This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test.
In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.
Keywords: Writing Skills, Qatar, School Students