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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ***************** TRẦN THỊ VÂN NGA THE EFECTS OF MIND MAPPING ON 6TH GRADERS’ VOCA[.]
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TRẦN THỊ VÂN NGA THE EFECTS OF MIND-MAPPING ON 6TH GRADERS’ VOCABULARY RETENTION: AN ACTION RESEARCH PROJECT AT THANH MY JUNIOR HIGH SCHOOL (Nghiên cứu ảnh hưởng việc sử dụng đồ tư đến khả nhớ từ vựng học sinh lớp 6, trường THCS Thanh Mỹ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** TRẦN THỊ VÂN NGA THE EFECTS OF MIND-MAPPING ON 6TH GRADERS’ VOCABULARY RETENTION: AN ACTION RESEARCH PROJECT AT THANH MY JUNIOR HIGH SCHOOL (Nghiên cứu ảnh hưởng việc sử dụng đồ tư đến khả nhớ từ vựng học sinh lớp 6, trường THCS Thanh Mỹ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr NGUYỄN VĂN TRÀO HANOI - 2016 DECLARATION I hereby declare this thesis is the result of my own research and that the substance of the thesis has not, wholly or part, been submitted for a degree to any other university or institution Hanoi, October 2016 Trần Thị vân Nga i ACKNOWLEDGEMENTS I would like to express my special gratitude to my advisor, Mr.Nguyen Van Trao, Assoc.Prof.Dr for his patience in guiding and supervising me during the process of this thesis writing My special thanks go to my colleagues from Thanh My Junior high school for their cooperation and support during this study The writer would also like to express appreciation to the staff menbers and the teachers of post-graduate department of University of Languages and International Studies-Vietnam National University for giving me favourable to completing the thesis Finally I would like to dedicate my big appreciations to my family who have support me a lot during my study ii ABSTRACT The aims of this research are to find out the effects of mind-mapping on graders‟ vocabulary retention at Thanh My junior high school To limit the aspects to be analyzed in this study, I formulate two research questions: (1) To what extends does the use of mind-mapping affect the students‟ vocabulary retention? (2) What are the students‟ attitudes toward vocabulary learning? th In the study, I carried out an action research with the 6A1 students of Thanh My junior high school Data of this study were obtained from the results of questionnaires and from pre-test and post-test results Two instruments for collecting the data were (1) questionnaires toward vocabulary learning before and after applying the mind -mapping in teaching vocabulary and (2) the pretest and post- test The findings of the data analysis showed that (1) Mind-mapping can help the students to improve their abilities in memorizing English vocabulary items; (2) the students had positive attitudes toward the mind-mapping Mindmapping is hoped to be a promising technique to teach and learn vocabulary iii I.LIST OF TABLES AND FIGURES 1.Table 1: Research schedule 2.Table 2: Result of questionnaire Table 3: The causes of the problems encountered by the 6A1 class students 4.Table 4: The activities applied in the study 5.Table 5: Relationship between causes of the problems and the activities Result of questionnaire II LIST OF FIGURES Figure I: First step in creating mind-mapping: „drawing a central image‟ Figure II: Second step in creating mind mapping: „drawing main branches‟ Figure III:Third step in creating mind mapping: „drawing second branch‟ Figure IV: Environment diagram Figure V: Sports and games diagram Figure VI: Completing the mind-mapping diagram II LIST OF CHARTS Chart 1: Result of the pre-test Chart 2: Result of the post-test Chart 3: Comparison between the pre-test anhd the post-test iv TABLE OF CONTENTS ACKHNOWLEDGEMENTS ASTRACT LIST OF TABLE, FIGURES AND CHART PART A: INTRODUCTION 1.Rationale Aims of the study Research questions Scope of the study Design of the study PART B: DEVELOPMEMT Chapter I: Literature Review 1.1.Vocabulary 1.1.1.Vocabualry definition 1.1.2 The importance of the vocabulary 1.1.3.Kinds of vocabulary 1.1.4.Vocabulary teaching 1.1.5.Vocabulary retention 1.2 Mind-mapping 1.2.1.Definition of mind-mapping 1.2.2.Functions of mind-mapping 1.2.3.Characteristics of mind mapping 1.2.4 Procedures in making a mind-mapping 1.2.5.Steps to read a mind-mapping 1.2.6.The application of mind-mapping to teaching a foreign language 1.2.7.The use of mind-mapping in vocabulary learning 1.3.Previuos studies 1.3.1.Review of related studies worldwide 1.3.2.Review of related study in Viet Nam Chapter II: Methodology 2.1.Action research 2.2 Research procedures 2.3 Setting of the study 2.4.Participants v ii iii iv 1 2 3 4 4 10 11 11 12 12 12 13 14 18 18 19 21 21 21 22 23 2.5.Data collection instruments 2.6 Research procedures 2.6.1.Reconnaissance 2.6.2.Planning 2.6.3.Implememting the action 2.6.4.Reflection Chapter III Research findings 3.1.Initial data analysis 3.1.1.Data from questionnaire 3.1.2.Result of the pre-test 3.1.3.Identification of causes of the problems 3.2.Action plan 3.2.1 Determining the actions 3.2.2.Relationship between the causes of the problems and the action 3.2.3.The implememtation of mind-mapping in vocabulary learning 3.3.Post data 