Application of Mind Maps in Continuation Writing
DOI:
https://doi.org/10.63313/IJED.9007Keywords:
Mind Maps, Continuation Writing, TeachingAbstract
This study investigates the role of mind maps in enhancing L2 writing continuation tasks by improving logical visualization, information integration, creative stimulation, and linguistic scaffolding—key factors that boost textual coherence, thematic consistency, and originality. Theoretically, it synthesizes dual-coding theory (reducing cognitive load), schema theory (internalizing textual structures), and interaction hypothesis (strengthening reading-writing alignment) to establish cross-disciplinary cognitive mechanisms for writing pedagogy. Empirically, mind maps demonstrably optimize teaching strategies, align with college entrance examination reforms, and enhance instructional efficiency through digital integration; however, gaps persist in methodological rigor, cultural adaptability, and long-term effectiveness tracking. To address these limitations, future research should prioritize interdisciplinary theoretical integration, technology-enhanced applications, and teacher development frameworks, ultimately advancing mind maps from tool-based practices to cognitive cultivation paradigms for universal L2 writing instruction.
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