Abstract

Objectives: The study aimed to identify the degree of Arabic language teachers' employment of the electronic mind maps strategy in teaching their students. Methods: To achieve the study objectives, the researcher used the descriptive approach. The study sample consisted of (207) male and female Arabic language teachers. The researcher used a questionnaire to collect data. Results: The study concluded that the implementation field was the highest degree of Arabic language teachers' employment of the electronic mind maps strategy in teaching their students as its relative weight reached 75.1%. As for the planning field, it was the lowest degree of Arabic language teachers' employment of the electronic mind maps strategy in teaching their students as its relative weight reached 73.6%. It also showed that the total degree of Arabic language teachers' employment of the electronic mind maps strategy in teaching their students was 74.7%, which is a high level. The results showed that there were no differences in the opinions of the study sample about the degree of Arabic language teachers' employment of the electronic mind maps strategy in teaching their students due to gender and years of service. Conclusions: The study reached a set of mechanisms necessary to develop Arabic language teachers' employment of the electronic mind maps strategy in teaching including: Training Arabic language teachers to identify means and the specific assessment strategies according to the electronic mind maps strategy as well as training Arabic language teachers to take into account self-reflection skills before and after implementing the electronic mind maps strategy.