Abstract
Results of a vocabulary pretest showed that students majoring in translation had several weaknesses such as: poor vocabulary knowledge, faulty pronunciation, inability to connect the pronunciation with the written form, relating words to their part of speech, poor spelling, and inability to categorize words into groups sharing the same semantic feature and others. This article shows EFL (English as a foreign language) instructors how mind-mapping software can be used to help students learn vocabulary effectively. Instruction with the mind-mapping software goes through six stages: orientation, presentation and modeling, guided practice, independent practice, extension activities, and assessment with examples of vocabulary mind-maps. Comparisons of vocabulary pre and posttest scores of students who used vocabulary mind-maps and those who did not, showed significant differences in vocabulary acquisition as revealed by the posttest. Students who used vocabulary mind-maps made higher gains in vocabulary acquisition and more accuracy in vocabulary knowledge.