The ‘Branches Map’ method and ESL students’ Motivation in essay writing*
Abstract
This study aims to study secondary school students’ perceptions towards the use of ‘branches map’ method and its influences to motivate them in their essay writing. Semi-structured interview was conducted to collect the data. Twelve students of age sixteen with different levels of English proficiency were selected to participate in this study. The analysis of the data indicated that majority of the students had a positive perception towards the use of Branches Map method to motivate them in writing. The students responded that the use of ‘Branches Map’ method helps them in planning their writing, generating ideas, and enhancing creativity in writing. These results manifested that the tree structure of the ‘Branches Map’ method used in the pre-writing process was able to enhance students’ motivation in essay writing.
Downloads
Metrics
References
Bem, Daryl J. (1970) Beliefs, Attitudes, and Human Affairs.
Buzan, T. (1993).The mind map book. London: BBC Books.
Buzan, T. (2005) The Ultimate Book of Mind Maps. London: Thorsons.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments and examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin.
Dornyei, Z. (2001) Teaching and Researching Motivation
Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition.
Faissal, R. M., Yunus, M. M., & Hashim, H. (2017). Think to Act: Students’ Attitude and Motivation Towards Learning English in A Sub Urban School in Sepang, Selangor.
Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology
Harris, I. and Caviglioli, O. (2003) Think it – Map it!: How schools use mapping to transform teaching and learning. Stafford: Network Educational Press.
Jason E. Dowd, Tanya Duncan, and Julie A. Reynolds. (2015) Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything. CBE—Life Sciences Education. 14:1-6.
Jennifer Morris, (2016). Introduction: Group Work. University of Oregon, College of Arts and Sciences, American English Institute.
Maghsoudi, M., Haririan, J. (2013).The impact of brainstorming strategies Iranian EFL learners writing skill regarding their social class status. Journal of language and linguistics, 1(1), 60-67.
Nasser Oroujlou and Dr Majid Vahedi. (2011) Motivation,attitude and language learning. Procedia-Social and Behavioral Sciences. 29 (2011) 994-1000.
Naqbi, S. A. (2011). The use of Mind Mapping to Develop Writing Skills in UAE Schools. Education, Business and Society: Contemporary Middle Eastern Issues.
Rafidah Abd Karim, Abdul Ghani Abu and Farah Natchiar Mohd Khaja. (2016) Brainstorming approach and mind mapping in writing activity. Research Gate. 423-429.
Williams, M. & Burden, R.L. (1997). Psychology for Language Teachers: A Social Constructivist Approach
Yunus, M.M., Nur Rashidah Khairunnisa, Nur Rashidah Khairunnisa Ranjeeta. / Motivation and attitudes for learning English among year six students in primary rural school. Procedia - Social and Behavioral Sciences. Vol. 15 2011. pp. 2631-263.
Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) Writing. Creative Education, 7(04), 619.
Yunus, M.M., Chan Hua Chien (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education,07,619-626. doi: 10.4236/ce.2016.74064.
Zulkiflei, K., Yunus, M. M., & Hashim, H. Positive Attitude Makes Good English. Really?
