FROM SOUND TO STRUCTURE: AI-ENHANCED MIND MAPPING, LEARNER ENGAGEMENT, AND LISTENING COMPREHENSION IN EFL CONTEXTS

ASES INTERNATIONAL SCIENTIFIC STUDIES CONGRESS, Ankara, Türkiye, 8 - 10 Mayıs 2026, ss.287-297, (Tam Metin Bildiri)

This study examines the impact of artificial intelligence enhanced mind mapping on English as

a foreign language listening comprehension among university students in Türkiye. Drawing on

engagement theory and cognitive perspectives on second language listening, the research

investigates whether AI-supported visual organization tools can facilitate learners’

comprehension and engagement in listening tasks. Although recent developments in artificial

intelligence have introduced new opportunities for language learning, empirical research on AIenhanced

mind mapping in listening instruction remains limited, particularly in non-Western

contexts such as Türkiye. The study adopts a mixed-methods experimental design conducted in

a state university English preparatory program. A total of 68 first-year students participated in

a ten-week intervention in which AI-based mind mapping tools were integrated into listening

lessons using authentic video materials. Quantitative data were collected through pre- and postlistening

comprehension tests, while qualitative data were obtained through student reflection

reports. To examine the relationships between AI-enhanced mind mapping and listening

comprehension, a structural equation model was tested. The results indicate a statistically

significant improvement in listening comprehension scores following the intervention,

suggesting that AI-enhanced mind mapping supports learners’ ability to process and organize

auditory input. Qualitative findings further reveal that students perceived the tool as beneficial

for structuring information, identifying key ideas, and reducing cognitive load during listening

tasks. In addition, the use of visual representations contributed to increased motivation and

confidence, although some students reported challenges related to time constraints and

unfamiliarity with mind mapping techniques. The findings are discussed in relation to cognitive

and affective dimensions of engagement, highlighting how AI-supported visual scaffolding can

facilitate both bottom-up and top-down processing in listening comprehension. In the Turkish

educational context, where listening instruction often remains product-oriented and examdriven,

the integration of AI-based tools offers a promising alternative that promotes deeper

engagement and learner autonomy. The study contributes to the growing literature on

technology-enhanced language learning by providing empirical evidence from Türkiye and by

conceptualizing AI-enhanced mind mapping as a multidimensional pedagogical tool that

supports cognitive, emotional, and behavioral engagement. Implications are offered for

language teachers, curriculum designers, and researchers interested in the effective integration

of artificial intelligence into foreign language education