Abstract
Vocabulary is an important element in English learning. Although several studies have been conducted on the effects of concept mapping, argument mapping, and mind mapping techniques, there is no clear understanding of the superiority of any of these techniques over the others. The present study investigated the effects of concept mapping, argument mapping, and mind mapping techniques on 6th Graders' vocabulary production. To this end, a sample of 90 Iranian female students (6th graders) from an English institute in Tehran was selected.
They were divided into three groups and each group received one of the selected techniques randomly. After the experimental period, one posttest in fill-in-the-blanks format was administered to assess the participants' vocabulary production. One independent One-Way
ANOVA procedure was used to analyze the obtained data. The results showed that the differences between the concept mapping, argument mapping, and mind mapping groups were statistically significant. The participants of the argument mapping and mind mapping techniques performed better than their counterparts who received the concept mapping technique. Findings of the study can have implications for learners, teachers, and materials' developers.