The Effectiveness of a Proposed Program Based on a Mind Mapping Strategy in Developing the Writing Achievement of Eleventh Grade EFL Students in Jordan and Their Attitudes Towards Writing

The purpose of this quasi-experimental study was to explore the effectiveness of a proposed mind mapping program on developing writing achievement skills of first secondary students and to evaluate that the role that this strategy may play in promoting students' attitudes towards writing in Jordan. Throughout her experience as a teacher, the researcher noticed that many students find it difficult to write in English. Even when they write, they look worried, hesitant, and disorganized. They may have some ideas, but they are usually unable to convey them using proper language, diction, and cohesion. The researcher thinks that this could be due to the teaching strategies used, the types of feedback students receive, the types of writing activities in textbooks, or lack of opportunities to practice writing. Many teachers also complain that teaching writing skills is difficult because these skills are not easy to measure, they do not have due emphasis in the class because of time pressure. This study may derive its significance from the attempts to highlight the characteristics of Mind Mapping Program for teaching writing skills of Jordanian schools since these are normally ignored or least attended to by many teachers. The subjects of the study consisted of 91 female students who were purposefully chosen from eleventh grade students at Sands National Academy, Amman Second Directorate of Education during the first semester of the academic year 2013/2014. The experimental and control groups were randomly assigned. The treatment group was instructed by using the mind mapping strategy for teaching writing skills whereas students of the control group were tutored by using the conventional method of teaching writing. At the end of the experiment, the different groups (experimental and control) sat for the writing achievement post-test, filled the attitudinal questionnaire. Multivariate analysis of covariance (MANCOVA) was used to measure statistical differences in the mean scores of subjects of the study. The results of the study showed that there were statistically significant differences at (? =0.05) in the mean scores of students regarding their writing achievement and their attitudes towards writing. Those differences were in favor of the experimental group. However, the results of the study revealed no significant interaction between the method of instruction and students’ general levels of English (good, average, or poor) in students’ writing achievement or attitudes towards writing. Based on these results, it was recommended that more research be carried out to provide additional knowledge with regard to the replication of the current experiment by investigating other aspects of the English language and at different grade levels. Training courses for teachers on the mind mapping strategy should be encouraged to equip those teachers with the necessary knowledge and practice needed to apply mind mapping instruction in their classrooms. The mind mapping strategy can also be integrated into the EFL curriculum in Jordan to develop students’ attitudes toward writing. Teachers are also advised to use the mind mapping technique to increase students’ interest and motivation to write more often. Keywords: Mind Mapping, Mind Mapping-Based Program (MMBP), Conventional method, Process writing, Writing achievement test, Writing achievement scale, Attitudes towards writing, Students' general level of English