<![CDATA[Indonesian EFL learners often need support to identify and connect information in expository texts. This quasi-experimental study compared Canva-based digital mind mapping with manual mind mapping among 62 tenth-grade students in two intact classes at a public senior high school in Surabaya. Both groups completed parallel 15-item pre- and post-tests assessing main ideas, supporting details, arguments, vocabulary in context, and text structure. The experimental group used Canva to construct collaborative mind maps, whereas the comparison group mapped the same type of information on paper. Because score distributions were non-normal, normalized gains were compared using a Mann–Whitney U test. The Canva group obtained a higher gain rank than the manual group, U = 264.000, Z = -3.055, p = .002, with a moderate effect, r = .39. While Canva's editable interface may facilitate the dynamic reorganization of text structure, this cognitive mechanism was not directly observed in the present study. Furthermore, key limitations—including baseline non-equivalence, baseline ceiling effects in the experimental group, a brief two-session intervention (135 minutes total), and a single-school sample—preclude broad causal generalizations.]]>
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