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Cited by 28English Language Learning and TeachingEFL/ESL Teaching and LearningCreativity in Education and Neuroscience

Students’ perception on the use of digital mind map to stimulate creativity and critical thinking in ESL writing course

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Karim, Rafidah Abd, Mustapha, Ramlee·2020·Universal Journal of Educational Research
DOI 10.13189/ujer.2020.082545
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Abstract

In practise, mind maps have long been used by individuals especially teachers to create, visualise, arrange, and expand ideas in order to facilitate teaching and learning. Learning visually is a distinctive technique in modern pedagogy because most individuals are visual learners. As technology advances, digital mind map is created to replace manual mind map to bring modern pedagogy into the era of the fourth industrial revolution. Digital mind map has been used by teachers to teach diverse subjects. However, the use of digital mind map in teaching writing is scarce. Hence, the purpose of this case study was to examine the use of digital mind map to stimulate creativity and critical thinking in ESL writing course. A sample of 32 university students was selected randomly from one public university in Malaysia. The researchers developed a set of questionnaires to measure the three constructs – the usage of digital mind map, creativity, and critical thinking in writing tasks based on these three models: Lin & Faste, William, and Watson-Glaser models. The empirical results showed that the use of digital mind map evidently stimulates the students' creativity and critical thinking in completing their writing tasks as perceived by the respondents. Thus, the use of digital mind map has facilitated the ESL students' writing tasks in terms of integrating creative and critical elements.

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  • Karim and Mustapha's work on reflective thinking mechanisms in AI writing environments showed improved creative outcomes and increased self-efficacy among EFL learners.

    “This finding aligns with Karim and Mustapha's [32] work on reflective thinking mechanisms in AI writing environments, which showed improved creative outcomes and increased self-efficacy among EFL learners.”

    From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [32]

    Section 6.3 and the Conclusion report that ESL students perceived digital mind mapping as stimulating their creativity in writing. The study did not examine AI writing environments or reflective-thinking mechanisms, and Section 6.5 describes confidence as a potential benefit rather than demonstrating increased self-efficacy. The claimed EFL population also differs from the study’s ESL students; page numbers are unavailable in our copy. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • Karim and Mustapha's examination of AI-powered vocabulary enhancement systems showed significant improvements in lexical diversity among users.

    “Karim and Mustapha's [32] examination of AI-powered vocabulary enhancement systems showed significant improvements in lexical diversity among users.”

    From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [32]

    The Conclusion (page not available) reports students’ perceptions of digital mind maps for ESL writing, creativity, and critical thinking. A search for AI-powered vocabulary systems and lexical diversity found no passage reporting such a study or a significant improvement in lexical diversity. (LLM, conf=0.76)

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1 of the 24 references couldn’t be matched to a known paper.

Research works printed but not linked: 7

  1. Mousavi, H.S., and Kashefian-Naeeni, S., "An investigation into the role of EFL learners' attitude, motivation, and proficiency in learning among Iranian students of National University in Malaysia". European Journal of Social Sciences, vol. 23 (4), 2011, pp. 593-603.
  2. Nino, F., and Paez, M., "Building writing skills in English in fifth graders: Analysis of trategies based on literature and creativity", English Language Teaching, 2018, vol. 11(9), pp. 102-117.
  3. Tao-Hua Wang, Hao-Chiang Koong Lin, Ting-Ting Wu, and Yueh-Min Huang., "A Multimethod Approach for Supporting Reflection and Creativity in Online Collaborative Courses", Journal of Internet Technology, 2020, vol. 21 (4), pp.1097-1106.
  4. Hall, S.K., "Practise makes perfect: developing critical thinking and effective writing skills in undergraduate science students", 3rd International Conference on Higher Education Advances, Universitat Politecnica de Val`encia, Val`encia, HEAd'17, 1044-1051.
  5. Javid, C., and Umer, M., "Saudi EFL learners' writing problems: a move towards solution", Proceeding of the Global Summit on Education GSE, 2014, pp. 4-5
  6. Abdulbaset, H. M., "Digital Mind Maps: Their activities in education and learning". E-Learning Journal, 2016, vol. 12.
  7. R.A Karim and Abu, A.G., "Using Mobile-Assisted Mind Mapping Technique (MAMMAT) to Improve Writing Skills of ESL Students", Journal of Social Science and Humanities, 2018, vol. 1(1), 33-38.

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Authors
Karim, R. A., & Mustapha, R.
ORCID
Venue
Universal Journal of Educational Research
Publisher
Horizon Research Publishing Co., Ltd.
Published
2020-12
Volume
8
Issue
12A
Pages
7596-7606
ISSN
  • 2332-3205 (ISSN-L)
  • 2332-3213
DOI
10.13189/ujer.2020.082545
OpenAlex
W3119065034
Cited by
28
References
24
Citations by year
2025: 7 · 2024: 6 · 2023: 7 · 2022: 7 · 2021: 1
FWCI
3.53
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Universal Journal of Educational Research (publishedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
Keywords
digital mind maps, ESL writing, creativity, critical thinking, visual learning, writing instruction, university students, Watson-Glaser Critical Thinking Appraisal

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