Abstract:

Higher education studies often use complex texts in the learning process. Remembering the information presented in this way takes longer and is harder than by using imaginary maps. Mind Maps are used in many areas. The usage of Mind Maps makes learning easier and more effective. Contemporary learning does not recognize mechanical knowledge. Instead, it suggests looking for innovative and interactive learning methods and tools. Mind Maps help the learner to understand the teaching material and to organize knowledge into a particular structure. Furthermore, by using Mind Maps, it is easier to memorize and to retain the necessary information in the memory.

Purpose of the research:
To reveal the students' attitude towards the use of Mind Maps in the creation of an innovative and interactive learning environment in learning languages at the Lithuanian University of Health Sciences.
The use of Mind Maps has many positive aspects of the learning process. T. Longeon (2010) argues that drawing a map brings the participants closer together during the sessions. Team members work harder than working individually. Besides, it helps to improve the systematic thinking of the group. Drawing diagrams in the discussion makes it easier for students to create ideas, understand them, and connect them. Thus, the use of Mind Maps improves not only learning abilities but also social abilities (Dambreville, 2014).
Buzan (2007) argues that Mind Maps make it easier to remember when learning languages, and drawing and creation facilitate learning. The use of this method improves critical thinking, reading and writing skills, and the ability to learn and think. Besides, the use of Mind Maps reinforces creative thinking, helps to think visually and to solve problems openly, to systematize knowledge, and to collect, store, process, and organize information obtained from the environment.

Methods/methodology:
A study on the use of Mind Maps in the creation of an innovative and interactive learning environment in learning foreign languages at the Lithuanian University of Health Sciences was conducted in 2020. Quantitative research was carried out using a written survey that consisted of 14 questions. The study population were LSMU students who studied Danish, French, or German as a foreign language. In total, 131 medical students participated in the study.

Expected outcomes/results:
Summarizing the research, it can be stated that LSMU students have a good knowledge of foreign languages. Most of the respondents have an excellent command of English, and their knowledge of French and German is assessed at A1 level.
Students of foreign languages enjoyed using the Mind Map technique. It improved their ability to learn and think, helped to collect, process, and organize information, and reinforced creative thinking. Almost half of the respondents thought that drawing and creating facilitated learning. Mind Maps helped to organize knowledge and facilitated memorizing the information.
By using Mind Maps, teachers encouraged the students to communicate and engage in discussions, provided assistance with the foreign language lexis and grammar, and stimulated students’ creativity.

References:
[1] Buzan T.(2007). Lavinkite atmintį. V.: Alma litera.
[2] Dambreville, S. (2014). Les cartes mentales: un changement de paradigme dans les apprentissages. HAL, p. 71-88.
[3] Longeon T. (2010). Les cartes heuristiques au service d‘une pedagogie active.

Keywords:

Foreign language learning, thinking maps, student, teacher.