2.2.3 Constructivism 5

2.2.4 Information processing theory 6

2.3 Previous studies on Mind Map in English teaching 6

2.3.1 Previous studies on Mind Map in English teaching abroad 6

2.3.2 Previous studies on Mind Map in English teaching domestically 7

2.4 English writing teaching 7

2.4.1 Concept of English writing 7

2.4.2 Studies on former English writing teaching methods 8

3. Research Methodology 9

3.1 Design of the research 9

3.1.1 Hypotheses of the research 9

3.1.2 Participants of the research 9

3.1.3 Instruments of the research 9

3.2 Procedures of the research 10

3.3 Data collection 11

3.4 Results and discussions 11

3.4.1 Results of two interviews 11

3.4.2 Results of two questionnaires 12

3.4.3 Results of two writing tests 13

3.4.4 Discussion 14

4. Conclusions 16

4.1 Major Findings 16

4.2 Limitations of the research 16

4.3 Suggestions for future research 16

References 18

Appendix 1: Outline of Interviews with Teachers 20

Appendix 2: Questionnaire A for All Subjects before Experiment 21

Appendix 3: Questionnaire B for the Experimental Students 23

Appendix 4: The Pre-test and the Post-test 24

Appendix 5: Writing Scoring Standards 25

 1. Introduction

1.1 Background of the study

With the implementation and further development of the new English curriculum reform, more emphasis has been put on the cultivation of both language knowledge and language skills, aiming to improve students’ overall language proficiency. Writing, as one of four basic skills in English learning, is regarded as a measure of students’ overall language proficiency. According to the new English Curriculum Standards (2011), the Junior Middle School graduates in China have to reach Level Five in English writing. Students should be able to flexibly apply the knowledge they have learnt in writing topics that are close to their life, which leaves them a lot of space to think and write. However, through the observation of writing classes and interviews with teachers in a Junior Middle School, the researcher found that the present writing teaching is not so optimistic and the students can hardly reach the writing standards in reality and always regard English writing as the biggest problem for them. 

Undoubtedly, there are many personal factors that affect students' writing abilities, like the influence of students’ native language writing and their educational background. But for all that, the most essential is the traditional English writing teaching mode and teaching method. Most of the writing classes are still exam-oriented and teachers spend more time on the teaching of language knowledge and grammar rather than the writing process which is actually the training of students’ thinking ability. What is more, some teachers even omit the writing class and ask students to write essays as homework so as to save time. As a result, students tend to neglect the importance of English writing and gradually lose their interest.