Mind-mapping could also help English students to develop their writing skills in terms of organizing ideas. Based on the findings of the research, mind-mapping technique has helped the students organize their texts. The data analysis showed that the participants had positive perceptions toward mind-mapping, particularly digital technique. The data on the participants' perceptions were collected using questionnaires and interviews. The participants had already received both traditional and digital trainings and mastered the two techniques. They were 14-17 years old with an intermediate level of English proficiency. This descriptive study was conducted on 30 language learners of Shokouh Institute, Tabas, Iran. The study aimed at comparing the perceptions of language learners toward the use of traditional and digital mind-mapping techniques in English writing classes.
Mind-mapping is among the teaching and learning techniques evolved in this regard. Instructors have always shown interest in establishing contexts that motivate and encourage learners to be more enthusiastic in their learning process. The application of various creative teaching methods including mind-mapping has attracted English teachers. The results of this study can be useful for English language students, teachers, and researchers interested in using different technologies in teaching. Also, the results of ANOVA implied that there was not any significant difference between the effect of PA in the flipped and blended groups in the post-test. The results of data analysis showed that the experimental groups outperformed the control group in the post-test. Paired sample t-test and ANOVA were used to compare the mean scores of the pre-and post-tests of each group. After the treatment sessions, all groups attended to write an argumentative essay as a post-test.
Regarding the treatment, the flipped group was instructed to use PA within the online class, and the blended group received instruction in an online class and applied PA in a face-to-face one, while the face-to-face group was instructed to use PA in the conventional class. Writing an argumentative essay as a pre-test was administrated at the beginning of the study to inspect the participants' prior writing proficiency. To this aim, 65 students were homogenized by the Oxford Placement Test (OPT), and 36 students were selected and randomly assigned to three groups of blended, flipped, and face-to-face. Accordingly, this study aimed to investigate the impact of PA in face-to-face, blended, and flipped classes on English Foreign Language Learners' (EFL) essay writing. Upon the emergence of new instructional assessments of writing in foreign language classes, peer assessment (PA) has received special attention by teachers over the past decades. The study concluded that mind mapping positively contributed to students' learning experiences, especially in organizing the information they gained when learning. In addition, they also believed that applying mind-mapping techniques consumed much time. Apart from the benefits, all participants considered mind-mapping techniques challenging due to their complexity, especially when they were new to mind-mapping. In addition, the participants also claimed that mind mapping enhanced their creativity in learning, helped them brainstorm ideas, improved language skills, increased their interests, and motivated students to learn. The contributions included saving time, assisting them in learning and understanding materials, and recalling materials more easily. All participants in the study viewed that mind mapping positively contributed to their English learning. The study involved four students in their junior year of an English Language Education Department of a private university who had frequently used mind mapping. In-depth interviews were employed to collect the data. The current study used a qualitative approach. This study intended to explore the benefits and challenges of applying mind-mapping techniques based on students' perceptions.
Teachers and students have widely used mind-mapping techniques to enhance teaching and learning experiences in education.
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