ENHANCING ACADEMIC WRITING PERFORMANCE IN EFL UNIVERSITY STUDENTS THROUGH COGGLE-BASED MIND MAPPING: A PROCESS-ORIENTED APPROACH
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Abstract
The present study investigates the pedagogical effectiveness of the Coggle platform in improving academic writing skills among English as a Foreign Language (EFL) university students. Writing in a second language involves complex cognitive and metacognitive processes, including planning, organization, and revision. Drawing on recent research in digital pedagogy and second language writing, this study examines how mind-mapping tools facilitate these processes. The findings indicate that Coggle significantly enhances coherence, idea generation, and learner autonomy. The study contributes to current discussions on technology-enhanced language learning and process-based writing instruction.
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References
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