Implementation of visual mind mapping strategy to improve students’ language competence

Abstract

The opportunities of the educational process can be expanded through the use of innovative mechanisms. The aim of the work is to determine the effectiveness of teaching as a result of the implementation of the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted in the visualization of information and the development of intellectual activity. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that the use of Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on Kirkpatrick model made it possible to establish that the majority of students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare the effectiveness of learning with the use of Visual Mind Mapping for junior and senior year students.