The use of mind mapping strategy to improve speaking competency among EFL primary school students
The goal of learning the English language is the ability to communicate in the language. Thus, teaching and learning of speaking is an indisputable requirement in the English Language as a foreign language classroom. However, EFL students have problems with spoken English, may be as a result of p...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English English |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/6572/1/FH02-FBK-19-33501.pdf http://eprints.unisza.edu.my/6572/2/FH02-FBK-20-37427.pdf http://eprints.unisza.edu.my/6572/ |
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| Institution: | Universiti Sultan Zainal Abidin |
| Language: | English English |
| Summary: | The goal of learning the English language is the ability to communicate in the language. Thus,
teaching and learning of speaking is an indisputable requirement in the English Language as
a foreign language classroom. However, EFL students have problems with spoken English,
may be as a result of poor motivation to speak the language, language anxiety, or lack of
effective teaching and learning strategies. In order to broaden the understanding of the way to
improve speaking competency among EFL students, this conceptual paper attempts to examine
the application of the mind mapping strategy to improve speaking competency among EFL
primary school students through a critical analysis of the related literature by addressing the
following research questions; what are the problems and difficulties that EFL students face
while they are speaking in the classroom? And to what extent does the use of mind mapping
strategy help to improve EFL students’ speaking skills in the classroom? Based on embedding
theories and previous studies concerning the use of mind mapping strategy in speaking
activities, this paper offers great practical guidance on the contextualization of the mind
mapping strategy and recommendations for its future as an effective strategy to improve
speaking’ competency in the classroom. |
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