MINDOMO: A DIGITAL MIND MAPPING IN
PRIMARY ESL READING SKILLS
Denish Sevakumaran, Melor Md. Yunus, Jamaludin Badushah
Universiti Kebangsaan Malaysia; SK Methodist, Banting

ABSTRACT
Reading is one of the essential skills in the English language that need to be mastered by students in schools.
Teachers have practiced various teaching techniques in order to help the students grasp new knowledge
and finding out the meanings through reading. Since the traditional mind mapping is one of the teachingmaterials used in teaching reading, this study aims to investigate the perceptions of students in using
Mindomo, a digital mind mapping tool in the reading lessons. In order to achieve the objective of thisresearch, a questionnaire with both quantitative and qualitative items were developed. The 30 participants
responded are Primary Year 6 students from an urban school in Banting, Selangor. Through the analysis of
the data, majority of the students opted to use Mindomo during their reading lessons as it helps tocomprehend the texts read. In addition, the students feel encouraged to read more written texts as well as
find the lessons using Mindomo enjoyable and interactive. Mindomo also helped the students to improveon the vocabulary knowledge. The use of Mindomo in the reading lesson also paves new path inincorporating Information Communication & Technology (ICT) tools and skills into the pedagogy as it iscoincide with the objectives of leveraging ICT to scale up the learning quality in the Malaysian Education
Blueprint 2013-2025. This study’s results aspires to assist teachers, education officers and relevant
authorities the importance of using Mindomo as a ICT teaching tool in motivating students’ reading skills.
Keywords: digital mind mapping; reading skills; ICT tools; 21st century skills; ESLINTRODUCTION
The objective of Malaysian education curriculum pertaining to the English language is students are able toconverse efficiently and effectively in the language in social and professional situations (Chitravelu,
Sithamparam & Teh, 2005). In the English language curriculum, the four skills of listening, speaking,reading and writing are vital in the teaching and learning. Malekzadeh and Bayat (2015) stated throughmastering the reading skills, students are able to discover many things, enhance their knowledge besides
figuring out the meanings in texts especially in countries like Malaysia where English is been used as thesecond language. In addition, students would not be able to achieve their intended achievement in academic
if they fail to comprehend the texts they read. Hence, the importance of reading is seen to assist the students
to understand the meanings in texts and able to present their own ideas based on the materials read.
Additionally, reading is one the important skills which need to master by students by the end of theirschooling years and enabling them apply English proficiently in the society are listening, speaking, reading
and writing. Tompkins (2010) defined reading as a complex process to understand written text besides
interpreting the meanings of the materials the readers read appropriately. Reading is given important in the
Malaysian education system too as the MOE aims to produce students who are independent readers throughthe mastering of basic literacy using the methods of phonics (Kementerian Pelajaran Malaysia, 2012). The
Malaysian education system has seen many new technologies been introduced daily to improve the teaching
and learning methods of reading skill. These technologies help teachers to make their lessons moreinteresting and attract students’ attention. Moreover, technology-aided classes would help teachers toachieve their teaching and learning objectives. According to Yunus, Salehi and Chen (2012), students lose
interest in classes where the teachers apply the traditional ‘chalk and talk’ method. Pupils who drift away
during lessons would lose out in obtaining the knowledge intended to be passed by the teacher. Teachers
have used a variety of teaching and learning techniques to make their lessons interesting as well as
achieving the objectives intended including mind mapping, group work, researches on various topics and56