3.3.1 Result of questionnaire 3.3.Result of the post-test 3.4.Majors findings 3.5.Discussion PART C: CONCLUTION 1.Pedagogical implecations Limitations of the study Suggestions for further study Conclusion REFERENCE APPENDIXS vi 23 27 27 27 28 29 30 30 30 32 33 33 33 34 37 39 39 40 42 44 47 47 48 48 49 50 I PART A: INTRODUCTION Rationale In terms of students‟ competences, the teaching of English at the sixth grade has the aim at developing the four language skills: speaking, listening, reading, and writing This means that the students are expected to practice these language skills through the activities given in the class In supporting the development of the four language skills, it is necessary to learn language components In the sixth grade classes, the language components include pronunciation, grammar, spelling, and vocabulary Vocabulary is one of the language components that play a significant part in the development of the language skills In the sixth grade, building up a useful vocabulary is important to the teaching of a foreign language (Cameron, 2001: 72) It shows that English materials for sixth grade students focus on enriching the students‟ vocabulary To have a good memorization on vocabulary, the students are expected to be able to use the language successfully and efficiently including using it to develop their language skills in class activities Nevertheless, learning English vocabulary is challenging for the sixth grade students at Thanh My Junior High School (TMJHS) After observing and conducting an interview at the school, the teacher found that there were two problems that involved the learning English vocabulary of the TMJHS Firstly, the students felt difficult to memorize and recall English vocabulary items including their pronunciation, their spelling and especially their meaning The students usually cannot remember the words for long and recall them when needed Secondly, the teaching technique was not very interesting and motivating The students got bored with the way of teaching the teacher used The teacher often asked the students to find the new words then he or she explained the meaning of the words After that the students had to write the list of the new words in their notebook and learn them by heart To learn English vocabulary, memorization is very important In mastering English vocabulary, the students not only need to learn a lot of English words but also to remember them (Thornbury, 2002: 23) Accordingly, low proficiency makes students find an obstacle in acquiring the language knowledge and taking part in class activities It is clear that they could not communicate well because they lack words they need One of the causes of the students‟ low vocabulary retention is likely their learning habits The ways they learn new words are various: such as writing down words on a piece of paper, learning words by heart, heavily depending on wordlists in textbook, passively waiting for teacher‟s explanation for new words These ways not seem to be effective and make them bored with learning vocabulary So as to memorize new items, students often use rote memorization techniques As some of the students said, they used to write down the words for several times, to speak aloud the words and to make sentences with words They admitted that they could not recall most of the words they had learnt before because there were no clues It can be seen that the students‟ bad memory is due to the lack of appropriate vocabulary learning technique They are not given different ways of learning vocabulary and are not encouraged to use them as a strategy of learning vocabulary Therefore, learning new words is not very enjoyable for the learners This study aims to help the students to be more successful in English vocabulary retention and to motivate them in learning words For this purpose, mindmapping is used as a technique to improve the students’ vocabulary retention and motivate them in learning vocabulary Aims of the study The aims of this study are to find the way to improve vocabulary retention of the 6A1 students of TMJHS and to motivate them in learning English vocabulary Research questions To obtain the stated aims, the following research questions are formulated: (1) To what extent does the use of mind-mapping affect the students‟ vocabulary retention? (2) What are the students‟ attitudes toward vocabulary learning? Scope of the Study In this study, the researcher uses one class and the research is done at the sixth grade of Thanh My junior high school The researcher hopes that the findings of this study will give benefits and contribution for some parties Firstly, for the English teachers, the results of the study can be applied for the betterment of the English teaching and learning process especially in presenting English vocabulary to the students The study will be considered as the first step to improve the effectiveness of the teaching learning process by using mind-mapping to introduce lesson materials at TMJHS Secondly, for the sixth grade of TMJHS students, they are expected to enjoy learning vocabulary with mind-mapping The use of mind-mapping as the technique