1. Evaluating Effectiveness of Mind Mapping in TBLT in Chinese Guanxin Ren Camberwell Grammar School, Victoria, Australia gr@cgs.vic.edu.au Paper presented at the 3 rd International Conference on TBLT 13-16 Sept 2009 Lancaster University, UK

2. Prof Buzan, Creator of the Mind Mapping Technique

3. Retrieved May 19, 2009 from http://www.teamwork.demon.co.uk/mind_maps/mind_apps.htmlhttp://www.teamwork.demon.co.uk/mind_maps/mind_apps.html

4. Retrieved May18, 2009 from http://blog.iqmatrix.com/accelerated-learning/advanced-mind-mapping-study-skills-mind-maphttp://blog.iqmatrix.com/accelerated-learning/advanced-mind-mapping-study-skills-mind-map

5. Retrieved Julne16, 2009 from http://www.buzan.com.au/learning/mindmapgallery.htmlhttp://www.buzan.com.au/learning/mindmapgallery.html

6. Benefits of Mind Mapping: creative in ideas exploration; creative in ideas exploration; easy to apply; easy to apply; interesting and motivating in engaging language tasks; interesting and motivating in engaging language tasks; efficient in managing study time; efficient in managing study time; effective in problem solving; and effective in problem solving; and helpful with memory retention (Buzan, 2002, 2003). helpful with memory retention (Buzan, 2002, 2003).

8. Purpose: Purpose: To evaluate effectiveness of Mind Mapping in TBLT in Chinese as a Second Language (CSL) To evaluate effectiveness of Mind Mapping in TBLT in Chinese as a Second Language (CSL)

9. To answer the following questions: 1. In which of the three phases of TBLT (Ellis, 2006) will Mind Mapping be more effective? 2. How effective could Mind Mapping help CSL learners in problem solving? 3. How effective is Mind Mapping in note making by CSL learners? 4. How effective could Mind Mapping assist CSL learners to remember things? 5. How much will Mind Mapping motivate CSL learners to complete tasks?

14. Tasks Design in Detail Theme/Topic - Use of laptop computers at home ( ) Theme/Topic - Use of laptop computers at home ( ) Task 1: Brainstorming the words linked with computers in general (Pre-Task Phase) (language skills involved: L+S+R+W) ( ) Task 1: Brainstorming the words linked with computers in general (Pre-Task Phase) (language skills involved: L+S+R+W) ( ) Task 2: Listing all good reasons for families to have a laptop computer at home (During-Task Phase) (language skills involved: L+S+R+W) ( ) Task 2: Listing all good reasons for families to have a laptop computer at home (During-Task Phase) (language skills involved: L+S+R+W) ( ) Task 3: Classifying the laptop computer (e.g., brand, price, function, colour, etc.) (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 3: Classifying the laptop computer (e.g., brand, price, function, colour, etc.) (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 4: Comparing laptop with desktop computers as a communication tool at home (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 4: Comparing laptop with desktop computers as a communication tool at home (During-Task Phase)(language skills involved: L+S+R+W) ( )

15. Task Design (Contd) Task 5: Thinking of as many solutions as possible to solve the problem of insufficient memory capacity of a family laptop computer (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 5: Thinking of as many solutions as possible to solve the problem of insufficient memory capacity of a family laptop computer (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 6: Designing a questionnaire to survey classmates to find out how many ways students could use a laptop at home and what the most popular ways would be. (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 6: Designing a questionnaire to survey classmates to find out how many ways students could use a laptop at home and what the most popular ways would be. (During-Task Phase)(language skills involved: L+S+R+W) ( ) Task 7: Writing a story about a technical problem students encountered with their laptops at home (Post-Task Phase) (language skills involved: R+W) ( ) Task 7: Writing a story about a technical problem students encountered with their laptops at home (Post-Task Phase) (language skills involved: R+W) ( ) Task 8: Sharing stories about a technical problem students encountered with their laptops at home (Post-Task Phase) (language skills involved: L+S+R+W) ( ) Task 8: Sharing stories about a technical problem students encountered with their laptops at home (Post-Task Phase) (language skills involved: L+S+R+W) ( )

24. Findings Mind Mapping is most effective in Pre-Task Phase of TBLT Mind Mapping is most effective in Pre-Task Phase of TBLT Mind Mapping is quite effective in During-Task Phase Mind Mapping is quite effective in During-Task Phase Mind Mapping is least effective in Post-Task Phase Mind Mapping is least effective in Post-Task Phase Boys aged from 13-17 would prefer to use Mind Mapping in TBLT in Chinese Boys aged from 13-17 would prefer to use Mind Mapping in TBLT in Chinese

25. Findings (Contd) Brainstorming, Classifying, Listing and Comparing have been regarded as the most popular task types among the boys surveyed as far as the use of Mind Mapping is concerned. Brainstorming, Classifying, Listing and Comparing have been regarded as the most popular task types among the boys surveyed as far as the use of Mind Mapping is concerned. Story Writing, Questionnaire Designing, Problem Solving and Storytelling are the least popular types of tasks among the boys surveyed. Story Writing, Questionnaire Designing, Problem Solving and Storytelling are the least popular types of tasks among the boys surveyed. Two negative points of using Mind Mapping in TBLT in CSL were identified: (1) too time-consuming; and (2) too messy. Two negative points of using Mind Mapping in TBLT in CSL were identified: (1) too time-consuming; and (2) too messy.

26. Findings (Contd) Besides, the boys in this study ranked Mind Mapping as the second lowest in problem solving. Besides, the boys in this study ranked Mind Mapping as the second lowest in problem solving. Mind Mapping also appears to be ineffective in memory retention as only 25% of the boys surveyed supported the view that this technique helped them remember things better while completing various tasks in TBLT in Chinese. Mind Mapping also appears to be ineffective in memory retention as only 25% of the boys surveyed supported the view that this technique helped them remember things better while completing various tasks in TBLT in Chinese. Mind Mapping is not a motivating factor in boys completion of various tasks in TBLT in CSL (only 22% said yes to this statement) Mind Mapping is not a motivating factor in boys completion of various tasks in TBLT in CSL (only 22% said yes to this statement)

27. Conclusion It is evident that Mind Mapping works effectively in Pre-Task and During-Task Phase of TBLT in Chinese where the main focus is on meaning and language use, but this is not the case in Post-Task Phase of TBLT where the primary focus is on language form. This may help us determine that Mind Mapping could help learners how to learn and improve their organisational skills in TBLT, but not necessarily help them with their mastering of language form. The findings found in this study could also be applicable to the teaching of other foreign languages.

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30. THANK YOU