E-Mind-Mapping Strategy for Better EFL Middle School Student Vocabulary Use Skills

Abstract

This study’s purpose was to investigate the effect of E-mind mapping strategy on vocabulary use skills of middle School Students. The quasi- experimental design was adopted. Participants were forty (40) students at Abdel Wahab Elgohary middle School, Egypt. They were equally allocated in two groups. The groups were pretested to guarantee they were equal. The treatment group was taught using E-mind mapping strategy meanwhile the control one was taught by the old-style method in the first semester of the scholastic year 2019-2020. The experiment sustained for ten weeks during which the instruments of the study were implemented to examine the impact of E-mind mapping strategy. The outcomes were analyzed using SPSS to get final results. The findings indicated that there were statistically remarkable variances at (α = 0.05) between the mean scores of the control and of the treatment on the vocabulary use posttest favoring the treatment group. The effect of utilized the E-mind mapping strategy was a reason to this positive result.