in learning English vocabulary can be considered as an effective way of note-taking to Figure IV: Environment Diagram 34 Presenting material topics The finding shows that the teacher could tell the material topic to the students easily by using of the central image and the key word in the mind-mapping which usually is created in illustration form Thanks to the central image or the key word, the students can see the material that will be learned Presenting vocabulary in main branches The main ideas of the materials are presented in the main branches of the mind mapping diagram There, the words are represented by the key pictures In addition, branches in the mind-mapping diagram are used as places where the words can be showed in clear shapes because each of the branches is used to introduce one vocabulary item There, the teacher needs to show the words in big sizes in order to be easily seen and read Presenting vocabulary in second branches In conducting the action, the word association needs to be used to present the vocabulary items in second branches of the mind-mapping diagram The words in second branches relate to the words in main or first branches from the diagram, it can be seen that the words presented in the mind-mapping are put in their categories or functions The presentation of words is a sequence from the general till the specific forms and the teacher can use the third branch of mind-mapping This illustrated in Figure V below 35 Figure V: Sports and games diagram 36 With the four steps above, it can be said that the teacher‟s way in presenting and revising vocabulary items is more interesting and it can be more attractive to the students during the lessons 3.2.3.2 Pronouncing the words The second activity is asking the students to pronounce loudly the words in the mind-mapping diagram During the action, asking the students to pronounce all the words is important to help the teacher check the students‟ pronunciation and correct the students‟ pronunciation when they make mistakes This activity should be done after presenting all the vocabulary items in the mind-mapping 3.2.3.3 Remembering the words In the third activity, mind-mapping help the students to memorize new words This action aims to solve the problems concerning students‟ low abilities in retaining words and the students‟ vocabulary limitation In this study, the students were difficult to remember all the words in a short time but mind-mapping with its principles such as using colors, pictures, key words, words categorization, branches, etc can help the students remember and recall the words easily By seeing the relationship between the words and the pictures and remember the key picture, the position of word, the students were able to remember the words in a short time 3.2.3.4 Filling out the mind-mapping diagram with the correct words The fourth activity is completing mind-mapping diagrams with correct words This action is done to check the students‟ memory about the vocabulary they have learnt In this part, some of the words were erased from the mind-mapping diagram, the teacher then asked the students to read the erased words again After that the students had to add the letter cues in the blanks of mind-mapping This action can stimulate the students to recognize and write the word in the correct spelling Figure IV below is an example 37 38 Figure VI Completing the mind-mapping diagram 39 3.3 Post-treatment data In order to identify the effects of mind-mapping on the vocabulary retention, the students were asked to the post-test and to fulfill the questionnaire at the end of action process 3.3.1 Result from questionnaire (Appendix 2B) When the action stage finished, questionnaire was given with the aim to collect the students‟ opinion about the effects of mind-mapping The result of the second questionnaire was presented in Table below Question asked the students to self-evaluate their vocabulary retention ability after action research The result from Table revealed that 80% (36 students) confirmed to have good and very good memory, 11% of the students were neutral and only 9% (4 students) have bad memory Question explored the students‟ opinions on classroom atmosphere in mindmapping lessons As can be presented in Table many of the students (76%=34 students) said that the classroom atmosphere when applying mind-mapping was exciting 13% (6 students) were neutral and few students (9%=4 students) paid their negative attitude It is likely that the use of mind-mapping really helped motivate the students during the lessons Questions 3, and showed the students‟ comments on mind-mapping It is optimistic when the majority of the students gave good comments on the technique 82% of the students believed that the mind-mapping is easy to applied, 89% voted for the effectiveness of mind-mapping for vocabulary retention It is noted that 42 students (94%) wanted to apply the technique in the future 40 Questions 3,4,5 5a Table 6.Result of questionnaire Students‟ opinion on Disagree their ability on vocabulary retention (9%) after the action research the classroom atmosphere when (11%) mind-mapping was applied mind-mapping