investigating EFL learners ' use of mind maps and thier perceived input comprehension and knowledge retention

Abstract

In EFL contexts, learners often face difficulties in comprehending and retaining linguistic input. Alt-hough mind maps have been widely discussed as a visual learning strategy, limited research has exam-ined Algerian EFL learners’ and teachers’ perceptions regarding their role in supporting understanding and recall. Therefore, the present study aims to investigate EFL learners’ use of mind maps and their perceived input comprehension and knowledge retention. To achieve this aim, five research questions are raised: (1) To what extent do Algerian EFL learners use mind maps in their learning? (2) How do learners perceive the potential of mind maps in supporting input comprehension and knowledge reten-tion? (3) What factors influence the effectiveness of mind maps in supporting comprehension and re-tention? (4) What difficulties do EFL learners face when using mind maps? (5) How do EFL teachers perceive the role of mind maps in enhancing both comprehension and retention? To answer the research questions, the data were gathered through a questionnaire administered online via Google Forms to ninety third-year EFL learners and an interview conducted face-to-face with 14 EFL teachers at Mila University. The study adopted a mixed-methods design combining quantitative and qualitative ap-proaches. The participants were selected through convenience sampling due to the accessibility and availability of the participants during the data collection process. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically by coding recurring themes. The research findings reveal different frequencies of use, as some learners use mind maps regularly, while others rarely or never use them. It also indicates that they perceive mind maps as a beneficial strategy that supports both input comprehension and retention. In addition, learners’ use of mind maps is affected by factors such as teacher support and the difficulty of lessons. However, the results also indicate that learners face certain challenges, such as lack of training and time constraints. A number of limitations were identified, including the limited sample size, and recommendations were proposed, such as integrating digital tools and providing continuous training for learners.