Effectiveness of Mind-mapping on Multiple English Language Skills in the Saudi Context: A Systematic Review

Abstract

This study conducted a systematic review (SR) of the author’s research on the integration of mind mapping software in teaching reading, writing, vocabulary, spelling, medical terminology, and Greek and Latin roots published between 2009–2021. The review draws on a closed, author bounded corpus consisting of one thematic cluster, “mind mapping software in language and terminology instruction (Al Jarf, 2009–2021).” Across all six studies, mind mapping proved to be a powerful cognitive, organizational, and mnemonic tool that enhances students’ performance across multiple language skills. All studies reported significant gains for the experimental mind mapping groups compared to control groups receiving traditional instruction based solely on the assigned textbook. Improvements were observed in idea generation, organization, comprehension, visualization and clarification of relationships, strengthening semantic networks, enhancing long term retention and application of Greek and Latin roots, morphological analysis, and retention of terminology. Mind mapping also helps students visualize sound–symbol correspondences and supports phonological awareness and mastery of spelling rules. The studies further demonstrated how mind mapping enhances visual processing of linguistic relationships and facilitates deeper connections among lexical, phonological, and semantic elements. It transforms learning from a sequential, text bound activity into a multimodal, relational process. This shift empowers EFL learners to navigate linguistic complexity with greater autonomy, confidence, and metacognitive awareness, ultimately fostering more long term and transferable learning outcomes. In all six studies, freshman and pre medical students expressed highly positive attitudes toward mind mapping. They found mind mapping enjoyable, motivating, and helpful for visualizing relationships among ideas and linguistic components. They valued its flexibility, personalization features, and ability to make complex information more accessible and memorable. Despite initial unfamiliarity with the software interface, students rapidly developed confidence and fluency in using mind maps, integrating them into their weekly study routines and even relying on hand drawn maps during exams. This review underscores the value of mind mapping in EFL and ESP instruction and provides a consolidated foundation for future research on visual learning tools in language education.