Mind-mapping is easy to apply 3(7%) Mind-mapping is effective for 2(4%) vocabulary retention Mind-mapping ought to be applied 2(4%) in vocabulary lessons in the future Neutral (11%) Agree 36 (80%) (13%) 34 (76%) 5(11%) 3(7%) 37(82%) 40(89%) 1(2%) 42(94%) Question 5b asked the students to give the reasons for the use of mind-mapping in the future There is 94% agreed to use mind-mapping in the future with the following reasons: 1) mind-mapping is one of the effective techniques for long-term memory 2) mind mapping motivates the students motivation to learn vocabulary 3) mind-mapping is a way to organize words systematically 4) mind-mapping helps the students learn and revise the words easily Question 5c showed the suggestions by students for the better use of mindmapping 42/45 students express their support of applying mind-mapping in learning vocabulary They also gave some recommendations for the better use of the technique 1) use mind-mapping to revise and brainstorm to warm-up other lessons such as reading and writing 2) add pictures or remarks to help remember the words easily 3) combine other techniques with mind-mapping to help memorize words easily and effectively 3.3.2 Result of the post-test The teacher implemented the post-test after units applying mind-mapping The test was done within 45 minutes under the teacher‟s supervisor and its scores were only used for the research purpose 41 Chart 2: Result of post-test 60 55 50 45 40 marks 9-10 35 marks 7-8 30 marks 5-6 25 marks 3-4 20 marks 1-2 15 10 marks 9-10 marks 7-8 marks 5-6 marks 3-4 marks 1-2 From the chart, it can be seen that the number of the students who got bad marks 1-2 fell dramatically from 11% to 2% whereas the number of the students who got good marks 7-8 increased considerably from 13% to 42% Chart 3: Comparison between the pre-test and the post-test 60 50 40 pre-test 30 post-test 20 10 marks 9-10 marks 7-8 marks 5-6 marks 3-4 42 marks 1-2 The difference between the result of the pre-test and post-test showed that the students achieved high vocabulary level after units to apply mind-mapping In the posttest those who got marks 1-2 rested only student (2%) and (11%) got marks 3-4 while the students getting marks 9-10 accounted for 18% (8 students) and up to 42% (19 students) got marks 7-8 Therefore, the scores between the two tests indicated the students‟ remarkable progress in retaining vocabularies In conclusion, the result of questionnaire showed the students held positive attitudes towards mind-mapping and got more motivated in learning vocabulary Therefore, the students could get progress in their learning Moreover, the result of post test proved their progress through their higher result in post-test although there may be others factors affected their result 3.4 Major findings In this section, the results of the study are presented in both initial and post data to answer the research questions (1) To what extent does the use of mind-mapping affect the students’ vocabulary retention? As can be seen from the questionnaire 2, 80 % of the students self-assessed that they have better vocabulary retention level after months applying mind-mapping in English lessons Moreover, the result of the post-test was quite higher than that of the pre-test: 60 % of the students getting marks 7-10 at post-test compared with 15% on the pre-test In addition, most of the students believed that the class atmosphere is more exciting and motivating them in learning vocabulary As a result, most of them wished to continue to learn English with mind-mapping in the future In reality, mind-mapping technique helped organize words in a system which is considered easy and good for longterm memory The mind-mapping creates the relationship the words with the topics, the ideas with the contexts therefore it makes the student have a deeper mental processing to retain words which will last for a long time Based on the findings collected above, it is likely that the use of mind-mapping gives positive effects on the students‟ vocabulary retention This technique can improve the students‟ memorization and the students‟ abilities in spelling the words Improving the students‟ memorizing abilities 43 The use of mind-mapping in vocabulary learning gives positive effects on the improvement of the students‟ vocabulary retention By using mind-mapping, the students can remember many English words in a short time and it is not difficult for them to keep the words in their long-term memory They can also understand the meaning of the words presented in the mind-mapping and relate the words in the same topic with context Improving the students‟ abilities in spelling the words Learning vocabulary items by using mind-mapping can give a positive effect on the students‟ abilities in spelling the words because the students can write the word in the correct spelling because the word shape in the mind-mapping diagram can be impressed and memorized easily by the students (2) What are the students’ attitudes towards vocabulary learning? At the beginning of the study, the data from questionnaire showed that the students held quite negative attitudes towards