TÍCH HỢP SƠ ĐỒ TƯ DUY VÀO DẠY MÔN VIẾT THƯƠNG MẠI 1 TẠI TRƯỜNG ĐẠI HỌC LẠC HỒNG
DOI:
https://doi.org/10.61591/jslhu.25.777Keywords:
mind-mappingAbstract
This study explores the impact of mind mapping on the business writing performance of English-major students at Lac Hong University, Vietnam. Conducted as an action research project during a 15-week Business Writing 1 course for 26 third-year students, the intervention introduced mind mapping after the midterm to address challenges in idea generation, organization, grammar, and business language use. Data were gathered through two writing tasks (before and after the intervention), post-course questionnaires, and student interviews. Descriptive statistics and independent-sample T-tests revealed statistically significant improvements across all four writing criteria, Task Fulfillment, Organization, Grammar, and Business Language, with p-values under .001. Qualitative data, analyzed thematically, reinforced these findings, showing that students perceived mind mapping as beneficial in clarifying ideas, improving focus, and reducing anxiety. 92.3% of participants agreed that mind mapping enhanced their ability to develop and structure content. These outcomes highlight the value of integrating mind mapping, a visual learning tool, into ESP instruction as an effective strategy to improve cognitive processing, language accuracy, and learner engagement in business writing tasks, especially for students with limited exposure to professional workplace contexts.
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