The impact of mind mapping techniques on learning vocabulary by grade 8 students at ly tu trong junior secondary pedagogic trial school in kontum city

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -  - PHAM DUC PHUOC THE IMPACT OF MIND MAPPING TECHNIQUE ON LEARNING VOCABULARY BY GRADE STUDENTS AT LY TU TRONG JUNIOR SECONDARY PEDAGOGIC TRIAL SCHOOL IN KONTUM CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -  - PHAM DUC PHUOC THE IMPACT OF MIND MAPPING TECHNIQUE ON LEARNING VOCABULARY BY GRADE STUDENTS AT LY TU TRONG JUNIOR SECONDARY PEDAGOGIC TRIAL SCHOOL IN KONTUM CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR : Assoc.Prof Dr LE PHAM HOAI HUONG HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -  - PHẠM ĐỨC PHƯỚC SỰ TÁC ĐỘNG CỦA BẢN ĐỒ TƯ DUY ĐẾN VIỆC HỌC TỪ VỰNG CỦA HỌC SINH LỚP TRƯỜNG TRUNG HỌC CƠ SỞ THỰC HÀNH SƯ PHẠM LÝ TỰ TRỌNG THÀNH PHỐ KON TUM LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LÊ PHẠM HOÀI HƯƠNG HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Pham Duc Phuoc iii ABSTRACT This research paper examined the effectiveness of Mind Mapping technique in helping grade students’ remembrance and retrieval of vocabularies at Ly Tu Trong Junior Secondary Pedagogic Trial School (LTTJSPTS), in Kon Tum city It also addressed the reality of using Mind Mapping technique to teach vocabulary Besides, the study investigated students’ perceptions towards Mind Mapping technique for learning vocabulary, their attitudes towards the teachers’ application of Mind Mapping technique to learning vocabulary and the effects of the use of Mind Mapping technique in enhancing the retrieval of vocabulary Both quantitative and qualitative methods were applied to the data analysis, processed with SPSS program (version 18.0) The study followed one group design Participants were 37 grade students at LTTJSPTS The participants in the experimental group were supplied with the use of Mind Mapping technique during 12 weeks The instruments used to collect data were a pre- and post-questionnaire, a pre- and post-test on vocabularies and quick vocabulary quizzes, and five questions for interview to examine the effects of Mind Mapping technique on the students' retrieval of vocabularies The data were analyzed by the two main tests: Descriptive statistics and paired samples test The findings reveal that the students’ perceptions on Mind Mapping technique were raised and after 12 weeks of being trained with Mind Mapping technique and their ability of vocabulary remembrance, retention and retrieval remarkably increased Based on the findings of the study, suggestions were made to help the learners as well as teachers to apply Mind Mapping technique in more effective ways iv In all sincerity and ingenuousness, I wish to put on record my heart-felt thanks and sincere appreciation to the following people I would like to express my deepest thanks to my supervisor, Le Pham Hoai Huong Assoc.Prof Ph.D., who has given valuable advice and materials with wisdom and patience I believe that without her guidance this research paper would have hardly come into being My gratefulness extended to all the other lecturers of the M.A course at Hue College of Foreign Languages for imparting their knowledge and enthusiasm of their respective areas of specification I have learnt much from them and their insights have helped in the moulding of this study I would also like to extend my gratitude to Assoc.Prof.Dr Truong Vien and my best friends, Nguyen Van Dinh and Nguyen Dinh Vinh, who have guided me to use SPSS, a useful tool for the data analysis of my study Also, my sincere appreciation is extended to all my colleagues at Ly Tu Trong Junior Secondary Pedagogic Trial School, especially the principal who gave me full approval to conduct the research on my students Finally, I am truly grateful for the constant support and encouragement of my parents and my wife Their continuous support and encouragement have been strong motivating forces v v TABLE OF CONTENTS SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS x LIST OF FIGURES AND TABLES xi CHAPTER I INTRODUCTION .1 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Research questions .5 1.6 Organization of the study .6 CHAPTER II LITERATURE REVIEW .7 2.1 Introduction 2.2 Issues concerning vocabulary learning and teaching 2.2.1 Vocabulary learning 2.2.1.1 Definitions of vocabulary 2.2.1.2 How vocabulary is learnt and remembered 2.2.2 Vocabulary teaching 2.2.2.1 The importance