(SKKN 2022) using mind map in speaking lessons to improve tinh gia 1 high school’s 10th grade students’ speaking skills

THANH HOA DEPARTMENT OF EDUCATION &TRAINING TINH GIA I HIGH SCHOOL Minor thesis in education USING MIND MAP IN SPEAKING LESSONS TO IMPROVE TINH GIA HIGH SCHOOL 10TH GRADE STUDENTS’ SPEAKING SKILLS (Áp dụng sơ đồ tư học nói nhằm cải thiện kỹ nói tiếng Anh cho học sinh khối 10 trường THPT Tĩnh Gia 1) Người thực hiện: LÊ THỊ XUÂN Đơn vị công tác: Trường THPT Tĩnh Gia Tổ chuyên mơn: Tiếng Anh Thanh Hóa: 2022 DECLARATION I hereby certify that the thesis entitled: USING MIND MAP IN SPEAKING LESSONS TO IMPROVE TINH GIA HIGH SCHOOL’S 10TH GRADE STUDENTS’ SPEAKING SKILLS is the result of my own research to improve 10th grade students’ speaking skills at Tinh Gia high school and that, it has not been published or submitted for any other purposes Teacher in charge LÊ THỊ XUÂN TABLE OF CONTENTS INTRODUCTION 1 Rationale of the study Aims of the study Scope of the study Research methods of the study PROBLEMS AND SOLUTIONS 1: Theoretical background 1 Definition of speaking 2 Components of Speaking Nature of language teaching and speaking teaching Definition of Mind Mapping Technique of making mind maps Types of mind map 2 The factual problems 2 Students’ difficulties in speaking classes 2 Teachers’ difficulties in speaking classes Suggested solutions Advantages of using mind map in teaching speaking Sample lesson plans using mind map strategy Effectiveness of the research CONCLUSION AND SUGGESTION Conclusion Suggestions References Page 2 3 11 11 11 13 13 13 18 21 21 21 INTRODUCTION 1 Rationale of the study In language teaching, the main objective is to prepare students for communication in the real world and it is very important for a learner to efficiently equip himself with four skills: Listening, Speaking, Reading and Writing, together with relatively sufficient background knowledge In order to achieve the language teaching aims, in our contemporary English curriculum, new learning and teaching approaches are required The new curriculum advocates process-oriented language learning and teaching approaches, such as experiential learning and cooperative learning: students are encouraged to experience the language, learn the language by self-discovery, participate in discussion and negotiation activities It emphasizes the role of positive affective states on the part of the students It advocates the task-based approach to language learning and teaching, which means learning by doing and by using the language It incorporates learning strategy development into the classroom instruction Besides, the new curriculum brings out a lot of changes accompanied with a new vitality At the same time, it sets incomparable challenges for teachers However, in reality, most of our students, even though start to learn English since the very early year of school (even from the first grade), cannot communicate with people from English speaking world with confidence From my experience as a teacher of English at Tinh Gia (TG1) high school for 16 years, I have realized the bitterly disappointing truth that after about seven years or more of studying English, what our students get is almost a “dead” language In other words, many students who have studied English for many years (7 years ) leave school unable to communicate in it That is why I felt the urge to research about it and took appropriate actions It is time that great efforts were made by teachers to improve the quality of English speaking lessons as well as to meet the teaching goals and to help students overcome difficulties in expressing their thoughts, ideas, and feelings in English Therefore, this issue has brought me a great desire to conduct an action research entitled “Using mind map in speaking lessons to improve Tinh Gia high school’s 10th grade students’ speaking skills” in order to examine factors that cause barriers in English speaking for students at TG1 high school as well as to find out how mind map strategy can help to tackle these problems With this study, I hope to make some contribution to improving students’s English speaking skills Aims of the study The study aims at: - Investigating and discovering obstacles or difficulties that both students and teachers have encountered in English speaking lessons at TG1 high schools - Suggesting some solutions of using mind mapping strategy in the post-speaking activity (production stage) to address those problems and to help students develop presentation skill in particular, and improve speaking skills in general Subject of the study Within this study, I put focus on teaching speaking by using mind mapping in the post-speaking task in the tenth-grade classes at TG1 high schools I used mind mapping as a technique to improve students’ speaking skills in describing things and people In this research, students’ accuracy, fluency, and comprehensibility in speaking were assessed From these findings, some sample lesson plans are suggested The study was conducted on the students of grade 10 at TG1 high school with the current textbook “Tiếng Anh 10” Research methods of the study In order to get the goals of the study, a wide range of data from observation are gathered, questionnaires and sample speaking test results are analyzed Therefore, all comments, remarks, suggestions, and conclusions provided in the study are based on the results of the data analysis PROBLEMS AND SOLUTIONS 1: Theoretical background 1 Definition of speaking As we all know, speaking is a productive skill in two- way