Perceived effectiveness of mind mapping for reading comprehension instruction: An exploratory study in a Vietnamese EFL context

This study examines the perceived efficacy of mind mapping as a pedagogical aid for enhancing reading comprehension among 40 first-year university students in Vietnam who are studying English as a foreign language (EFL). The study, which lasted six weeks, employed a mixed methods approach to data collection, utilizing semi-structured interviews and a questionnaire. Descriptive statistics and themes were implemented to analyze the data. The findings indicate that mind mapping is generally considered a beneficial tool, underscoring its capacity to improve comprehension, foster critical thinking, and increase engagement with reading tasks. Students observed that mind mapping facilitated the organization and synthesis of ideas, thereby improving their comprehension and retention of content. Furthermore, the integration of creative elements, such as colors and illustrations, served to further motivate students and align their learning preferences. However, structural challenges in the development of coherent mind maps and initial challenges with this instrument were among the obstacles. In order to incorporate mind mapping into teaching practices, the following practical recommendations are offered: scaffolding, collaborative activities, and alignment with curriculum objectives. The findings underscore the transformative potential of mind mapping in EFL instruction, making it an effective strategy for enhancing learning outcomes and fostering engagement.