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Reading abilities have been a problematic area among English as a foreign language (EFL) students. The objectives of this study were to investigate the effects of electronic mind mapping on students’ reading abilities and students’ opinions about learning reading through electronic mind mapping. The participants consisted of 42 students majoring in English at a university in Thailand. To ensure the reliability of the results, participants were selected via purposive sampling from different academic levels and background: 24 third-year students who enrolled in Critical Reading course and 18 fourthyear students who enrolled in American Short Story course. Both groups were taught using the electronic mind mapping. The instruments included a reading test, lesson plans, and a semistructured interview. The data were assessed using mean, standard deviations, t-test analysis, and the analysis of covariance. The results revealed the potential of electronic mind mapping in enhancing students’ reading abilities. The post-test mean scores of both groups were significantly higher than the pre-test mean scores. For the interview results, students reported that this technique assisted their reading abilities and motivated them to read.

HE EFFECTS OF ELECTRONIC MIND MAPPING ON STUDENTS’ READING ABILITIES