The effect of mind mapping and storification techniques on seventh grade students' reading comprehension and vocabulary knowledge in English

The aim of this study is to investigate the effects of storification and mind mapping techniques on students' vocabulary knowledge and reading comprehension skills in the seventh grade English lesson. A quasi-experimental research design with pretest- post-test control group was used in the study. The sample of the study consisted of 60 students studying in three seventh grade classes in two secondary schools affiliated to the Ministry of National Education located in the Western Black Sea Region of the Black Sea Region. Experiment 1 (N=18), experiment 2 (N=20) and control (N=22) groups were included in the study. During the experimental process, the experiment-1 group was taught using storification and the experiment-2 group was taught using mind mapping technique, while in the control group, the curriculum was applied in its normal flow and no intervention was made. In the seventh grade English curriculum, Unit 2: Sports and Unit 3: Biographies units in the seventh grade English curriculum, and the subjects were transferred to the students in the experimental groups with the lesson plans and materials prepared for these units. In the experimental process, pre-test, post-test and follow-up tests were used in data analysis. In the study, achievement tests aiming to measure English vocabulary and reading comprehension skills (English Course Vocabulary Achievement Test and 5th Grade Reading Comprehension and Vocabulary Test) were used as data collection tools. According to the findings of the study, there was a significant difference in reading comprehension skills in all groups compared to the pre-experimental process and the techniques included in the experimental groups provided permanent learning. Finally, in the light of the findings, suggestions were made for English language teaching and future research.