The Function of Instruction by Mind Mapping on Iranian Students’ Grammar Learning

English grammar is widely recognized as an indispensable component of teaching English, serving as the fundamental framework for students to comprehend and acquire the language. The acquisition of English grammar has emerged as a prominent concern for high school students during the learning process. Therefore, the identification of an efficacious approach to facilitate students' mastery of English grammar assumes of paramount significance. Mind mapping, a cognitive tool that facilitates divergent thinking offers individuals the opportunity to harness both the analytical and creative faculties of the human brain, thereby enhancing their cognitive abilities and memory retention. In this research endeavor, the primary objective was to explore the efficacy of employing the Mind Mapping technique in the context of Iranian EFL learners' grammar acquisition, specifically among tenth-grade students. To accomplish this objective, the researchers adopted a quasi-experimental methodology. The experimental group received instruction utilizing the mind mapping technique, while the control group adhered to the traditional teaching method. The findings of this study revealed statistically significant disparities between the two groups, favoring the experimental group, which can be attributed to the utilization of the mind mapping technique. The incorporation of mind mapping in grammar instruction augments students' comprehension and retention of grammatical concepts, thereby enabling educators to better cater to their educational requirements and enhance overall learning outcomes.