Abstract

Teaching English literature at the tertiary level often presents considerable challenges due to the abstract nature of literary works and their complex narrative structures. In this study, the author evaluates the effectiveness of mind maps in enhancing students’ literary reading comprehension through a quasi-experimental study involving 68 English-major students. The study was conducted over a ten-week period. The findings indicate notable improvements in students’ comprehension levels as well as positive changes in their learning attitudes, thereby demonstrating that mind maps are an effective tool for teaching and learning English literature.

Keywords: English literature, English majors, literature comprehension, mind maps, quasi-experimental design