A Study On The Effectiveness Of Mind Mapping In Enhancing High School Students’ English Writing Ability From The Perspective Of Key Competences

With the continuous reform and development of education in China,the cultivation of English key competences has become a focus of contemporary English education.In high school English teaching,writing is one of the five key abilities of "listening,speaking,reading,viewing,and writing." The improvement of students’ English writing ability is of vital importance.However,in the frontline of high school English teaching,English writing remains a weak area for students’ learning,which needs attention and measures for improvement.Currently,teaching English writing in high school is time-consuming and inefficient,and students lack interest and motivation in writing.There is an urgent need to explore an effective tool to enhance students’ English writing ability and promote the development of their English key competences.Therefore,this article focuses on the question of whether mind mapping can contribute to improving high school students’ English writing ability.It attempts to introduce and demonstrate the application of mind mapping in teaching within the framework of English key competences.It aims to guide students to use mind mapping as a learning tool before,during,and after writing,in order to investigate the effectiveness of mind mapping in enhancing high school students’ English writing ability.English key competences include four aspects:language proficiency,thinking quality,learning ability,and cultural awareness.This study primarily focuses on the language proficiency,learning ability,and thinking quality demonstrated in students’ writing.This study was conducted in a provincial model high school in the Guangxi Zhuang Autonomous Region.Two classes of senior high school students were selected as the research subjects,and a four-month teaching experiment was carried out.Mind mapping was applied in three teaching stages: "pre-writing organization," "writing guidance," and "post-writing evaluation and revision." Through pre-test and post-test,questionnaire surveys,interviews,classroom observation and individual student case analysis,this study aims to answer the following questions:(1)To what extent can the application of mind mapping in high school English writing teaching improve students’ writing ability?(2)What changes occur in high school students’ language proficiency and learning ability when using mind mapping to assist their English writing?(3)What impact does mind mapping have on the development of high school students’ thinking quality?Through teaching practice,data collection,and analysis,the author has made the following main findings: Firstly,by inputting the pre-test and post-test scores of students into SPSS for ttests,the data proves that after using mind mapping in teaching English writing,students’ writing ability is enhanced.Secondly,the questionnaire survey data and interview records confirm that students’ thinking quality and learning ability have developed.Thirdly,classroom observations and students’ mind mapping notes during the experiment show that students’ language proficiency,thinking quality,and learning ability have improved.Therefore,the use of mind mapping to enhance high school students’ English writing ability is feasible.