making scrap books. The 21st century skills are given an importance in the Malaysian education system as
the Ministry of Education (MOE) aims to produce students who are capable to face the challenges of the‘real’ world besides being a successful ‘world player’. The idea of involving the 21st century skills likesolving complex tasks, making quick decisions and critical thinking skills (Prensky, 2006 in Hassan &Mohsin, 2015) creates an all-rounder student where he or she does not only excel in academics but alsoable to conquer the challenges faced. Thus, the changes in the teaching and learning techniques will pave
innovate ways to prepare the students to adapt to the nature of the challenges as well as getting them to
imply the knowledge gain to succeed in life. Furthermore, Somekh (2004) mentioned about the students
being responsible of their own learning by providing them adequate ICT knowledge and allow them tolearn them in their own pace. The MOE also highlighted the vital role played by infusing the Higher Order
Thinking Skills (HOTS) since the execution of these skills prove to be fundamental in this century (MOE,2011 in Hassan & Mohsin, 2015). This is because the level of thinking skills of the students helps in making
sure they are able to grasp the 21st century skills with the help of integration of ICT tools. The role oftraditional teacher also transforms to be the facilitator in the classrooms (Yunus, Nordin, Salehi, Embi &Salehi, 2014; Garba, Byabazaire and Busthami, 2015) creating the 21st century classroom and incorporate
HOTS.
Teachers over the years have implemented various teaching techniques to teach reading skills to thestudents. The use of games, group work and library researches are some of the examples exercised by theteachers. The mind mapping has been one of the strategies which are effective used during reading lessons.
Mind mapping has defined by Liu, Zhao, Ma & Bo (2014) as a method used to picture the relationship ofdifferent terms and concepts which have distinctive features in terms of its colours and free form. This
technique helps in showing the relationships among the concepts with the use of connecting lines andintersecting figures (John & Olusola, 2006). The mind mapping technique aids the students in the
promotion of creative thinking and bridging significant ideas on areas focused (Buzan, 2010). In addition,teaching and learning can have more positive effects and help students to understand better the topics via
mind mapping and its graphical design. According to Liu et. al. (2014), students will have higher motivationlevel besides increasing their memory retention power through using mind mapping in classes. Yunus andChien (2016) have the same opinion the idea of mind mapping as an effective tool in helping the teaching
and learning process. Sabbah (2015) agrees the usage of mind mapping in helps to improve the reading
skills of the students. Hence, a study on the integration of the digital mind mapping tool would help therelevant authorities the importance of assimilating ICT tools into the teaching and learning of ESL inschools.
The study limited in focusing on the perceptions of 30 Primary Year 6 pupils in Banting, Selangor towards
using Mindomo, a digital mind mapping tool in their English reading lesson. The researcher mentions the
hypothesis of the study as follows: There is a significant influence of Mindomo in improving the students’reading skills in the English lesson. Consequently, this study aims to investigate the students’ perceptionsin using the digital mind mapping, Mindomo in their reading lessons. The following research questions aredeveloped to guide the researcher in investigating the use of Mindomo: 1) What are the perceptions of thestudents in using Mindomo in their English reading lesson? 2) What are the advantages of using Mindomoin the English reading lesson? and 3) How does Mindomo helps them to be motivated to read texts?

LITERATURE REVIEW
Reading skills
Reading is defined as a receptive language process by Goodman as cited in Carrel (1988) where the reader
makes meaning of what he or she reads through the ideas that the writer trying to portray. On the other
hand, Alexander (1988) describes a writer tries to converse with the readers through the written language
thus stating that reading is a communicative process. Reading has always been a two-way communication
between the reader and writer and it is an ongoing active process. Meanwhile, reading also involves thewriter tries to convey their thoughts and views in their writing whereas the reader comprehend the text andthe messages from the text (Baradja, 1990).

