Using E-Mind Mapping in Improving Reading Comprehension of Thai EFL Seventh Graders

Abstract

This study investigates the potential of utilizing electronic mind mapping to enhance the reading comprehension of Thai EFL seventh graders. The impacts of the e-mind mapping method on students' reading comprehension and their attitudes towards this approach were identified. The theoretical framework of the study drew upon the cognitive theory of multimedia learning (CTML), emphasizing the significance of multimedia materials combining visual and auditory elements in facilitating comprehension. The participants included 10 Thai EFL seventh graders from a school in Yasothon province, selected through purposive sampling from one intact class. Instruments employed for data collection included a pre-test and post-test for reading comprehension, an attitude questionnaire, and a semi-structured interview. Quantitative data from the pre-test and post-test for reading comprehension and the attitude questionnaire were analyzed using mean scores, t-test analysis, and standard deviation. Qualitative data from the semi-structured interview underwent content analysis. The study involved four phases: orientation, pre-test administration, treatment implementation, and post-test assessment. The results revealed a significant improvement in students' reading comprehension, with a t-value of 15.235, highlighting the effectiveness of electronic mind mapping. Furthermore, students displayed a high level of attitude towards the use of electronic mind mapping for improving their reading comprehension, as indicated by an average mean score of 4.68.

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