Enhancing Mastery of Mandarin Interrogative Words via Mind Mapping: A Pilot Study

This research explores the integration of mind mapping techniques which is grounded in Tony Buzan’s cognitive theory into the pedagogical framework of Mandarin interrogative word acquisition. In an increasingly globalised educational landscape, traditional linear methods often prove insufficient for helping learners organise complex linguistic information. This study addresses the cognitive challenges of vocabulary retention and conceptual mastery by proposing a systematic visual framework. Utilising a one-group pretest-posttest quasi-experimental design with 20 undergraduate participants, the study demonstrates that graphical classification significantly enhances contextual awareness and self-learning skills. Results indicate a substantial increase in average assessment scores from 4.25/10 to 7.05/10 which showed an approximate 66% improvement in learners' ability to use Mandarin interrogative words accurately. Hence, it suggests that mind maps facilitate a more intuitive and effective mastery of Mandarin interrogative systems.

Mind map, interrogative words, Mandarin language acquisition, pedagogical innovation, cognitive scaffolding.

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