57

In order to enhance reading skills, various theories are involved such as the top-down approach, graphicorganisers, visual learning and constructivism (Sabbah, 2015). The students are focused to grasp the mainideas rather than the comprehending each of the words in a passage through the top-down model. According
to Tompkins (2010), students make meaning of what they read through a combination of text-based
information and their background knowledge on the given topic. This happens because reading is ameaning-making process (Tompkins, 2010) as students construct their own meaning through theirunderstanding of the text and prior knowledge. Furthermore, Heilman, Blair and Rupley (2002) mentioned
reading need to be fostered among the students in order to create the ability of them to understand printed
materials as well as linking ideas through them.
The mind mapping technique
Mind mapping is one of the methods used by teachers in helping students to understand particular topics
and materials that they have read. It also helps improving their memory and making the students remember
the notes read. Deshatty and Mokashi (2013) defined mind mapping as a chart focusing on the fundamental
keyword or topic which is connected to various ideas, words and phrases to show the relationships among
them. Moreover, mind mapping also aids them to write down short notes and ideas linked to the main topic
by branches containing words, phrases and images (Buzan, 2006). Teachers who are employing the mind
mapping strategy in their reading lesson would help the students see the relationship between the ideas
involved thus encouraging them to classify them accordingly to help them improve their understanding(Padang & Gurning, 2014). In addition, Malekzadeh and Bayat (2015) stated mind mapping aids students
in structuring their thoughts in a simple yet comprehensive manner which helps them in presenting theirideas in easy, meaningful way to their listeners. The mind mapping strategy also helps teachers inelaborating the learning in a simple manner as well as being useful for learners who are visually inclined.
Stephen and Hermus (2007) support this as in their study they stated the mind mapping helps visual learners
to comprehend the topic better because this strategy assist them in creating connection and handling theirnotions. Moreover, Ruffini (2008) mentioned that teachers are given freedom to express their ideas throughthe use of mind map in their lessons since this strategy does not limit them to visual and linear structure.
Since mind mapping involves lots of graphics and colours, it would help the students to grasp and retain
new knowledge in an effective way. This is similar in the study of Liu, Zhao, Ma and Bo (2014) where
they found out teaching and learning are more colourful through mind mapping supports memory retention
and motivation enhancer for the students. Moreover, according to Malekzadeh and Bayat (2015), mind
mapping is a useful tool in helping teachers to enhance teaching besides creating a strong base for the
students to learn.
Digital mind mapping, Mindomo in ESL classrooms
The traditional mind mapping is created by students writing the main topic in a square or circle in the
middle of the paper. Then, they draw nodes and write words or ideas associated to the topic. Students would
also draw more nodes to elaborate their main ideas as sub-ideas further using different colours todifferentiate the ideas. However, this method demonstrated to be time consuming as well as wastingmaterials and effort (Sabbah, 2015). The era of Information and Communication Technology (ICT) has
paved various innovative ways to make the teaching and learning process much more interesting andengaging including the reading skills. Thus, the use of Mindomo (http://www.mindomo.com) which waslaunched in 2007, the digital mind mapping would be a better choice for the teachers to conduct theirlessons additionally increasing students’ attention and attracting their interest to gain more valuableknowledge. This mind mapping tool gives new path for teaching and learning as it guides the students tocreate graphic organisers (Pashaie, 2009) which are colourful and interactive in addition sharing with theirpeers to be commented and evaluated. Mindomo helps to improve our teaching and learning and also
perform better in our presentation during meetings and courses. Moreover, Mindomo assists in turning ourideas into colourful mind maps which creates better understanding for the listeners as well as providing theproper model to show the developments of our plans (Exswap, 2016). It can be used in various ways by
the users besides presenting the ideas like a professional.
In ESL classroom, the digital mind mapping, Mindomo can be a helpful tool for the teachers to create
interactive and interesting lessons especially for reading skills. The idea of integrating Mindomo in theclassroom would produce 21st century skill students who are proficient at brainstorming, questioning,58

synthesising, analysing and generating new ideas, problem-solving, and researching since they will work
collaboratively creating mind maps (Dominik, 2014; Mindomo, 2016). Mindomo does provide a platform
for students and teachers to work cooperatively in order to form a digital ESL classroom with the
integration of ICT besides achieving the dreams and visions of the MOE in creating the 21st century
classroom. The traditional classroom in educating English for the students should be transformed to aninteractive ICT related lessons since the students are more tech-savvy and prefers to indulge in classes
involving ICT tools thus Mindomo creates this pathway to realise their intentions and make the teaching
and learning much more enjoyable and interesting.