process of social communication which includes the use of verbal and non- verbal language to convey meaning When people have conversation with others, they include the process of producing language and receiving massages It can be said that speaking is one of the most significant elements of communication since it could be used as a medium of social interaction Speaking means conveying the message through the words of mouth This skill is also called “Oral Skill” or “ Communicative Skill” English speaking is a very important skill that has to be possessed by students in studying English in order to be able to communicate with other people from different countries In other words, speaking is a tool of communication in conveying ideas, information, and feeling to others It is the most important way for a speaker to express himself through a language Formerly, teachers rarely teach speaking in any classroom However, nowadays the process of speaking activities has a lot of progress since the teachers try to encourage the students to improve their speaking ability In conclusion, speaking is the activity to deliver the information by expressing it orally, coherently, fluently, and appropriately as an interaction to something, negotiation, solving a particular problem and establishing social relationships and friendships The speaking is considered good if the listener and the speaker understand each other 2 Components of Speaking Every skill has a component to fulfill its needs Speaking also needs many components because speaking is the most natural way to communicate Without speaking, people must stay in almost total isolation from any kind of society For most people, the ability to speak a language is similar to understanding a language since speaking is the most basic way of human interaction In addition, speaking is one of the language arts that are mostly used by people from all over the world The art of speaking is very complex, it requires the simultaneous use of a number of abilities which often develop at different rates There are generally five components of speaking skill, they are; comprehension, vocabulary, grammar, pronunciation, and fluency: Comprehension Comprehension focused on students’ understanding of conversation and it measures how much explanations are required to understand students’ responses In other words, it means that if a person can answer or express idea well, it shows that she or he have a good comprehension Vocabulary People cannot communicate effectively or express their ideas both orally and in written form if they not have enough vocabulary since vocabulary means the suitable articulation which is used to communicate Grammar Grammar is needed for students in order to arrange a correct sentence in conversation It is important for students to use a correct structure and appropriate grammatical in speaking The function of grammar is also used to learn the correct way in order to gain expertise in a language in oral and written form Pronunciation Pronunciation is the way of producing certain sounds In process of communication, students need to be able to pronounce and produce phonemes clearly and correctly in order to avoid misunderstanding They must be able to articulate words and create the physical sounds that carry the correct meanings Fluency The last component in speaking is fluency Riddel (2001) stated that fluency is the ability to speak freely without too much stopping and hesitating Similarly, Gower, Harmer (2007) believed that fluency can be thought as the ability to keep speaking spontaneously When students speak fluently, they should be able to get the message from the speaker resources and the abilities they have learnt, regardless of grammatical or other mistakes Nature of language teaching and speaking teaching According to H Douglas Brown in Principles of Language Learning and Teaching, the second edition, "Teaching is guiding and facilitating learning, enabling the learners to learn, setting the conditions for learning” Foreign language learning, like other subjects, is part of the overall development of all students Through learning a foreign language, the students can enrich their experience of life, broaden their world vision, and enhance their thinking skills Language learning is the most effective when students' interest, motivation and attitudes are taken into consideration Therefore, evaluation should be summative, formative, designed and administered to encourage the learners rather than to frustrate them It should be carried out in terms of what students can rather than what they cannot In addition, learning a foreign language is a process which requires learners to integrate many language skills including: Listening, Speaking, Reading and Writing Learners of a second or foreign language can not only read different texts in different subjects with varying degrees of detail and difficulty but also communicate with native speakers orally It is generally accepted nowadays that speaking is a key skill for most students learning a foreign language In short, Speaking skill plays a vital role in teaching and learning a foreign language This fact calls for suitable teaching methods to help the students become more active in English speaking lessons Definitions of Mind Mapping According to Buzan (2000), mind mapping is the easiest way to bring information into the brain, and to bring information out from the brain Mind mapping is the way to take a note which is creative and effective Mind mapping also can be said to be great for memory to