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This study’s purpose was to investigate the effect of e-mind mapping strategy on vocabulary use skills of middle school students. The quasi-experimental design was adopted. Participants were 40 students at Abdel Wahab Elgohary Middle School, Egypt. They were equally allocated in two groups. The groups were pretested to guarantee they were equal. The treatment group was taught using e-mind mapping strategy while the control one was taught by the old-style method in the first semester of the scholastic year 2019-2020. The experiment sustained for 10 weeks during which the instruments of the study were implemented to examine the impact of e-mind mapping strategy. The outcomes were analyzed using SPSS to get final results. The findings indicated that there were statistically remarkable variances at α = 0.05  between the mean scores of the control and of the treatment on the vocabulary use posttest favoring the treatment group. The effect of the utilized e-mind mapping strategy was a reason for this positive result.

E-Mind-Mapping Strategy for Better EFL Middle School Student Vocabulary Use Skills