The Comparison of Mind Mapping‐Based Flipped Learning Approach on Introvert and Extrovert EFL Learners’ Speaking Skill

The use of different types of creative teaching techniques such as mind-mapping has drawn the attention of teachers. In this regard, the present research aimed to investigate the effect of implementing mind mapping technique on the improvement of EFL learners’ speaking skill in traditional and flipped classes. It also took a further step and examined the personality of the learners into account. To this end, 80 homogenous elementary EFL students who were studying English language teaching at Payam-e-Noor University, were divided into four equal groups based on their personality type and were assigned into the traditional and flipped classes. Before the treatment, a speaking pretest was taken and the results indicated that the groups were homogenous in terms of their speaking ability prior to the administration of the treatments. After the pre-test, the groups received treatment. The participants of the traditional groups drew mind maps about each speaking topic, and the participants of the flipped groups used digital mind mapping technique to brainstorm about the topic. After the twelve treatment sessions, the groups participated in a post-test. The findings indicated that in the post-test, there was a significant difference between the participants’ speaking scores in terms of pronunciation, grammar, vocabulary, fluency and comprehension. The findings showed that the introverts had better gains in the flipped classes, while the extroverts benefited from the treatment in the traditional classes. Moreover, the positive effects of mind mapping technique were observed in all four groups. These results can provide both teachers and students with valuable insights into the application of mind mapping technique in flipped and traditional classrooms for both introverted and extroverted personalities.