arrange facts and thoughts in such a way that the way of brain work involves from the firts It means remembering information by using mind mapping will be easier than using national registration techniques Then mind maps are amazing, organizational and creative learning method that can improve memory, concentration, communication, creativity, and time management Mind mapping is one of techniques which use of whole brains in learning that can make the students more enjoyable and interested in studying English From the explanations of mind mapping above I can conclude that mind mapping is a graphic organizer that can be used to get or to deliver the information Buzan opined that mind mapping is a diagram used to represent words, ideas, tasks, or other items linked to and arranged in radial around a central key word or idea It is used to generate, visualize, organize, and classify ideas It is an image-centered diagram that represents meaning or other connections between portions of information It can be said that mind mapping is an effective tool to generate idea and draw it into a paper or express it orally In other words, mind mapping is a graphic organizer in which main idea and subidea are represented as branches from larger branches It is a visual tool that can be used to generate ideas, take notes, organize thinking, and develop concepts In order to create a mind-map, people usually start in the middle of the page to draw the central theme or main idea Then, draw wider in all directions to create a growing diagram composed of keywords, concepts, facts, and information Furthermore, mind-map graphically show ideas in a relational framework, with the main topic at the center of the paper, major subtopics on branches derive from the main topic, and sub-subtopics around each major subtopic Mind map can be created by using paper and pens or using one of several computer applications Based on the explanation above, mind mapping can ease the students to generate their mind Besides, teacher can use mind mapping as a strategy in teaching Mind map is easy to create, students can create it on a blank of paper using pen or pencil What is more, they can use computer to draw a mind map Technique of Making Mind Map There are a number of computer applications that can be used to create mind maps on a computer Regardless, to draw a mind map using pen, it is recommended to use a large sheet of white blank paper and turn it horizontally in a landscape orientation Pens that are used are in multiple thicknesses colors The following procedures are presented to describe how to make a paper-pen based mind map: Step 1: Place the central theme or main idea in the center of the paper We may find it easier to place our page in landscape orientation, which is easier to draw a mind map Step 2: Use lines, arrows, branches, and different colors as ways of showing the connection between the central theme or main idea The relationships are important in order to keep the idea related to main topic Step 3: Avoid creating an artwork Teachers should draw quickly without major pauses or editing It is important in the first step of mind mapping to consider every possible idea even those that we are not going to use Step 4: Choose different colors to symbolize different things The method is fully up to us, but we should remain consistent so that we can be better in drawing our mind map at a next step Step 5: Leave some space on our page due to the reason that we can continue to add to the idea over a period of time If A4 sized paper is small, we may like to use A3 Below is a mind map model: 10 Figure 4: Type - Marketing Plan Mind Map Mind maps can be a very powerful tool to analysis ideas, build project plans and solve problems The types of mind maps mentioned above can cover almost all the mind map types Knowing the features and purposes of each type can help you achieve the outcome required with mind maps Based on the three types of mind mapping above, the writer used presentation mind maps type because this type is used to present the process of an idea to the audience and how the information should be positioned on the map depends on whether the audience understand it or not So that the writer will ask students to present the materials by these types 2 The factual problems 2 Students’ difficulties in speaking classes In the reality of language teaching, we have found out that there are many problems faced by students in speaking and these disturb speaking abilities The 14 following are four common problems faced by my students in speaking classes: Inhibition Speaking activities require listeners to have all attention on speakers and the exposure from the listeners that can often give a stage fright to the speakers The speakers may also be worried about making mistakes or being criticized in front of others This is one of the factors that discourage my students from actively participating in my speaking classes Nothing to say Another common problem is that students mostly have nothing to say related to the topic In fact, the students may be bored or they may feel that the topic is unrelated to the conversation Consequently, the students will have less motivation to speak even they know they have to participate in speaking activities The students even lack of confidence to express what they want to say Low of Participation On the one hand, there always will be dominant students in English class that will make other students difficult to express themselves freely On the other hand, The students who interrupt frequently