METHODOLOGYThis section deals mainly with the methodology used in this study covering the areas of research design,
research instrument and data collection procedures. The methodology will explain on how the researchers
conducted the study, collected the data and obtain the results on the use of Mindomo in the reading lessons.
Research design
The researcher utilised a survey to collect both quantitative and qualitative data concurrently in this study.
The data collected are to measure the perceptions of students on the use of Mindomo in their English
reading lessons besides taking into account their thoughts on the advantages of using this tool and theimprovement they endure in their reading skills throughout the research period. The respondents of thequestionnaire consisted of 30 Year 6 students in a primary school in Banting, Selangor. They are taking
one of the national examinations in Malaysia; the Ujian Penilaian Sekolah Rendah (UPSR) and are the firstbatch of students who have gone through 6 years of the new education system which is the Primary School
Standard Curriculum (KSSR). These participants of this study are suitable since they are the production of
the ministry’s objectives to create students who are capable of facing the challenges of the 21st century.
The integration of ICT in their reading lesson is parallel with the objectives underlined by the MOE in the
KSSR document in which they stated that students should be able to “read and comprehend a range ofEnglish texts for information and enjoyment by the end of Year 6” (Kementerian Pelajaran Malaysia, 2012)
thus, the participants are appropriate for the study. However, the participants are limited to one school only
where the results cannot be generalized all over nation. The respondents’ age is 12 years old and their levelof English proficiency in reading range from average to good, consequently, everyone of them are able toread the English texts and there are not major obstacles for them to understand the texts. The primary schoolthat been chosen is located in the urban area of Banting, Selangor and it is a mixed population of students
consisting the Malay, Chinese, Indian, Orang Asli and other races as well. The respondents in this study
have not been exposed to digital mind mapping, Mindomo in their schooling years based on the researcher’sinvestigation. In this study, the researcher utilised the convenience sampling method since the researcher
was teaching the class. According to Sabbah (2015), convenience sampling is defined as a non-probability
sampling technique since the respondents are chosen based on the researcher’s convenient accessibility andcloseness to be able to conduct the research.
Research instrument
The research questionnaire substances were adapted from Sabbah (2015) as well as Yunus and Chien(2016) study. In this study, the researcher produced the questionnaire consisting two parts; Part 1: ten closeended items and Part 2: two open-ended items. In order to bring out the students’ insights on the use of
Mindomo as a digital mind mapping tool, the ten close-ended questions were considered by the researcher.
The close-ended questions use the Likert Scale ranging from number 1-4 (Strongly Disagree, Disagree,
Agree and Strongly Agree). This technique assists the respondents to answer the items in a mannerly way.
In addition, students were allowed to express their opinions on the advantages of using Mindomo in theirreading lessons and how it helps them to understand the texts read through the two open-ended questions.
These open-ended questions focuses the views of the participants wish to express in helping the researcher
to understand better on the use of Mindomo in the reading lessons. The items would help the respondents
to understand better the intended purpose of the study besides guiding the researcher to obtain the results

59based on the participants’ point of views. Moreover, the respondents are able to express their ideas on using
Mindomo in their reading lessons in a more structured manner.
Data collection proceduresThis study was conducted over the period of 5 weeks with an interaction time between 1-2 hours per day.
This is due to the time allocated for the English subject in the Malaysian school where the contact hours
assigned to teach English is 5 periods per week (30 minutes per period). The researcher starts off the study
by giving the students 2 hours of introduction classes on how to use Mindomo to create mind maps andthey are given time to explore the tool in groups. This is to create understanding among the students on thedigital mind mapping tool which they will be exposed throughout the 5 weeks of the study. Moreover, thecollaborative technique gives the students opportunities to share their ideas with their peers. Some of thestudents also discovered ways to include images in their mind map besides changing the fonts and coloursof the words and phrases. In addition, these introduction classes also work as a mini workshop for the
students where they can ask questions and doubts on using Mindomo. Then, in the following session, eachof the students is given a set of texts to be read in the first 15 minutes of the interaction time with theresearcher. Then, they have to type the important points or ideas of the texts into the Mindomo on their
computers. They should draw the mind maps with the main topic as the central focus and branch out theideas gotten from the texts read. The participants then need to present their work to the researcher and peersin the presentation mode which was exposed during the introduction mini workshop. The students are given
time (approximately 10 minutes) to comment on their friend’s Mindomo mind map and suggest ways toimprove them. At the end of Week 5, each of the students is given a questionnaire to be answered based on
their experience using Mindomo in their reading lessons. The answers from the participants are collected
and the data was analysed to find out their view on Mindomo as a teaching tool in their reading classes.

FINDINGS & DISCUSSION
In this section, the researcher will reveal the findings that were obtained through the data analysis. Thissection will be divided into four sections namely the demographic data, students’ view on using Mindomoin their reading lessons, their perceptions on the advantage of assimilating Mindomo in reading and thelevel of students’ motivation to read students with the use of Mindomo in their English lessons thus leads
to the discussion of the objective of this study.
Demographic data
The number of respondents for this study is 30 divided between 20 female (67%) and 10 male (33%). In
terms of race, the respondents are separated into 5 Malays (17%), 1 Chinese (3%), 21 Indians (70%) and 3
Orang Asli (10%). The division percentage of the respondents based on the gender and race are almost
similar to the total ratio of the students at the school.
Students’ view on Mindomo in reading lessons
The items from the questionnaire were based on the Likert Scales and the data from it are shown in Table
1 as below. In Table 1, the researcher shows the answers given by the respondents regarding the use of
Mindomo in the reading lessons.

