From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education
DOI:
https://doi.org/10.54213/flip.v5i1.865Keywords:
Analytical Exposition Writing, Cognitive Scaffolding, Critical Thinking, Mind Mapping, Vocational EFL EducationAbstract
This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.
Downloads
Published
Issue
Section
License
Copyright Notice
Authors who publish in this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursuit of compliance with academic standards, all parties involved in the publishing process (the authors, the editors, the editorial board, and the reviewers) agree to meet the responsibilities stated below in accordance with the journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission.
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The author(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs.
- The author(s) should inform the editors about any conflicts of interest and report any errors they subsequently discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscript's compliance with academic criteria, the domains of the journal and the guidelines.
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the publisher’s final formatted PDF version of the work) in institutional repositories or on their websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the work shall be updated upon publication to include a reference to the publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published work in the journal.
