Author:
Семеріков Сергій Олексійович,Амеліна Світлана Миколаївна,Тарасенко Ростислав Олександрович
Abstract
This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.
Publisher
Криворізький державний педагогічний університет
Reference23 articles.
1. [1] M. Kuts, O. Lavrentieva, Ergonomic aspects of computer-oriented pedagogical technologies implementation in teaching foreign languages to students of higher education institutions, Educational Technology Quarterly 2022 (2022) 88-104. doi: 10.55056/etq.9 .
2. [2] R. O. Tarasenko, S. M. Amelina, Y. M. Kazhan, O. V. Bondarenko, The use of AR elements in the study of foreign languages at the university, in: O. Y. Burov, A. E. Kiv (Eds.), Proceedings of the 3rd International Workshop on Augmented Reality in Education, Kryvyi Rih, Ukraine, May 13, 2020, volume 2731 of CEUR Workshop Proceedings, CEUR-WS.org, 2020, pp. 129-142. URL: https://ceur-ws.org/Vol-2731/paper06.pdf.
3. [3] N. Volkova, O. Tarnopolsky, O. Lebid, K. Vlasenko, Students' computer-based workshops in mandatory classes of english for students majoring in psychology and linguistics: A comparative experimental study, Educational Technology Quarterly 2021 (2021) 274-292. doi: 10.55056/etq.55 .
4. [4] S. M. Amelina, R. O. Tarasenko, S. O. Semerikov, L. Shen, Using mobile applications with augmented reality elements in the self-study process of prospective translators, Educational Technology Quarterly 2022 (2022) 263-275. doi: 10.55056/etq.51 .
5. [5] K. Biebighäuser, Fremdsprachenlernen in virtuellen Welten, Gunter Narr Verlag, Tübingen, 2014.