USING MIND MAPS TO ENHANCE GRAMMATICAL COMPETENCE: A CASE STUDY OF SIXTH-GRADE STUDENTS IN A VIETNAMESE ENGLISH CENTER

Abstract

Teaching of grammar to young learners of the English language often lacks adequate interactivity, thus creating difficulties for students in understanding and remembering abstract concepts. To address this challenge, the present study examines the use of mind maps as a visual learning tool to enhance grammatical competence. A quantitative experimental design with a pre-test and post-test used as instruments was employed. Fifty-eight sixth-grade students participated in the study, and the experimental group was exposed to teaching through mind maps, and the control group was exposed to traditional forms of teaching. The data of the research was collected through grammar tests and then statistically analyzed through SPSS software, utilizing both descriptive statistics and inferential tests, namely independent and paired samples t-tests. It was found that the experimental group scored significantly higher than the control group, and thus, the use of mind maps in grammar teaching was successful in enhancing students' grammatical competence. This work adds value to the area of EFL pedagogy through the use of visual-spatial tools in order to make grammar learning more sensible and meaningful for young students.