60TABLE 1: Students’ answers on Mindomo in reading lessons
Students’ answer
Disagree
Agree

Items

1
2
3
4
5
6
7
8
9
10

Strongly Disagree
Agree
F
%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%

F

%
0%
0%
0%
10%
0%
0%
7%
0%
3%
0%

0
0
0
3
0
0
2
0
1
0

F
14
11
12
14
10
21
15
15
11
7

%
47%
37%
40%
47%
33%
70%
50%
50%
37%
23%

Strongly
F
16
19
18
13
20
9
13
15
18
23

%
53%
63%
60%
43%
67%
30%
43%
50%
60%
77%

Based on the Table 1, the majority of the respondents agreed that Mindomo proves to be a useful tool in
helping them during the English reading lessons. It shows their satisfaction in implementing Mindomo intheir reading lesson and able to continue the integration of the tool. In this study, more than half of thestudents (53%) strongly agreed that Mindomo helps them to organise ideas based on the texts they haveread. This finding is supported by Naqbi (2014) and Malekzadeh and Bayat (2015) as mind mapping help
students in organising their thoughts as well as enhancing their ability to plan their work (Item 1). The
students mostly strongly agree (63%) that the process in creating mind maps using Mindomo was enjoyable(Item 2) whereas 67% of students claimed that they enjoyed the overall process of using Mindomo in theirreading lessons (Item 5). The enjoyment of the students in the process of indulging themselves in using
Mindomo during the reading lessons is parallel to the findings by Sabbah (2015) where he stated the useof mind mapping is enjoyable for the students and it is an effective tool. In addition, majority of the students(90%) of students stated that the use of Mindomo assisted them in understanding the ideas in the texts read
(Item 4) and all of them concurred Mindomo aids them in identifying the main ideas and sub-ideas in Item
6. This is agreed by Moi and Lian (2007) where they found that mind maps works as an effective tool in
improving the students’ understanding on topics read. However, only 3 students (10%) of them disagree tothis (Item 4) since they felt some of the texts that they read were difficult.
The use of Mindomo in the reading lessons helps the students to be creative as 18 students (60%) strongly
agree this tool creates a platform for them to express themselves in a more innovative manner (Item 3).
This finding is supported by Liu et. al. (2014) and Sabbah (2015) mentioned that using mind mapping toolin the classroom encourages students to think creatively besides preparing a platform for them to organise
their ideas in a more organised way. The 18 students (60%) strongly agree the integration of Mindomo intheir reading lessons increases their motivation to indulge themselves into reading (Item 9). The use themind mapping tool has been proved to enhance students’ motivation in obtaining new skills and knowledge
as supported by Liu et. al. (2014) in addition to the study conducted by Jones, Ruff, Snyder, Petrich &Koonce (2012) found out the mind mapping activities conducted also demonstrate the increase in thestudents’ enthusiasm to learn. Likewise, the results obtained from the study also parallel to Johnson andJohnson (2009) where they mentioned mind mapping tool increases students’ intrinsic motivation as well.
Half of the students (15 students) agree that Mindomo develop their reading skills (Item 7) whereas only 2
students (7%) disagree with this item. In addition, the students have the same opinion that Mindomo also
helps them to improve their vocabulary skills (Item 8). This is supported by Liu et. al (2014) stated theincorporation of mind mapping tool during lessons helps in improving the students’ achievement in theiracademic thus the findings from the study too proves the same in terms of the reading skills. Furthermore,
Pashaie (2009) found out that mind mapping tool plays a vital role in the increment of vocabularyknowledge among students. The majority of students (77%) strongly agree Mindomo mind mapping tool
make the learning of reading skills much easier and interesting with the inclusion of colours and images
during the creation of the mind maps. Betancur and King (2014) mentioned that students would be attracted
to the mind mapping software since they are able to move freely and create beautiful mind maps.
61

The advantages of using Mindomo in reading lessons
The researcher reviewed the open-ended questions’ responses from the students and it helped to reveal thebenefits of using Mindomo in the reading lessons. Most of the students mentioned that Mindomo helped in
improving their reading skills especially their reading comprehension. Since Mindomo assists insummarising and organising the ideas from the texts read, the students are able to skim and scan
purposefully the passage and answer the given questions effectively. These are some of the responses fromthe students:






Mindomo helps me in understand when reading English passages in textbook.
I can understand the texts I read better.
Mindomo helps me to get the ideas from the books I read and makes me understand.
I can read better now with the help of Mindomo because I can understand what the writer is trying
to say.
I can remember better what I read after learning to use Mindomo.

