The Effect of Mind Mapping on Vocabulary Learning and Retention

Ahmad Heidari, Lotfollah Karimi
International Journal of Educational Investigations Available online @   unpublished
This study attempted to explore the effect of mind mapping on vocabulary learning and its retention. To fulfill this purpose, 40 Iranian male first-grader high school students from two intact classes in Shahed High School in Hamedan, Iran, were selected conveniently and were randomly assigned to the experimental and control groups, each including 20 male students. Before the treatment, a researcher-made vocabulary pre-test was administered to the groups. As to the experimental group, vocabulary
more » ... l group, vocabulary was taught by a myriad of mind mapping options such as color, symbols, keywords, design, images, and chunks. The control group was taught through traditional techniques such as translation into L1 and provision of synonyms and antonyms. Then, a researcher-made posttest was administered to the groups. To analyze the data Multivariate Analysis of Covariance (MANCOVA) was run. The major finding of the current study was that teaching English vocabulary through the use of mind maps could help the experimental group outperform the control group on the delayed posttest. The findings of this study have some pedagogical implications for the language learners, language teachers, and syllabus designers.