select student respondents and 10 sixth grade students at Al-Hadi Al-Mohammadi Schools were selected to participate in the study. Descriptive qualitative technique was used to analyse data from the observation checklists, and thematic analytic technique was employed to analyse data from semi structured interview. Results showed that the students in the first cycle have shown fair performance in speaking based on four scales used and they improved in the third cycle session while using the mind mapping strategy. Majority of students in the first cycle showed fair performance in their presentations in terms of content delivery and speaking fluency. Meanwhile, half of them showed fair performance and half of them showed poor performance in terms of motivation and preparedness. From the observation and follow up interview, it was observed in the first cycle that the main influential problems facing the students' speaking competency were anxiety and lack of self-confidence to speak in front of the class. Furthermore, the findings suggested that the majority of the students in the third cycle had shown good improvement and confidence in speaking English in front of the class when they used mind mapping strategy. The results indicated that by using mind mapping, the students in cycle three could speak English better than in cycle one. Mind mapping helps in decreasing students’ anxiety; it heightens students’ motivation to speak English. From the post lesson interview, it was found that the mind mapping strategy was accepted by the students due to its simplicity and interesting features. This study concludes that mind mapping is an appropriate technique that can be used to improve primary students’ speaking skills in the classroom. The results from this study are expected to contribute to the implementation of task-based speaking skills for primary schools in Jordan. This study also suggests that teachers be trained on using mind mapping strategy in teaching EFL students. |
| title | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| title_full | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| title_fullStr | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| title_full_unstemmed | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| title_short | 2022_The Use of Mind Mapping Strategy to Improve Speaking Competency Among Primary School Students in an EFL Classroom in Jordan |
| title_sort | 2022_the use of mind mapping strategy to improve speaking competency among primary school students in an efl classroom in jordan |