الفهرس 
The Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
The present study aimed at investigating the effect of using Mind Maps on improving EFL first year secondary stage students’ English grammatical achievement. The instruments that were designed and used in the current study were: three equivalent Grammar Achievement tests used as pre, post and follow-up tests to measure students’ grammar achievement level and a questionnaire related to English grammar learning problems to identify the difficulties the EFL first year secondary stage students have in English grammar learning and achievement. The study adopted the quasi-experimental design using experimental and control groups. The sample of the study consisted of sixty students randomly selected from first year secondary stage of Ghazala Secondary School, Sinbillawin, Dakahlia governorate during the first semester of the academic year 2013-2014. The experimental group (N=30) was taught using Mind Maps and the control group (N=30) received regular teaching. The collected data was analyzed and treated statistically using SPSS V25. The results indicated that there was statistically significant difference between both groups in favor of the experimental one due to the use of mind maps. Results also provided evidence to the effectiveness of using mind maps in improving the students’ English grammar achievement. A number of recommendations concerning the use of mind maps, English grammar learning and teaching, and course design were suggested.