Evaluating Effectiveness of Mind Mapping Evaluating Effectiveness of Mind Mapping

in TBLT in Chinesein TBLT in Chinese

Guanxin RenGuanxin Ren

Camberwell Grammar School, Victoria, AustraliaCamberwell Grammar School, Victoria, Australiagr@cgs.vic.edu.augr@cgs.vic.edu.au

Paper presented at the 3Paper presented at the 3rdrd International Conference on TBLT International Conference on TBLT

13-16 Sept 200913-16 Sept 2009

Lancaster University, UK

Prof Buzan, Creator of the Mind Mapping Technique

Retrieved May 19, 2009 from http://www.teamwork.demon.co.uk/mind_maps/mind_apps.html

Retrieved May18, 2009 from http://blog.iqmatrix.com/accelerated-learning/advanced-mind-mapping-study-skills-mind-map

Retrieved Julne16, 2009 from http://www.buzan.com.au/learning/mindmapgallery.html

Benefits of Mind Mapping: Benefits of Mind Mapping:

creative in ideas exploration; creative in ideas exploration; easy to apply; easy to apply; interesting and motivating in engaging interesting and motivating in engaging

language tasks; language tasks; efficient in managing study time; efficient in managing study time; effective in problem solving; and effective in problem solving; and helpful with memory retention (Buzan, 2002, helpful with memory retention (Buzan, 2002,

2003). 2003).

Mind Mapping

Business Management

Customer Service

Health Education

Nursing

Personal Development

Medical Research

Teaching

CSL

Purpose:Purpose:

To evaluate effectiveness of Mind To evaluate effectiveness of Mind Mapping in TBLT in Chinese as a Mapping in TBLT in Chinese as a Second Language (CSL)Second Language (CSL)

To answer the following questions:To answer the following questions:

1.1. In which of the three phases of TBLT (Ellis, In which of the three phases of TBLT (Ellis, 2006) will Mind Mapping be more effective?2006) will Mind Mapping be more effective?

2.2. How effective could Mind Mapping help CSL How effective could Mind Mapping help CSL learners in problem solving?learners in problem solving?

3.3. How effective is Mind Mapping in note How effective is Mind Mapping in note making by CSL learners?making by CSL learners?

4.4. How effective could Mind Mapping assist CSL How effective could Mind Mapping assist CSL learners to remember things?learners to remember things?

5.5. How much will Mind Mapping motivate CSL How much will Mind Mapping motivate CSL learners to complete tasks?learners to complete tasks?

64

C SL

MS

SS

Participants

DATA

Q uestionnaire

Likert Scale

Anonymous

Term 3 2008

Response Rate 100%

Multiple Choice Q uestions

Classifying

Comparing

Listing

Task Design Problem Solving

Story Telling

Q uestionnaire Design

Story Writing

Brainstorming

Tasks Design in DetailTasks Design in Detail

Theme/Topic - Use of laptop computers at home (Theme/Topic - Use of laptop computers at home ( 笔记簿电脑笔记簿电脑在家庭中的作用在家庭中的作用 ))

Task 1: Brainstorming the words linked with computers in Task 1: Brainstorming the words linked with computers in general (Pre-Task Phase) (language skills involved: general (Pre-Task Phase) (language skills involved: L+S+R+W) (L+S+R+W) ( 与电脑有关的词汇与电脑有关的词汇 ))

Task 2: Listing all good reasons for families to have a laptop Task 2: Listing all good reasons for families to have a laptop computer at home (During-Task Phase) (language skills computer at home (During-Task Phase) (language skills involved: L+S+R+W) (involved: L+S+R+W) ( 家庭拥有手提电脑的好处家庭拥有手提电脑的好处 ))

Task 3: Classifying the laptop computer (e.g., brand, price, Task 3: Classifying the laptop computer (e.g., brand, price, function, colour, etc.) (During-Task Phase)(language skills function, colour, etc.) (During-Task Phase)(language skills involved: L+S+R+W) (involved: L+S+R+W) ( 手提电脑的分类手提电脑的分类 ))

Task 4: Comparing laptop with desktop computers as a Task 4: Comparing laptop with desktop computers as a communication tool at home (During-Task Phase)(language communication tool at home (During-Task Phase)(language skills involved: L+S+R+W) (skills involved: L+S+R+W) ( 手提电脑和台式电脑的不同手提电脑和台式电脑的不同 ))

