Effects of three types of mind maps on middle school vocabulary learning

Abstract

In this study, we applied Xmind, a mind map tool to compare the instructional effects of three types of mind maps on English vocabulary learning: root-based, synonym/antonym-based, and situation-based mind maps. An experiment was conducted with 69 8th grade students from a middle school located in Hubei province, and the results indicate that the difference in mind map types tended to have insignificant impact on immediate vocabulary recall while the situation-based mind map can significantly promote the long-term retention of English vocabulary. Additionally, students’ initial English level had a moderating effect, with average students benefiting most from the usage of mind maps. The study results can inform the selection and implementation of the mind map tool for second language acquisition.