Rewiring Writing: Virtual and Non-Virtual Mind Maps as Game-Changers in EFL Writing and Motivation

Mind mapping, a cognitive and visual tool, gained increasing recognition for its potential to enhance learning outcomes in language education by fostering creativity and organization in writing. The study investigated the effectiveness of both virtual and non-virtual forms of mind mapping in writing achievement and motivation among Iranian English as a foreign language (EFL) students. Initially, the sample consisted of 120 pre-intermediate Iranian EFL students selected on the basis of their KET results, among whom 90 were randomly assigned to three groups: two experimental and one control group. All student groups sat for a teacher-constructed writing test and a motivation questionnaire before the treatment period commenced. The first experimental group received instruction employing virtual mind maps, whereas the second experimental group was exposed to non-virtual mind maps. The control group participated in typical writing instruction. Subsequent to treatment, the motivation questionnaire and writing test were administered to all participant groups. The t-tests and ANOVA results revealed that both virtual and non-virtual mind maps significantly affected students' writing achievement and motivation. However, when comparing the two groups of treatment, virtual mind maps significantly affected the students' writing achievement. A semi-structured interview indicated that most of the participants had a positive perception of virtual mind mapping in EFL classrooms when learning English writing in their language classes. These findings underscore the value of integrating virtual mind mapping into EFL classrooms to improve writing achievement and motivation, suggesting its potential to revolutionize traditional writing instruction and better engage learners in language learning processes.