learning vocabulary They thought that it was difficult for them to memorize systematically and effectively the words in long-term, it took them a lot of time to learn vocabulary and the teaching vocabulary technique did not motivate them to learn vocabulary Consequently, they did not like learning vocabulary and even were afraid of it To help the students solve their problems, the teacher presented a new technique- mind-mapping in the lessons Fortunately, the students‟ attitudes to learning English have positively changed A large proportion of the students (80%) stated that there was a great improvement in their vocabulary level after the action research Most of them (76%) also found excited during lessons with mindmapping because over 80% pointed that mind-mapping was easy to apply and very useful for their vocabulary retention To be aware of its importance in learning vocabulary, mind-mapping was expected to be used to teach vocabulary in the future by 94% of the students Hence, it is likely to see that mind-mapping give good effects on the students‟ attitudes to learning English vocabulary 3.5 Discussions The aim of this study was to investigate the effectiveness of mind-mapping on students‟ vocabulary retention The major findings revealed that mind-mapping has positive effects on 6th graders‟ vocabulary retention and result in students‟ positive attitudes 44 The students‟ vocabulary retention In this study, the effort to improve the students‟ vocabulary retention is promising by carrying out the use of mind-mapping in vocabulary learning The conducting of mind-mapping can be seen in three main activities: presenting vocabulary items by using mind-mapping diagrams, memorizing the English words in the mind-mapping diagram, and filling out incomplete mind-mapping diagrams with correct words These activities, which were implemented when the English teacher presents a new topic, had the goal to build the students‟ knowledge about vocabulary items taught and made the students ready to exercises given in the class By involving the use of mind-mapping aspects such as colors, pictures, key words, branches, word association, and word categorization, mind-mapping helps the English teacher and the students in the teaching and learning of English vocabulary process Firstly, mind-mapping can help the teacher to present vocabulary items to the students in a clear and systematically way including building the students‟ understanding to the words presented and their meaning Secondly, mind-mapping helps the students to memorize and remember the vocabulary item learned including their meaning and spelling Tải FULL (107 trang): https://bit.ly/3jBWqiA Dự phòng: fb.com/TaiHo123doc.net Therefore, it can be said that there would be improvement of the students‟ abilities in memorizing and remembering English words, their meanings, and the word spelling In addition, they can explore their vocabulary knowledge to class activities The different results of the students‟ pre-test and post test also show that the students can improve their vocabulary retention because the result of pre-test and post-test had a significant change The percentage of students getting good marks in post-test increased considerately in comparison with that in the pre-test The students’ attitudes towards using mind-mapping The results from the questionnaire revealed that the students had positive attitudes towards the use of mind-mapping The reason for these students‟ attitudes might be that the mind-mapping brought the students with a new trial in their learning vocabulary Teaching and learning vocabulary by using other traditional techniques made them bored and tired Moreover, these techniques hardly made progress in their vocabulary learning Meanwhile, the mind-mapping attracted the attention of both the 45 teacher and her students For the teacher, mind-mapping was one of the tools to present words systematically and logically It was also a way to check the students‟ understanding about the words learnt The students were supplied a new strategy to learn vocabulary, which helped them feel motivated and interested when working with words Moreover, the mind-mapping created more interactions in the class That might be another explanation why the students had positive attitudes towards using mind-mapping The students themselves studied together to explore the relations between words, to build a nets of words and to enrich their vocabulary knowledge They also asked the teacher to assist their learning Interactions no longer helped the students understand linguistic input but make changes in their linguistic output (Swain,1995).Besides, the interactions in vocabulary learning also showed that vocabulary learning was not only a student‟s selfstudy way but also one of tools for language acquisition However, some students admitted that they felt it difficult to follow the building of mind-mapping and could not memorize words well with maps This could be interpreted that the instruction of how to use the mind-mapping was quite ambiguous for all of the students These students could be misunderstood some steps of using the mind-mapping