or look for the teacher’s attention constantly tend to create a situation where the timid students are quite happy to sit in the corner of the class and watch the lesson unfolding rather than participating Mother tongue use In EFL classroom where a number of the students have the same mother tongue language are found that their English is mostly influenced by that background language They feel inconvenient to speak to one another in foreign language 2 Teachers’ difficulties in speaking classes There are many problems in the process of teaching English speaking skills One of them is how to make the students interested in the English lesson especially for speaking so that the situation in the class can make the students enjoy learning Speaking is an important part of English to communicate or telling something to other people When people can communicate in English they can inform their idea easily Besides, if students always practice speaking English they will not be shy or nervous when they are speaking in front of the public So, it is important parts to make the students interest to improve their speaking skills In fact, teaching speaking is activities which require students to focus on 15 meaning in communication, students need to be able to use and pronounce words and structures correctly in order to be understood Furthermore, the effective teaching speaking is also a collection of various parts, a new way of looking at oral communication will make it easier to teach the skills involved and will make it easier for students to become component communicators Then, according to Brown (2009), principle of teaching speaking skills are focused on both fluency and accuracy, provide intrinsically motivating techniques, encourage the use of authentic language, provide appropriate feedback and correction, capitalize on the natural link between speaking and listening, give students opportunities to initiate oral communication, and encourage the development of speaking strategies Based on some explanation above, the writer can conclude that teaching speaking is an instruction that involves students in the class, where the students asked to speak by using vocabularies and exact language structures so that it can be understood Besides, teaching speaking can be called knowledge, instructions, or a personal skill that is given through communicates from the teacher to the students Based on the writer’s observation conducted at Tinh Gia high school especially in the tenth years, where the writer interviewed some English teachers and students at tenth grade , the students learned about speaking but they did not expand their knowledge, they only learned basics of English such as vocabulary and structures Besides, they just spoke by reading in front of the class Moreover, some students said that they had difficulties in pronouncing the words Furthermore, the students often lacked of ideas and vocabulary to express their thoughts so they were afraid to speak up What’s worse, many students were not active in the class Therefore, the students need to learn by using an interesting technique to make them comfortable and motivated to learn English especially for speaking In this case, the writer used mind mapping as a technique to make students interested and easy to understand the materials Mind mapping is a strategy to activate right and left brain balanced when we are teaching English because mind mapping contains pictures, colors, lines, and words that can help students to remember the words and resulting an idea so that they can communicate easily Then, according to Knight (2012), mind maps are amazing organizational and creative methods that can improve memory, concentration, communication, creativity, and time management Suggested solutions 16 Advantages of using mind map in teaching speaking Using mind mapping can help students propose their ideas freely They can work with their friends, their notes are more focused on the material point, which helps the mind to organize, remember, compare and make relationships among the information Besides that, mind mapping gives freedom to search learning materials and so the students are more active and creative in learning process Within the scope of this study, I am not making the attempt to cover all the speaking lessons in the textbook English 10 I just suggest here some typical speaking activities in which I have applied mind map strategy effectively with a view to helping teachers of English at this level apply them in their speaking classes The results of tests have proved that by applying mind map in speaking lessons, my students can understand the lesson better as well as finish the tasks with more effective results The following are some suggested lesson plans applying mind map Sample lesson plans using mind map strategy UNIT 1: A DAY IN THE LIFE OF (Part B SPEAKING) I Aims: - Students can ask and answer about one's daily activities using a timetable or pictures - They can talk about their daily routines II Procedures: Presentation Practice (Controlled- practice) + Task (Text book) + Task (Text book) Production - Aims: sts practise speaking freely, they can express their own ideas - ask Ss to close book - Ask Ss to work in groups of 4, complete the mind map with the information about their daily routine as given in task 2, then appoint a representative to present in front of the class - call one or two students to report in front of class - The mind map should be: 17 Figure 5: A mind map for Unit UNIT 4: SPECIAL EDUCATION LESSON SPEAKING I Objectives