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The Impact of Mind Mapping on High School Students' English Reading Interest and Comprehension Ability

Author(s)

Meihui Lv*

Affiliation(s)

Liaocheng University, Liaocheng, Shandong, China *Corresponding Author.

Abstract

This study investigates the impact of mind mapping on high school students' English reading interest and comprehension ability through a quasi-experimental design involving 100 first-year students divided into experimental and control groups. Adopting mixed methods—pre- and post-tests, Likert-scale surveys, and stratified interviews—the research analyzed data via SPSS to assess changes in five reading interest dimensions (practicality, functional cognition, pleasure, engagement, expansion) and three comprehension competencies (information extraction, strategy application, pluralistic thinking). Results indicated significant post-intervention improvements in the experimental group across all interest dimensions (p < 0.05) and comprehension metrics compared to the control group. Interviews revealed enhanced student engagement and perceived utility of mind mapping. The findings suggest that integrating mind mapping into English reading instruction effectively fosters intrinsic motivation, cognitive structuring, and metacognitive strategies, thereby advancing pedagogical practices aligned with competency-based curricula.

Keywords

Mind Mapping; Reading Interest; Reading Comprehension; High School Education

References

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