Developing Students’ Compositions in English Through Mind Mapping Techniques

Abstract

This research explores the effectiveness of mind-mapping strategies in developing essay writing skills among secondary-level students in Nepal. The study addresses the extent to which these strategies can improve students' compositions and identifies specific challenges they face, including issues with grammar, vocabulary, organization, and time management. Using an action research design, data were collected from 25 tenth-grade students through observation checklists, tests, and unstructured interviews. The findings revealled that mind-mapping strategies, when combined with group discussions, significantly enhance students' ability to organize and generate ideas, leading to improved essay writing skills. Students initially struggled with confusion and resistance but gradually showed progress in writing cohesively and coherently. The study also highlights the limitations of the current examination system, which favors memorization over creative writing. Despite challenges in classroom management and the need for better time efficiency, the research concludes that mind mapping and group discussions are effective tools in fostering student engagement and improving writing skills. The study underscores the importance of creating a supportive and interactive learning environment to achieve better writing outcomes.