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The Effect of Mind Mapping on EFL High School Students' Collocation Learning

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Title: The Effect of Mind Mapping on EFL High School Students' Collocation Learning
Language: English
Authors: Asres Nigus, Getaneh Berta
Source: Anatolian Journal of Education. 2024 9(2):103-114.
Availability: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Cognitive Mapping, Second Language Instruction, Second Language Learning, English (Second Language), Form Classes (Languages), Phrase Structure, Verbs, Nouns, Comparative Analysis, Foreign Countries, Secondary School Students, Learning Processes, Teaching Methods, Instructional Effectiveness
Geographic Terms: Ethiopia
ISSN: 2547-9652
Abstract: The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition & verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students' collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442960
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of Mind Mapping on EFL High School Students' Collocation Learning
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  Data: <searchLink fieldCode="AR" term="%22Asres+Nigus%22">Asres Nigus</searchLink><br /><searchLink fieldCode="AR" term="%22Getaneh+Berta%22">Getaneh Berta</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Anatolian+Journal+of+Education%22"><i>Anatolian Journal of Education</i></searchLink>. 2024 9(2):103-114.
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  Data: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Mapping%22">Cognitive Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Form+Classes+%28Languages%29%22">Form Classes (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Phrase+Structure%22">Phrase Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Nouns%22">Nouns</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 2547-9652
– Name: Abstract
  Label: Abstract
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  Data: The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition & verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students' collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons.
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 103
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Cognitive Mapping
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Form Classes (Languages)
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      – SubjectFull: Phrase Structure
        Type: general
      – SubjectFull: Verbs
        Type: general
      – SubjectFull: Nouns
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Ethiopia
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      – TitleFull: The Effect of Mind Mapping on EFL High School Students' Collocation Learning
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            NameFull: Asres Nigus
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            NameFull: Getaneh Berta
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