Using Concept Mapping and Mind Mapping in Descriptive and Narrative Writing Classes

This study was an attempt to investigate the comparative impact of concept map and mind map instruc- tion on EFL learners’ descriptive and narrative writing. To fulfill this purpose, 60 intermediate EFL learners were selected from among a total number of 100 through their performance on a pretest, i.e., a piloted sample Cambridge Preliminary English Test (PET). Then, the students were randomly divided into two experimental groups of 30. The scores of the writing part of PET were analyzed separately and the mean scores of the two groups were compared through an independent samples t-test in order to as- sure that the writing ability of the students was homogeneous at the outset. Both groups underwent the same amount of treatment (14 sessions of 90 minutes) three days a week with one group undergoing the concept map treatment while the other the mind map treatment. A posttest comprising a descriptive and a narrative writing were administered at the end of the treatment to both groups. The result of the Pillai’s Trace Test (F = 12.73 and p = 0.000 < 0.05) indicated a statistically significant difference between the two experimental groups with the mind map group that gained a higher mean in both posttests outper- forming the concept map group.