Students can talk about someone's school life and actively engage in an interview II Procedures 18 Presentation + Task (Text book) Practice + Task 2(Text book) Production + Task 3: (Text book) - Ask sts to work in small groups to make a mind map using the information they have learnt about from the interview, then appoint a representative to present in front of the class - The mind map should be: Figure 6: A mind map for Unit 3 UNIT 5: TECHNOLOGY AND YOU LESSON SPEAKING I Objectives: Sts can talk about the uses of modern inventions II Procedures: 19 Presentation + Task 1(Text book) Practice + Task (Text book) + Task (Text book) Production + Task 4: - Ask sts to work in small groups to make a mind map about the use of information technology, then appoint a representative to present in front of the class - The mind map should be: Figure 7: A mind map for Unit UNIT 9: UNDERSEA WORLD LESSON 2: B SPEAKING I Objectives: - Students know about some actions to protect the oceans - Students can talk about the protection of the oceans II Procedures: Presentation + Task 1(Text book) Practice 20 + Task (Text book) Production Task 3: Report to the class what your group has discussed - Ask sts to work in small groups to make a mind map using the information they have just learn, then appoint a representative to present in front of the class - Ask some representatives to report their group’s opinions in front of the class Figure 8: A mind map for Unit UNIT 13: FILMS AND CINEMA LESSON 2: B SPEAKING I Objectives: - Students can talk about some favorite kinds of music II Procedures: Presentation + Task 1: (Text book) Practice + Task (Text book) + Task 3: (Text book) 21 Production + Task 4: Talk about a film you have seen - Ask sts to work in groups to make a mind map about a film they have seen, using the suggestions given in the textbook - Ask some sts present in front of the class Figure 9: A mind map for Unit Effectiveness of the research As mentioned above, this study aimed at investigating the significant differences on the students’ speaking competence, between students taught by using mind mapping strategy and students taught by conventional strategy During the implementation of the study, the researcher used lesson plans as guidance to give the treatment for both experimental and control group The experimental group (class 10A1 and class 10A4) used lesson plan with mind mapping strategy while control group (class 10A2 class 10A5) used lesson plan with conventional strategy The topics were chosen from the current textbook English 10 The final result can be illustrated in the following table: 22 Class 10A1 (Experimental group) The number of students: 40 10A2 (Control group) The number of students: 44 10A4 (Experimental group) The number of students: 42 10A5 (Control group) The number of students: 42 Level Good Fairly good Average Weak Oral Testing results At the begginning of At the end of the the school year school year 12% 37% 26% 46% 55% 15% 7% 2% Good Fairly good 13 % 26% 16% 30% Average Weak 52% 9% 47% 7% Good Fairly good Average Weak 8% 22% 41% 29% 18 % 32% 50% 8% Good Fairly good Average Weak 7% 24% 42% 27% 8% 29% 43% 20% Table 1: Oral Testing results As can be seen from the table, at the beginning of the school year, the levels of the two groups ( Class 10A1 - the experimental group and class 10A2- the control group as well as class 10A5 and class 10A4) are fairly equal However, at the end of the school year (after applying mind map strategy in experimental group), we see the striking different result Obviously, applying mind mapping strategy can improve students’ speaking ability, especially students’ presentation ability The result of the tests shows that test scores in experimental class was higher than those in control class In more details, the number of students getting good and fairly good marks in class 10A1 and class 10A4 increased dramatically after applying mind map, and the number of 23 students getting average and weak results dropped considerably However, in the control group (class 10A2 and 10A5) the number of students getting good and fairly good marks increased slightly The findings of the study indicated that students who were taught with mind mapping achieved better speaking competence compared with students who were taught with conventional method The result of speaking tests also gave an evidence that there was a significant difference between experiment group and control group In the experiment group, students drawed a map which can lead them to recognize the topic and comprehend them into good sequencing in speaking By being able to organize the topic through mind mapping, students were able to activate relevant speaking knowledge from memory and provide a situation in which comprehension and production of the subsequent speaking task can be supported Besides, students when learning with mind mapping were observed having a high interest speaking activity when the colorful pictures were used in the mind map The teaching reality has proved that by organizing information, using pictures and symbols, and abbreviations instead of full words rather than in sentences help the mindmapping can be easily understood by the students Obviously, mind mapping allows showing all related topics on the same mindmap, with associations displayed by images, symbols, and colors, all of which improve memory retention It also captures students’ attention It provides students with a more attractive and enjoyable format for their eye or brain to look at, think about, and remember