Assessing the effect of mind maps on students’ writing skills accross self-efficacy levels in Islamic higher education

There has been much discussion on which writing technique is more appropriate for EFL classes. This study examined the interaction effect between Mind Map (MM) and self-efficacy (SE) levels on students’ argumentative writing skills at one of the Islamic Institutes in Palangka Raya. The design used a 2x3 analysis of variance to apply a posttest quasiexperiment. The 53 EFL individuals involved in this investigation were classified into two categories according to their writing strategies (x1) and levels of self-efficacy (x2). Two-way ANOVA yielded the following results: first, students' argumentative essay writing skills were significantly impacted by Mind Map, F (2, 47) = 58.06, p = 0.00, partial η2 = 0.71, and by self-efficacy, F (1, 47) = 20.95, p = 0.00, partial η2 = 0.31. Second, there was a statistically significant relationship between MM and SE in terms of students' ability to write argumentative essays, F (2, 47) =4.26, p=0.02. The study revealed that when the SE component was combined with MM, the mind map group performed better than the nonmind map group. The study highlighted a fresh approach to teaching writing through mind map techniques.