VIETTESOL INTERNATIONAL CONVENTION 2025

Learning engagement correlates with important educational outcomes, including academic achievement and satisfaction. However, the choice and implementation of an effective method that can improve learning engagement has not yet been finalized. In practice, mind-mapping has long been used by teachers to create, visualize, arrange, and expand ideas in order to facilitate the teaching and learning process. The present study aims to investigate EFL teachers’ perceptions towards the implementation of mind-mapping for enhancing learning engagement and study the common mind-mapping strategies used in EFL classes for enhancing learning engagement.
The research design used in this study is a mix-methods research approach. A sample of 75 EFL teachers was selected randomly from the foreign language centers of Can Tho city. This study employed two major instruments to explore the above- mentioned. (1) The questionnaire was administered to find out EFL teachers’ perceptions towards the implementation of mind-mapping for enhancing learning engagement. Then, (2) semi structured interview was conducted to explore the common mind-mapping strategies used in EFL classes for enhancing learning engagement. The data collected from the questionnaire was analyzed by using SPSS software. The findings of the study reveal that EFL teachers at foreign language centers use mind-mapping activities in the classroom that are essential in promoting learners' participation in all behavioral, cognitive, and emotional aspects. In addition, difficulties in implementing mind-mapping activities in the classroom were discovered, such as time constraints and overcoming passive learning attitudes of learners.