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It analyzes students’ practices in terms of the rate of occurrence, the phases of writing where mind maps are applied, and students’ perceptions of their effectiveness. 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Therefore, it is necessary for language educators, teachers, linguists, and learners to make use of a wide range of different methods to enhance all four English skills for language learners. The researchers have the assumption that using the mind mapping technique positively influences the improvement of this productive skill for the first-year students at the Faculty of English, University of Foreign Language Studies – The University of Danang. The purposes of this article entitled “The Englishmajored Students’Practices of Mind Maps in Writing Skills” are to investigate the practices of mind maps related to the rate of occurrence, the phases in writing, and the perceptions of first-year students when taking advantage of mind maps to boost their writingskill. This research is quantitatively and qualitatively carried out, which gathered information from three research instruments: classroom observation, interviews, and questionnaires for freshmen students. The assumption of the researchers was proved to be correct since the first-year students advocated the effectiveness of mind maps in writing skills at different rates and often used mind maps during the pre-writing stage. |\n| --- | --- |\n\nIntroduction  \nIn the era of globalization and integration among nations in the world, improving English language teaching and learning in all school levels, namely primary, lower secondary, and upper secondary levels, has always been the aim of the Ministry of Education and Training in Vietnam. At Faculty of English, University of Foreign Language Studies – The University of Danang (FE, UFLS-UD), for graduation, senior students must hand in the English language certificates, namely Test Of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), or Vietnamese Standardized Test of English Proficiency  \n(VSTEP) . To be more specific, they must earn an overall band of at least 8.5 points out often, which corresponds to Common European Framework of Reference for Languages (CEFR) level C1. At UFLS-UD, first-year FE students have to study the integrated skills of two receptive and other two productive skills in the Preliminary English Test (PET) exam format.  \nUnderstanding the significance of writing ability in particular, as well as four English skills in general, lecturers at UFLS – UD have been seeking a wide variety of teaching methodologies, applying them, and doing action research in classrooms in order to give students highlymotivating lectures to not only get the graduation certificate in the short-term plan but also enhance their English language skills in long-term use. According to Rao (2007), writing skills help learners encourage thinking and analyzing skills, organize ideas, and summarize ideas; therefore, there is no shadow of a doubt that writing plays a crucial part in acquiring a foreign language.  \nThe obstacles that most of the students during their first academic school year at FE, UFLS-UD encountered in writing skills could be the word limit of the writing tasks, the inability to identify what writing approaches should be utilized to a particular writing task type, the lack of lexical resource, and the shortage of writing ideas. To solve the last two aforementioned problems, mind maps were considered to be used by the researchers. It is widely ","cbCaivK5SYKtMpJw","https://ap.wps.com/l/cbCaivK5SYKtMpJw","pdf",535388,12,"English","# Introduction\n# Literature review","[{\"question\":\"What are the study’s main purposes regarding mind maps in writing?\",\"answer\":\"The study aims to examine mind map practices related to the rate of occurrence, the phases in writing, and first-year students’ perceptions when using mind maps to improve writing.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research used both quantitative and qualitative methods, collecting data through classroom observation, interviews, and questionnaires for freshmen students.\"},{\"question\":\"What did the researchers find about students’ use of mind maps?\",\"answer\":\"The assumption was confirmed as first-year students advocated the effectiveness of mind maps and often used them during the pre-writing stage.\"}]","The English-majored Students’ Practices of Mind Maps in Writing Skills | PDF",1790614774]