Informatization in the Era of Output-Oriented Pedagogy: Innovative Application of Mind Mapping in Teaching of College English Writing

Abstract

This study explores the innovative application of integrating mind mapping with the output-oriented approach in college English writing instruction, aiming to verify its effectiveness in enhancing students' writing interest, critical thinking, and writing proficiency to advance the modernization of English teaching. A controlled experimental design was adopted, involving two groups of university students with comparable English proficiency. The experimental group received writing instruction through an output-oriented approach incorporating mind maps, while the control group followed traditional methods. Data were collected through questionnaires, writing tests, and classroom observations and analyzed using SPSS software. The results show that the experimental group significantly improved in idea development, content organization, and logical coherence, with notably higher writing scores than the control group. Students in the experimental group reported that mind maps helped them organize thoughts more effectively, expand content, and increase interest and confidence in writing. The study concludes that in the age of informatization, the integration of mind mapping with the output-oriented approach is an effective model that enhances students’ writing skills, fosters critical thinking, and promotes independent learning, offering new insights and directions for reform in college English writing instruction.