of vocabulary teaching 2.2.2.2 Aspects of vocabulary to be taught .10 2.2.2.3 Factors to be considered in teaching vocabulary 11 2.2.3 Follow-up classroom activities to consolidate new words and check students’ retrieval of new words .12 2.2.3.1 Gap filling .12 2.2.3.2 Matching words with pictures or definitions 13 vi 2.2.3.3 Using multiple- choice tasks 13 2.3 The Use of Mind Maps .14 2.3.1 Mind Maps overview .14 2.3.2 Theories of “Mind Maps” Perceptions 14 2.3.2.1 Schemata Theory 15 2.3.2.2 Radiant Thinking 15 2.3.2.3 Researches into the Left and Right Hemispheres 16 2.3.2.4 The Power of Image .17 2.3.3 The Definitions of MM Technique 19 2.3.4 The nature of MM 19 2.3.5 Characteristics of MM 20 2.3.6 Classifications of MM Technique 20 2.3.7 Teaching and Learning with Mind Map Application 23 2.3.8 The Advantages and Disadvantages of Using MM Technique in Learning Activities 24 2.3.8.1 The advantages of MM 24 2.3.8.2 The Disadvantages of MM Technique 26 2.4 An overview of nationwide grade curriculum 27 2.4.1 Objectives 27 2.4.2 Themes in grade textbook .27 2.4.3 Assessment .28 2.4.4 Types of teaching and learning Tieng Anh 28 2.5 Previous studies related to study 29 2.5.1 Review of studies worldwide 29 2.5.2 Review of studies in Vietnam 30 2.5.3 Literature gaps 31 2.6 Summary .31 CHAPTER III METHODOLOGY 32 3.1 Introduction 32 3.2 The Research approach .32 vii 3.3 Research Design 32 3.4 Participants 33 3.5 Instrumentation 33 3.5.1 The Use of MM Technique 33 3.5.1.1 Introducing Mind Maps .33 3.5.1.2 Activities using Mind Maps 34 3.5.2 Questionnaire 34 3.5.3 The one group pretest-posttest design .35 3.5.4 Interview 37 3.5.5 Treatment 37 3.6 Data analysis .37 3.7 Summary .38 CHAPTER IV FINDINGS AND DISCUSSION 39 4.1 Introduction 39 4.2 Findings from Questionnaires .39 4.2.1 The reality of using MM technique to teach vocabulary to students at LTTJSPTS in Kon Tum city .39 4.2.1.1 Students’ perceptions of the importance of learning vocabulary in their English lessons .40 4.2.1.2 How vocabulary is taught and learnt .41 4.2.1.2.1 Techniques which teachers apply in vocabulary teaching 41 4.2.1.2.2 Language skills lessons which teachers apply MM technique in vocabulary teaching 42 4.2.1.2.3 Frequency of teachers’ reported use of MM technique in teaching vocabulary in the language skills lessons 43 4.2.1.2.4 Frequency of students’ reported use of MM technique in their vocabulary learning 44 4.2.1.2.5 Teaching aids used in MM technique 44 4.2.2 Comparison of participants’ perception on MM technique before and after the study .45 viii 4.2.3 Students’ attitudes towards teachers’ application of MM technique .47 4.2.3.1 Participants’ attitudes towards teachers’ application of MM technique 47 4.2.3.2 Participants’ preferences of using MM technique 50 4.2.3.3 Participants’ difficulties in applying MM technique 51 4.2.4 The effects of the use of MM technique in enhancing the remembrance and retrieval of vocabulary 52 4.2.4 Participants’ evaluation on their use of MM technique .52 4.2.4.1.1 Students’ interests after having learnt vocabulary with MM technique 52 4.2.4.2 Participants’ willingness to use the MM technique in the future 56 4.3 Vocabulary tests 57 4.4 Interviews 61 4.5 Summary .65 CHAPTER V CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH 66 5.1 Summary of the key findings 66 5.1.1 The reality of using MM technique to teach vocabulary to students at LTTJSPTS 66 5.1.2 Students’ attitudes towards the teachers’ application of MM technique to their learning vocabulary 67 5.1.3 The effects of the use of MM technique in enhancing the remembrance and retrieval of vocabulary 68 5.2 Contributions of the study 68 5.3 Implications of the study .68 5.3.1 For teachers 68 5.3.2 For students 70 5.4 Limitations of the study .70 5.5 Recommendations for further research .71 REFERENCES 72 APPENDICES 78 ix The third question was given to ask about the participants’ achievement All the interviewees agreed that their ability of remembering vocabulary was remarkably increased Gia Huy said: “MM technique is an effective tool of helping me to store vocabulary Mind Maps have been especially designed to allow learners to explore the richness of English vocabulary and to perceive the relations of different kinds that exist between words By relating new words to those that I have already known, I will learn more quickly and will be able to use the words more readily and effectively.” Huy Thuat was also eager to share his opinions: “Learning