Task Design (Cont’d) Task 5: Thinking of as many solutions as possible to solve the Task 5: Thinking of as many solutions as possible to solve the

problem of insufficient memory capacity of a family laptop problem of insufficient memory capacity of a family laptop computer (computer (During-Task PhaseDuring-Task Phase)(language skills involved: )(language skills involved: L+S+R+W) (L+S+R+W) (解决手提电脑容量不够的方法解决手提电脑容量不够的方法 ))

Task 6: Designing a questionnaire to survey classmates to find Task 6: Designing a questionnaire to survey classmates to find out how many ways students could use a laptop at home and out how many ways students could use a laptop at home and what the most popular ways would be. (what the most popular ways would be. (During-Task PhaseDuring-Task Phase))(language skills involved: L+S+R+W) ((language skills involved: L+S+R+W) ( 设计一份调查表查明手提电脑设计一份调查表查明手提电脑在家庭中都有哪些应用以及最流行的应用方式有哪几种在家庭中都有哪些应用以及最流行的应用方式有哪几种 ))

Task 7: Writing a story about a technical problem students Task 7: Writing a story about a technical problem students encountered with their laptops at home (Post-Task Phase) encountered with their laptops at home (Post-Task Phase) (language skills involved: R+W) (language skills involved: R+W) (( 写一个自己在家里遇到的电脑问题写一个自己在家里遇到的电脑问题以及你是怎样解决这个问题的故事以及你是怎样解决这个问题的故事 ))

Task 8: Sharing stories about a technical problem students Task 8: Sharing stories about a technical problem students encountered with their laptops at home encountered with their laptops at home (Post-Task Phase) (Post-Task Phase) (language skills involved: L+S+R+W) ((language skills involved: L+S+R+W) ( 讲述一个自己在家里遇到的电讲述一个自己在家里遇到的电脑问题以及你是怎样解决这个问题的故事脑问题以及你是怎样解决这个问题的故事 ))

FindingsFindings

Mind Mapping is most effective in Pre-Task Phase Mind Mapping is most effective in Pre-Task Phase of TBLT of TBLT

Mind Mapping is quite effective in During-Task Mind Mapping is quite effective in During-Task Phase Phase

Mind Mapping is least effective in Post-Task Phase Mind Mapping is least effective in Post-Task Phase Boys aged from 13-17 would prefer to use Boys aged from 13-17 would prefer to use

Mind Mapping in TBLT in Chinese Mind Mapping in TBLT in Chinese

Findings (Cont’d)Findings (Cont’d)

Brainstorming, Classifying, Listing and Brainstorming, Classifying, Listing and Comparing have been regarded as the most Comparing have been regarded as the most popular task types among the boys surveyed as popular task types among the boys surveyed as far as the use of Mind Mapping is concerned.far as the use of Mind Mapping is concerned.

Story Writing, Questionnaire Designing, Problem Story Writing, Questionnaire Designing, Problem Solving and Storytelling are the least popular Solving and Storytelling are the least popular types of tasks among the boys surveyed.types of tasks among the boys surveyed.

Two negative points of using Mind Mapping in Two negative points of using Mind Mapping in TBLT in CSL were identified: (1) too time-TBLT in CSL were identified: (1) too time-consuming; and (2) too messy. consuming; and (2) too messy.

Findings (Cont’d)Findings (Cont’d)

Besides, the boys in this study ranked Mind Besides, the boys in this study ranked Mind Mapping as the second lowest in problem Mapping as the second lowest in problem solving. solving.

Mind Mapping also appears to be ineffective in Mind Mapping also appears to be ineffective in memory retention as only 25% of the boys memory retention as only 25% of the boys surveyed supported the view that this technique surveyed supported the view that this technique helped them remember things better while helped them remember things better while completing various tasks in TBLT in Chinese. completing various tasks in TBLT in Chinese.

Mind Mapping is not a motivating factor in boys’ Mind Mapping is not a motivating factor in boys’ completion of various tasks in TBLT in CSL (only completion of various tasks in TBLT in CSL (only 22% said ‘yes’ to this statement)22% said ‘yes’ to this statement)

ConclusionConclusion

It is evident that Mind Mapping works effectively in Pre-Task and During-Task Phase of TBLT in Chinese where the main focus is on meaning and language use, but this is not the case in Post-Task Phase of TBLT where the primary focus is on language form. This may help us determine that Mind Mapping could help learners how to learn and improve their organisational skills in TBLT, but not necessarily help

themwith their mastering of language form. The findings foundin this study could also be applicable to the teaching of other foreign languages.

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