Vol. 12 No. 70 (2023)
Articles

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

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  • Maryna Boichenko,
  • Iryna Churychkanych,
  • Alla Kulichenko,
  • Ruslana Shramko,
  • Mykhailo Rakhno
Maryna Boichenko
Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.
Bio
Iryna Churychkanych
Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine.
Bio
Alla Kulichenko
Zaporizhzhia State Medical and Pharmaceutical University, Zaporizhzhia, Ukraine.
Bio
Ruslana Shramko
Poltava V. G. Korolenko National Pedagogical University, Ukraine.
Bio
Mykhailo Rakhno
Poltava V. G. Korolenko National Pedagogical University, Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2023.70.10.21

Published 2023-10-30

Keywords

  • associative scheme, interactive tool, cognitive graphics, mind mapping, Ukrainian higher education institutions (HEI)

How to Cite

Boichenko, M., Churychkanych, I., Kulichenko, A., Shramko, R., & Rakhno, M. (2023). Mind maps to boost the learning of English as L2 at higher education institutions in Ukraine. Amazonia Investiga, 12(70), 229–240. https://doi.org/10.34069/AI/2023.70.10.21

Abstract

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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