The Impacts of Utilizing E-Mind Maps on Iranian Adolescent vs. Adult EFL Learners’ Language Learning Strategy Choices

One of the affective factors contributing to the EFL learners’ learning achievements is their dominant language learning strategy choices (LLSC). This study was an attempt to find out whether utilizing E-Mind Maps significantly influenced the dominant LLSCs (memory, cognitive, compensation, metacognitive, affective, and social strategies) of the adolescent versus adult Iranian EFL learners. Besides, their preferred sub-strategies were investigated across each dominant LLSC for some volunteer adolescent versus adult participants through structured online interviews. Based on a quasi-experimental design, ۷۶ available Iranian adolescents and adults EFL learners both male and female were selected from two language institutes in Isfahan, Iran. They were randomly divided equally into four groups namely adolescents’ experimental and control groups, and adults’ experimental and control groups. Strategy Inventory for Language Learning (SILL) was conducted for all of the participants in the pre- and post-intervention phases followed by a structured online interview in just the post-intervention phase. The intervention was presenting the content of the teaching through Mind Meister software versus the conventional way of teaching for control groups for ۲۰ sessions. Descriptive and Chi-Square statistics were used to analyze the data. The results confirmed that using E-Mind Maps shifted the dominant LLSC of adolescent and adult EFL learners to memory and cognitive strategies. Moreover, preferred sub-strategies across each dominant LLSC were discussed in detail for both groups. The conclusion can provide critical implications for the fields of English language teaching and learning in using E-Mind Maps as the effective instruments in EFL classrooms.

Keywords:

Adolescent , Adult , E-Mind Map , Iranian EFL learner , Language learning strategy