The present research aimed at investigating the impact of e-mind mapping technique on preparatory schools pupils' learning English Language grammar. The research followed the quasi experimental design of two groups (control and experimental). A total of fifty third year preparatory school pupils of Hamed Gouher official language school, Red Sea governorate, Egypt, were randomly assigned to two groups; twenty five pupils for the control group and twenty five for the experimental. The researcher designed and used the instruments of the research, which included: a questionnaire of learning English language grammar problems, an English Language grammar achievement test, and an instructional unit based on e-mind mapping technique. The results of the research showed the statistically significant differences between the mean scores which obtained by the experimental group in the pre/posttest of the English Language grammar achievement (in favor of the posttest). Moreover, there were statistically significant differences between the mean scores of the experimental and the control groups in the post test of English Language grammar achievement (in favor of the experimental group). Therefore, the impact of e-mind mapping technique on preparatory schools pupils' learning English Language grammar has been verified.

Keywords:

E-Mind Mapping, English Language Grammar