According to Liu et. al. (2014), mind maps help in retaining the information need which would be helpful
in learning the language since they are visualisation tool besides improving the ability to understand theideas intended. In addition, the students also responded by using colours and images, they are able to grasp
the meanings of texts in an enjoyable and interactive manner. The students’ responses on this matter are as
follow:When I use lots of colours, I can see the links better.
The different colours I use show me how different things are related to each other.
I use many colours for the lines and words to show the connection between the main idea andother ideas.

Sabbah (2015) supports these answers as the use of colours and shapes assists the students in detailing theideas from the texts by connecting them into relevant relationships. These statements from the students
prove that using Mindomo in reading lessons would be fruitful because they will able to learn more newthings and comprehend the texts better.
Mindomo motivates students
The second open-ended question unravels the students’ view on the influence of Mindomo in motivatingthem to be an avid reader besides improving their reading habit. Most of the students (90%) responded thatthey feel motivated to read more and others have turned Mindomo as a tool to develop their reading skills.
This is due to the lack of exposure to reading materials as well as the skills to comprehend the texts read.
Following are some of the examples of responses on the motivation of using Mindomo:

I want to read more books now. Mindomo helped me understand the texts I read.
I feel so good when I read because I understand better now.
Mindomo makes my reading much more enjoying. I use Mindomo at home when I read to get theideas.

Hence, this study proves that Mindomo, a digital mind mapping tool aids in improving the students’ reading
skills by giving them options to summarise the ideas in the texts, providing colourful images and fonts to
attract their attention besides enhancing their motivation to read more texts especially related to English
language. Moreover, Mindomo helps the teachers to vary their teaching techniques and transform theirtraditional ‘talking’ teacher to facilitator or guide for the students to grasp the intended knowledge.
Mindomo also promotes creativity among the students and generates the feel of responsibility andaccountability of their own work.

62

CONCLUSION
The teaching and learning techniques of the English language should transform by providing the students
a platform for them grasp new knowledge and improve in the language. Reading skills plays a vital role inenabling students to be master of the English language especially in countries such as Malaysia where
English is used as the second language and practiced widely across the nation. To be a confident reader toEnglish texts, one must be able to comprehend the meanings the writer tries to convey through his or her
written language. Mind mapping does provide this as students are able to obtain the main and sub ideas
from texts read. However, the traditional mind mapping would discourage students from being an avid
read, thus, the incorporation of Mindomo, the digital mind mapping tool pave its way into the teaching andlearning of reading in the English lessons. Students enjoy the process of learning and practising the mind
mapping tool during the lessons as well as promoting their creativity in producing virtual mind maps to bepresented to their peers. In addition, Mindomo also assisted the students in understanding the meanings ofthe texts they read by increasing their vocabulary knowledge and it enhances their motivation to read more
written texts.
On the other hand, this study does draw some setbacks. For example, the researcher could not conduct thisstudy in a bigger scale due to time constraint. The study on the use of Mindomo should include moreparticipants including the secondary level students to obtain results and views in helping to make ageneralisation in a larger group of people. In addition, this study only covers the perceptions of students in
the incorporation of Mindomo in the reading lessons. In the future, studies should be conducted on theeffectiveness of this digital mind mapping tool in enhancing the other three important skills of English
language. Furthermore, an in depth study should be carried out with the teachers as the respondents to
identify their willingness to incorporate ICT tools such as Mindomo in their teaching pedagogy.
Overall, this study revealed some important findings in terms of teaching and learning. The ministry’s aim
to indulge ICT in the 21st century classroom would help in producing HOTS students. Further, theincorporation of ICT tools such as Mindomo is parallel with the 7th shift of MEB 2013-2025 and assists inleveraging the quality of our education in Malaysia. In addition, the transformation of teachers’ role asfacilitators in the 21st century classroom will be successful in the near future. Nevertheless, more studies
should be carried out to investigate the effectiveness of incorporating Mindomo as a teaching tool as wellas the enhancement of the other language skills involved.

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