Journal Article

The Effect of Digital Mind Mapping on Developing EFL Reading Comprehension Skills among Preparatory School Students

Altokhy, Heba Sayed, Serag, Nagwa Hamza, Baghagho, Mahmoud Adel

2021

Overview

This study explores the effect of digital mind mapping as an innovative instructional tool for developing reading comprehension skills among preparatory school students learning English as a foreign language. The research begins by diagnosing a fundamental problem: students' low proficiency in text comprehension, demonstrated by difficulties in grasping meanings, connecting ideas, and making critical inferences. It frames reading as an interactive mental process through which learners actively construct meaning by integrating prior knowledge with new textual input. The study reviews the theoretical foundations of reading comprehension and highlights the shortcomings of traditional instructional practices that emphasize rote memorization rather than analytical engagement with texts. Digital mind mapping is introduced as a visual technique that organizes ideas into network-like structures, facilitating recall, stimulating long-term memory, and encouraging higher-order thinking such as analysis and inference. The research employed an experimental design, dividing students into two groups: an experimental group instructed using digital mind maps and a control group taught conventionally. Standardized tests were administered to measure comprehension at three levels: literal, inferential, and critical. Findings revealed statistically significant improvements in the experimental group across all dimensions, confirming the effectiveness of mind mapping in enhancing comprehension. The results further showed that digital mind maps enabled students to create conceptual links, structure information coherently, and build confidence in their reading abilities. The study concludes that integrating digital mind mapping into English curricula at the preparatory level is a valuable step toward improving educational outcomes. It recommends training teachers in the systematic application of this technique to maximize its benefits for student achievement and foster learner autonomy. Abstract Written by Dar AlMandumh, 2025, Using AI

• Publisher: جامعة طنطا - كلية التربية - وحدة النشر العلمي
• Subject: الخرائط الذهنية الرقمية / اللغة الإنجليزية / طلبة المرحلة الإعدادية / مهارات الفهم القرائي