vocabulary with MM technique is very good and stimulates and facilitates our vocabulary learning process Vocabulary is very important to students at junior high schools but traditional ways of learning vocabulary did not help me remember them long and give me much confident in communicating because of the limitation of vocabulary The important thing is that learning vocabulary with MM technique helps me remember the words easily with the help of key words, colorful pictures and symbols Besides, with MM technique I can expand my vocabulary efficiently I can not only learn new words but also old words.” Phu Loc similarly said : “When I the test, I imagine the Mind Maps and try to locate the words with their positions in the Mind Maps then I remember them better Even after three weeks or more, I can still keep in mind the Mind Maps that I worked in the lesson.” For the fourth question, the researcher asked the participants to share their difficulties when learning with Mind Maps Nhat Anh, an average student, said: “Though I like to learn English with Mind Maps, it is only suitable to students who can draw well I am not good at imagination and drawing It takes me a lot of time to draw appropriate pictures or symbols that appropriate with the words or 63 information from the lesson What’s more, my amount of vocabulary is limited, so it’s difficult for me to make a vocabulary Mind Map.” Phu Loc aslo shared his difficulties “Though I have quite plentiful of vocabulary, sometimes I felt confused to differentiate which one the important words or information that can be represented into the branches and not all words of a lesson can be organized in a Mind Map, just some words of the main topic are organized into groups.” Hoang Vu totally agreed with Tuan’s ideas and added: “Sometimes I find that some topics are rather new and strange to me and some maps are over detailed at some categories, so it is difficult to decide the main branches and sub-branches.” Finally, the last question was given to explore about the suggestions of using MM technique more effectively Most of students said that depending on the topics they can make their Mind Maps in groups or individually By doing this way, they can learn from each other Gia Huy was eager to share his opinions: “I think Mind Maps should be personalized so that they reflect the unique networks and patterns of thoughts in our individual brains Each network we create a unique personality because we ourselves have thought of or grouped the words, and made the connections We have a lot of higher chance of remembering them because we have created them instead of just being given them The more we so, the more our brains will be able to identify with them.” Tu Uyen , an average student then said : “I agree with Gia Huy’s opinions, but in some cases, it is possible to make Mind Maps in groups I am not as good at English as my friends and some topics seem strange to me, so I would like to work in groups of or five students Each of us work out the details on our own Mind Maps After finishing the Maps, we compare our work with the others in our groups and add what we think are missing so that in the end everyone have the same number of vocabulary.” 64 Hoai Phuong then added: Sometimes we not need to spend a lot of time drawing beautiful pictures or symbols We just draw very simple and funny symbols This is why a Mind Map is an excellent way to remember new word Such simple and funny symbols that are very personal and unique makes it easy to remember Hoai Phuong’s suggestions somehow share Nhat Anh’s difficulties when she has problems with drawing Through the interview, the participants reported their improvement of their performance in learning English vocabulary after the treatments They also reported the obstacles they have met when applying the MM technique in learning words In addition, they gave some suggestions of using MM technique more effectively Besides, the data collected from interview were found similar to that of the questionnaires, which proved that MM technique has positive effects on the students’ ability of remembrance and retrieval of vocabulary 4.5 Summary This chapter analyzed the data collected for the results show that the students in the study highly appreciate the use of Mind Map technique, an innovation of learning vocabulary These students express their high motivation towards this innovation as well as believe that this technique is useful to help them improve