However, despite of benefits of using mind mapping, there were several challenges when mind map was integrated in the classroom Using mind mapping consumed a lot of time There were some students who were difficult to develop and read the diagram Besides, mind mapping is also limited in dealing with more complex relationships CONCLUSIONS AND SUGGESTIONS Conclusion After analyzing the data and discussing the result in the previous chapter, 24 the writer would like to draw conclusions as follow: Generally, the students perceived that mind mapping assisted them to improve their speaking ability, they believed that mind mapping help them to generate idea Before they use mind mapping, speaking is so difficult for them especially in generating idea and organize it Commonly, mind mapping uses picture to replace main topic, the picture helps students to think better and to limit a topic, so then it makes them easier to develop idea As the result, their speaking will be systematically and fluently improved A similar finding also indicated that by using mind mapping most of the students can reach the standard passing grade score It can be concluded that mind mapping could increase students’ speaking competence It is undeniable that mind mapping was one of the strategies that can be used to improve the students speaking ability because the students who were taught with mind mapping were put as the central of learning process They were very active, creative and able to build cooperation with their peers Obviously, the use of mind mapping technique in language teaching provides an active role for students, while a teacher becomes a facilitator and a coordinator, helping the students The most significant results of this study have shown that mind maps are useful for solving problems, brainstorming the ideas, learning new vocabulary, taking notes, improving speaking skills and preparing presentations It can be concluded that the mind mapping strategy has proven to be a good technique for memorizing, creative thinking, speaking, and learning It also revealed mind mapping helps and motivates students to speak especially in making presentaion Mind mapping is enjoyable and interesting for students It makes the students understand and know how to express their ideas into speaking The students know what and how to speak a report well This aim can be reached if the learning process using mind mapping is handled well in accordance with the steps of teaching speaking a report Suggestions This research report gives us a proof that students’ language skill can be enhanced from time to time if we know the students’ problems Speaking is one of the skills that have to be enhanced For that purpose, my suggestions are: First, enhancing students’ ability in speaking should be managed systematically in order that the students know what and how to speak Teachers 25 might use mind mapping strategy as their reference in teaching speaking for their students Second, a collection of teaching aids such as: posters, mind map etc, should be available, interesting, enjoyable and fruitful Third, the ways in teaching speaking should be more various (not monotonous) so that the students have high motivation in the learning process Speaking tasks should be challenging, interesting, and enjoyable The last one is students’ speaking works should be shown on the class events, so it gives an appreciation to the speakers of the speaking tasks and make them proud of themselves For other students, they can hear various stories from various speakers COMMENTS AND ASSESSMENTS OF THE Nghi Son, May 18th 2022 THE SCIENCE COUNCIL The principal of Tinh Gia high school I hereby declare that this research is due to the experience I myself have written, and I not copy from anybody I sincerely thank you The writer LÊ THỊ XUÂN References Buzan,T &Buzan,B (2000) The mind map book (Millenium Ed.) London: BBC 26 Books Brown, D H (2004) Language Assessment: Principle and Classroom Practices United State of America: Pearson Education, Inc H Douglas Brown in Principles of Language Learning and Teaching, the second edition, 1987 Amazom.com Knight, K (2018) Mind Mapping: Improve Memory, Concentration, Organization, Creativity, and Time Management Educational Media and Technology Yearbook Harmer, J 1984 The Practice of English Language Teaching London: Longman Nunan, D ( 199̀) Language Teaching Methodology New Jersey: Prentice Hall International Thornbury (2002), ‘Research on how Mind Map improves Memory’ Paper presented at the International Conference on Thinking, Kuala Lumpur Riddel, D., (2001), Teach English as a Second Language, Chicago: McGraw – Hill Companies NHỮNG SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG KHOA HỌC NGHÀNH ĐÁNH GIÁ Một số giải pháp nhằm nâng cao chất lượng dạy học nghe môn Tiếng Anh 27 bậc THPT - Xếp loại C – năm học 2008-2009 Một số giải pháp nhằm giúp học sinh phát triển lỹ nói tiếng Anh – Xếp loại C – năm học 2015-2016 28 ... USING MIND MAP IN SPEAKING LESSONS TO IMPROVE TINH GIA HIGH SCHOOL’S 10 TH GRADE STUDENTS’ SPEAKING SKILLS is the result of my own research to improve 10 th grade students’ speaking skills at Tinh. .. great desire to conduct an action research entitled ? ?Using mind map in speaking lessons to improve Tinh Gia high school’s 10 th grade students’ speaking skills? ?? in order to examine factors that cause... speaking lessons Definitions of Mind Mapping According to Buzan (2000), mind mapping is the easiest way to bring information into the brain, and to bring information out from the brain Mind mapping