许多研究者认为思维导图可以提升学生的英语阅读能力。张丹（2005）认为思维导图可以增强学生对阅读材料的记忆和理解，促进学生之间的交流与合作。王琛（2010）认为在大学英语阅读教学中使用思维导图可以激发学生的学习兴趣，培养学生的创造性思维能力，提升教学水平。本文主要为了研究大学生自主学习英语时，思维导图是否能够提升大学生的英语阅读水平，增强英语阅读兴趣。共有57名来自中国某所大学的学生参加了本场研究，通过问卷调查和访谈收集相关数据，并通过交叉分析和比较分析进行分析。研究结果表明，大学生基本上对思维导图都比较熟悉，并对在英语阅读时使用思维导图持积极态度。尽管大学生在英语阅读时使用思维导图的频率不高，但是大多数人认为思维导图可以提高他们的英语阅读理解能力。最后本文讨论了研究的影响和局限性。

Scholars have highlighted the important role of Mind map in supporting the development of students’ English reading comprehension. Zhang (2005) asserts that Mind map has the potential to enhance students' comprehension and retention of reading materials, as well as foster collaboration and communication among students. Wang (2010) argues that employing Mind map as a pedagogical approach can stimulate students' interest in English learning, nurture their creative thinking abilities, and optimize the efficacy of college-level English reading instruction. The purpose of this study was to examine whether Mind map could enhance autonomous learning of college students in an English reading course in China as well as to unpack students’ attitudes towards and interest in the use of Mind map. The study involved 57 students in a college in China who have learned to apply Mind map during the process of their reading comprehension. Data sources included participants’ responses to a questionnaire and interview. The data sources were analyzed through the approaches of cross-analysis and comparative analysis. According to the findings, the participants showed the understanding of how to apply Mind map in their reading activities, and a majority of them held a positive attitude towards its applications in supporting their English reading comprehension. Although using Mind map only occasionally as needed, most of them considered Mind map helpful for improving their English reading comprehension. Implications and limitations are discussed.