The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance

The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance

The purpose of this study was to determine the effect of a Mobile-Assisted Mind Mapping Technique (MAMMAT) towards ESL undergraduates? argumentative writing skills performance. The study employed a quasi-experimental design with pre and post- tests. The participants of this study were 45 diploma stu...

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Main Author: Rafidah Abd Karim
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The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
description The purpose of this study was to determine the effect of a Mobile-Assisted Mind Mapping Technique (MAMMAT) towards ESL undergraduates? argumentative writing skills performance. The study employed a quasi-experimental design with pre and post- tests. The participants of this study were 45 diploma students. They were selected randomly from the two Diploma groups at a public university. The experimental group (n=23) was taught using the Mobile-Assisted Mind Mapping Technique (MAMMAT) whilst the control group (n=22) was taught using the conventional method. The research instruments used in this study were a set of writing tests, questionnaires and semi- structured interview. The development of MAMMAT was based on two theories Flower and Hayes Writing Process Model and the Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh. The intervention consisted of four sessions, with each session assessed on a weekly basis. The main result showed that there was a statistically significant difference between the post tests of the control and experimental groups at the level of 0.05. The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the experimental group and the control group for Writing Test 1 [F (1, 42) = 40.57, p <0.05), Writing Test 2 [F (1, 42) = 59.96, p <0.05), Writing Test 3 [F (1, 42) = 139.27, p <0.05) and Writing Test 4 [F (1, 42) = 27.72, p <0.05). The findings of the questionnaire and the semi-structured interview revealed that the students have positive attitudes towards the use of Mobile- Assisted Mind Mapping Technique (MAMMAT) to improve their argumentative writing skills performance. In terms of the qualitative data, four themes emerged from the interview which are: (1) assistive technology, (2) fun learning, (3) innovation, and (4) novelty of MAMMAT. As a conclusion, the Mobile-Assisted Mind Mapping Technique (MAMMAT) has improved ESL undergraduates?
format thesis
qualification_name
qualification_level Doctorate
author Rafidah Abd Karim
author_facet Rafidah Abd Karim
author_sort Rafidah Abd Karim
title The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
title_short The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
title_full The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
title_fullStr The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
title_full_unstemmed The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance
title_sort effect of a mobile-assisted mind mapping technique toward esl undergraduate students argumentative writing skills performance
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=6958
_version_ 1747833337539461120
spelling oai:ir.upsi.edu.my:69582022-04-11 The effect of a Mobile-Assisted Mind Mapping Technique toward ESL undergraduate students argumentative writing skills performance 2020 Rafidah Abd Karim The purpose of this study was to determine the effect of a Mobile-Assisted Mind Mapping Technique (MAMMAT) towards ESL undergraduates? argumentative writing skills performance. The study employed a quasi-experimental design with pre and post- tests. The participants of this study were 45 diploma students. They were selected randomly from the two Diploma groups at a public university. The experimental group (n=23) was taught using the Mobile-Assisted Mind Mapping Technique (MAMMAT) whilst the control group (n=22) was taught using the conventional method. The research instruments used in this study were a set of writing tests, questionnaires and semi- structured interview. The development of MAMMAT was based on two theories Flower and Hayes Writing Process Model and the Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh. The intervention consisted of four sessions, with each session assessed on a weekly basis. The main result showed that there was a statistically significant difference between the post tests of the control and experimental groups at the level of 0.05. The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the experimental group and the control group for Writing Test 1 [F (1, 42) = 40.57, p <0.05), Writing Test 2 [F (1, 42) = 59.96, p <0.05), Writing Test 3 [F (1, 42) = 139.27, p <0.05) and Writing Test 4 [F (1, 42) = 27.72, p <0.05). The findings of the questionnaire and the semi-structured interview revealed that the students have positive attitudes towards the use of Mobile- Assisted Mind Mapping Technique (MAMMAT) to improve their argumentative writing skills performance. In terms of the qualitative data, four themes emerged from the interview which are: (1) assistive technology, (2) fun learning, (3) innovation, and (4) novelty of MAMMAT. As a conclusion, the Mobile-Assisted Mind Mapping Technique (MAMMAT) has improved ESL undergraduates? 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6958 https://ir.upsi.edu.my/detailsg.php?det=6958 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abidin, M.J.Z., Pour-Mohammadi, M., & Anita, J. (2011). A survey online reading habits of rural secondary school students in Malaysia. International Journal of Linguistics, 3(1).Adam, A., & Mowers, H. (2007). Get inside their heads with mind mapping. 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