THE EFFECTS OF MIND MAPPING AND THINKING SKILLS ON READING IN GOVERNMENT COLLEGE STUDENTS

Abstract

One of the important approaches in the context of second language learning is task-based language teaching (TBLT).  TBLT is used in this paper, especially in relation to tasks that include mind mapping and thinking skills.  The terms "thinking skills" and "mind mapping" refer to the learner's capacity to understand the reading content in a specific pattern or technique and to reflect on it.  Indeed, it alludes to the learners' metacognitive techniques.  The greatest benefit is that the learner's mindset is adjusted such that, as a result of his or her metacognitive approach and retention ability, he or she not only understands the material to be acquired but can also replicate it.  Therefore, to test the hypothesis in this context, a study with a small group of ESL students from one of Tamilnadu's government colleges was selected.  As the students worked on tasks based on YouTube, this article examines the effects of cognitive skills and mind mapping.  The main idea of the paper is to use the mind mapping approach to assess the influence of higher order thinking skills.  The reading comprehension scores of the students demonstrate that the two student groups chosen for the study differ significantly from one another.