Empowering EFL Learners in Persuasive Writing: E-Mind-Mapping (E-M-M) Technique vs. Teaching Rhetorical Devices (RDs)

Nasim Nasr-Esfahani ¹ ( )
Mohsen Mahmoudi-Dehaki ² ( )

Submited date : 2024-10-06 Accepted date : 2024-11-16

Keywords: Electronic Mind Mapping, Persuasive Strategies, Persuasive Writing, MindMeister, Rhetorical Devices,

Abstract :

This study examined the potential effects of implementing the E-Mind-Mapping (E-M-M) technique vs. teaching Rhetorical Devices (RDs) on the overlooked yet frequently used persuasive writing skill among Iranian EFL learners. Following a quasi-experimental design, 52 Iranian upper-intermediate EFL learners were conveniently selected and divided into experimental and control groups in which participants in the former were taught the material using MindMeister mind-mapping software, and the ones in the latter experienced learning ethos, pathos, and logos persuasive strategies for 15 ninety-minute sessions. The instruments included the Oxford Quick Placement Test (OQPT) and valid and reliable writing tests in the pre- and post-test phases. The results showed that while the E-M-M technique and teaching RDs enhanced persuasive writing among Iranian EFL learners, the aforementioned effect was considerably more beneficial compared to the influences of the second-mentioned. The outcomes may benefit TEFL, including EFL teachers, learners and teacher trainers, educational technology, and educational psychology.

References:

Al-Jarf, R. (2009). Enhancing freshman students’ writing skills with a mind-mapping software. Conference proceedings of E-Learning and Software for Education,5(1), 375- 382
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory and Practice, 14(3), 1133-1141.
Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45, 5-35. https://doi.org/10.5054/tq.2011.244483
Boden, M. (2005). The creative mind: Myths and mechanisms. Routledge.
Borchers, T., & Hundley, H. (2018). Rhetorical theory: An introduction. Waveland Press.
Brown, P., & Heller, M. (2012). Mind maps for dummies. John Wiley & Sons.
Buzan, T. (2010). The mind map book. BBC Books.
Cobb, P., & Ross, J. (2017). The effects of technology on the creative process. Journal of Creative Behavior, 51(2), 143-154.
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139–155.
https://doi.org/10.1016/1060-3743(95)90004-7
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/10.1037/a0029185
Guillain, C. (2019). What is persuasive writing?. Capstone.
Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9(2), 123–145. https://doi.org/10.1016/S1060-3743(00)00019-9
Hollauf, M. (2020). “Founder”. MeisterLabs
Jasrai, L. (2020). Data analysis using SPSS. Sage
Khalil, A. (1989). A study of cohesion and coherence in Arab EFL college students’ writing. System, 17(3), 359–371. https://doi.org/10.1016/0346-251X(89)90008-0
Kiewra, K. A. (2011). The influence of visual and auditory multimedia on the recall of text. Journal of Educational Psychology, 103(2), 342-353.
Kratz, D. (2021). Mind mapping: The ultimate beginners guide - improve your memory (advanced techniques that improve your memory and learning efficiency). Barnes Noble.
Kyle, K., & Crossley, S. (2016). The relationship between lexical sophistication and
independent and source-based writing. Journal of Second Language Writing, 34, 12–24. https://doi.org/10.1016/j.jslw.2016.10.003
Kozlowski, S. W., & Ilgen, F. R. (2009). Enhancing creative problem-solving skills through mind mapping. Journal of Creative Behavior, 43(2), 133-154.
Leonard, D. (2002). Learning theories, A to Z. Westport, Oryx Press.
Lin, C. J., Hwang, G. J., Fu, Q. K., & Chen, J. F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance
and reflective behaviors. Educational Technology & Society, 21 (3), 117–131.https://www.jstor.org/stable/.
Liu, J., & Braine, G. (2005). Cohesive features in argumentative writing produced by Chinese undergraduates. System, 33(4), 623–636. https://doi.org/10.1016/j.system.2005.02.002
Lukácsi, Z. (2020). Developing a level-specific checklist for assessing EFL writing. Language Testing, 38(1), 86-105. https://doi.org/10.1177/0265532220916703
McCarter, S., & Whitby, N. (2007). Writing skills. Macmillan.
Melnyk, Yu. B., Yekhalov, V. V., & Sedinkin, V. A. (2020). The role and influence of “clip thinking “on the educational process in medical education. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(1), 61–64.
Neumann, K. L., & Kopcha, T. J. (2018). The use of schema theory in learning, design, and technology. TechTrends, 62(1), 429-431.
Olson, C. B. (1996). Practical ideas for teaching writing as a process. Diane Publishing.
Peng, G. (2011). On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability [Doctoral dissertation, Kristianstad University].
Digitala Vetenskapliga Arkivet. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702
Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38(3),444-456. https://doi.org/10.1016/
Rosenthal, T. L., & Zimmerman, B. J. (2014). Social learning and cognition. Academic Press.
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259–291. https://doi.org/10.1016/S1060-3743(00)00028
Schneider, G., & Lenz, P. (2001). A guide for developers of European Language Portfolios. Council of Europe
Sobhy, L. N. (2017). Effectiveness of E mind maps in the development of achievement and reduce the cognitive load of instrucational technology students. Journal of Research in the Fields of Specific Education, 3(12), 130-155.‎
Sword, H. (2012). Stylish academic writing. Harward University Press.
Tucker J. M., Armstrong, G. R., & Massad, V.J. (2010). Profiling a Mind Map user: A descriptive appraisal. J Instruct Pedagogies, 2, 1–13.
Wolfe, C. R. (2011). Argumentation across the curriculum. Written Communication, 28(2),193-219. https://doi.org/10.1177/0741088311399236
Yang, Y. F. (2016). Transforming and constructing academic knowledge through online peer feedback in summary writing. Computer Assisted Language Learning, 29(4), 683-702. https://doi.org/10.1080/09588221.2015.1016440
Zhang, M. (2000). Cohesive features in the expository writing of undergraduates in two Chinese universities. RELC Journal, 31(1), 61–95. https://doi.org/10.1177/003368820003100104