Thus, the teacher ought to be more careful in presenting the mind-mapping to the students To help these students remember words better with maps, they should be encouraged to involve in regular learning, using both the mind-mapping and the word lists if necessary In addition, at the beginning of the research cycle, the students thought that the mind-mapping took them a lot of time to create a mind-mapping diagram because they were not used to using it during their lessons To solve this problem, the teacher should instruct the students more carefully how to make a mind-mapping diagram and have the students practice making mind-mapping diagrams some times before conducting the action research 46 PART C: CONCLUSION This part comprises four sections Some pedagogical implications are presented in the first section The next two sections are limitations of the study and the suggestions for further study The last part is the conclusion Pedagogical implications According to the major findings above, we can find that mind-mapping had positive effects on 6th graders‟ vocabulary retention and the students had positive attitudes towards using mind-mapping, some implications might be considered For the teacher Tải FULL (107 trang): https://bit.ly/3jBWqiA Dự phòng: fb.com/TaiHo123doc.net The findings indicate that the use of mind-mapping in vocabulary teaching and learning has two advantages to the English teacher Firstly, mind-mapping helps the teacher to teach vocabulary By using mindmapping with pictures, key words, the teacher can explain the meaning of English words clearly Sometimes, it helps the teacher explain the words in context by word categorization, word association So, the teacher can help the students understand the words easily Secondly mind-mapping helps the teacher attract the students‟ attention to her teaching It can be shown through the students‟ attitudes during class presentation The students focus their eyes to the mind-mapping diagram and not make noises during the teacher‟s presentation Then, they are enthusiastic about guessing the words based on the key pictures and symbols For the students According to the findings, the use of mind-mapping in the vocabulary learning gives the students three advantages Firstly, mind-mapping helps the students to remember the words easier in a short time because mind-mapping engages to use the colors, pictures, and the word categorization to present the vocabulary items and the words are presented in a systematical way Secondly, mind-mapping helps the students remember the word spelling Based on 47 the findings, it can be said that the words presented in mind-mapping can be remembered easily by the students including the word spelling The words presented in mind mapping are written in colors and in a clear way It is done to help the students remember the word spelling Thirdly, mind-mapping builds the students‟ motivation to learn English vocabulary In these findings, it can be seen that the students are motivated to learn English words because the words are presented in an interesting way The use of interesting things such as pictures and colors in mind-mapping can make the words clear This can make the students interested in reading the words and memorize them Limitations of the study Despite having reached its aims, the research study could not avoid some limitations First, because of the time limit, it was impossible for the researcher to apply the mind-mapping through the whole book Moreover, the implementation of mindmapping was conducted in vocabulary stage in a short period about 12 weeks In addition, the shortage of time also resulted in a small size of participants involved in the study Thus, so as to generalize the results for larger population, the study ought to be extended its time and as well as it should have been added more participants at different levels Second, the junior high school students‟ were overloaded with their study They were often under pressure from learning to many subjects These factors also affected the result of the study Suggestions for further study From the result of this action research, in order to make the English teaching learning process more effective and more optimal for the students, the following should be considered: * To apply mind-mapping strategy, the researcher needs a better preparation Moreover, the teacher should be able to determine and choose the topic which is associated with mind mapping * The researcher should choose the appropriate method in order to help students get 48 6813281 ... 3.1.3.Identification of causes of the problems 3.2 .Action plan 3.2.1 Determining the actions 3.2.2.Relationship between the causes of the problems and the action 3.2.3 .The implememtation of mind-mapping. .. findings, the researcher shows the report of the actions done, the effects of mind-mapping on students‟ vocabulary retention The researcher presents the reports of the process of the study in relation... Post-treatment data In order to identify the effects of mind-mapping on the vocabulary retention, the students were asked to the post-test and to fulfill the questionnaire at the end of action