Mind maps to boost the learning of English as L2 at higher education institutions in Ukraine

Maryna Boichenko; Iryna Churychkanych; Alla Kulichenko; Ruslana Shramko; Mykhailo Rakhno

doi:10.34069/AI/2023.70.10.21

Maryna Boichenko Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine. https://orcid.org/0000-0002-0543-8832
Iryna Churychkanych Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine. https://orcid.org/0000-0001-5673-6752
Alla Kulichenko Zaporizhzhia State Medical and Pharmaceutical University, Zaporizhzhia, Ukraine. https://orcid.org/0000-0003-1469-3816
Ruslana Shramko Poltava V. G. Korolenko National Pedagogical University, Ukraine. https://orcid.org/0000-0002-9258-9128
Mykhailo Rakhno Poltava V. G. Korolenko National Pedagogical University, Ukraine. https://orcid.org/0000-0002-8517-6122

DOI: https://doi.org/10.34069/AI/2023.70.10.21

Resumo

Mind mapping is a powerful tool for teaching English as a foreign language, particularly in the context of learning and mastering English as a second language (L2). Visualizing the content contributes to a more effective memorization and error-free reproduction, even after some time. In the Ukrainian pedagogy, the didactic potential of “cognitive graphics” and specific means of its implementation calls for deeper studies and systemic representation as the concept itself is a multi-disciplinary phenomenon on the intersection of neuro-/psycholinguistics, psychology, theory of language communication, cognitivism, and web-design. That is why the aim of this work is to ascertain the essence of mind mapping as powerful means of teaching and learning English, to show its relations with ICT in designing an effective set of academic tasks and stimulating the student’s digital competence. The innovative character benefits the perception, and thus, the interiorization of the course content, increases the academic performance of students and their confidence in their abilities providing internal motivation for further work. As a result, the student’s selfassessment receives additional clarity, communication in L2 gets extra motivation, critical analysis skills and soft skills develop better creating a sturdy foundation set of skills for a highly professional graduate from a Ukrainian university.

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Biografia do Autor

Maryna Boichenko, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.

Doctor of Pedagogical Sciences, Professor, Head at the Department of Pedagogics, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.

Iryna Churychkanych, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.

Doctor of Philosophy in Education, Senior Lecturer at the Department of Foreign Languages, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.

Alla Kulichenko, Zaporizhzhia State Medical and Pharmaceutical University, Zaporizhzhia, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Foreign languages, Zaporizhzhia State Medical and Pharmaceutical University, Zaporizhzhia, Ukraine.

Ruslana Shramko, Poltava V. G. Korolenko National Pedagogical University, Ukraine.

Candidate of Philological Sciences, Associate Professor, Associate Professor at the Department of English and German Philology, Poltava V. G. Korolenko National Pedagogical University, Poltava, Ukraine.

Mykhailo Rakhno, Poltava V. G. Korolenko National Pedagogical University, Ukraine.

Candidate of Philological Sciences, Associate Professor, Associate Professor at the Department of English and German Philology, Poltava V. G. Korolenko National Pedagogical University, Poltava, Ukraine.

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