their vocabulary mastery The results of analyzed data collected from the vocabulary tests ( pretest, post-test and quick vocabulary quizzes) also prove that the students in the study improve their vocabulary mastery significantly after the process of applying the use of MM technique in learning vocabulary This improvement is believed to come from the students’ high appreciation towards the use of MM technique The effectiveness of MM technique is again ensured through the semistructured interviews from students The data collected from interview are in line with of the questionnaire, which prove that MM technique is a useful technique to help students remember, retain and retrieve words better 65 CHAPTER V CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH This chapter firstly deals with making a summary of key findings that the research paper has recorded Then, contributions of the study are presented Next, implications based on the findings are suggested Finally, pedagogical limitations of the study, and suggestions for further research are all mentioned in this chapter 5.1 Summary of the key findings 5.1.1 The reality of using MM technique to teach vocabulary to students at LTTJSPTS Concerning the reality of using MM technique to teach vocabulary to students at LTTJSPTS, the findings show that firstly, all of the students (100%) showed their agreements on the importance of learning vocabulary at school In the discussion of using MM technique in learning vocabulary, the research result shows that MM technique is rarely used in teaching vocabulary (8,1%) Traditional vocabulary teaching techniques such as pictures, flashcards, real objects, mime, gestures, acting and so on are still mainly used in English classes With regard to language skills lessons to which teachers often apply MM technique in teaching vocabulary, only 18.9 % of the teachers sometimes employed MM technique in the reading lesson The results also indicate that only 18.9 % of the students used this technique in their vocabulary learning On the issue of preparation for MM technique, among the teachers who used MM technique in teaching vocabulary, 57.1% of them made use of colored chalk and blackboard to make their Mind Maps and the rest (45.9% ) used software In this study, the students’ perceptions of using MM technique in learning vocabulary was also measured The results from prequestionnaires and post-questionnaires showed significant improvement in students’ perceptions of the use of MM technique for learning vocabulary The mean score of the post perceptions of using MM technique in learning vocabulary (M-post= 4.365) was much higher than that of the pre-perceptions (M-pre = 3.122), hereby 66 confirming the value of using MM technique in learning vocabulary and reflecting the wider acceptance in perceptions, interests and tastes of learners more accurately 5.1.2 Students’ attitudes towards the teachers’ application of MM technique to their learning vocabulary The students questioned are quite supportive for their teachers to apply MM technique into English lessons The result emerges that 64.9 % of them found the technique useful The result also shows that this new technique increased their motivation 70,3 % of participants reported that they did not feel bored but comfortable when learning English vocabulary and 62.2 % of them realized that the technique made the classroom lively In addition to creating motivation, the technique also stimulated and facilitated vocabulary learning process Most of the students revealed that the technique was easy to understand and promoted their initiative and creativeness and most of them (89.2%) said that when learning vocabulary with MM technique, it always made them to try to think and find as many vocabularies related to the topic as possible In addition, when being asked about their preferences in using MM technique, 43.3% of the students preferred to make their Mind Maps independently, 29.7 % of the students preferred to work in groups while the rest of the students (27% ) prefer to work sometimes individually and sometimes in a small group of or Furthermore, the findings demonstrated that of all the difficulties the students faced in learning vocabulary, taking much time to draw symbols or pictures and decide sub topics, getting confused to put the words into appropriate branches and limited lexical stock and were mostly listed It is obvious that vocabulary is a crucial tool for successfully learning a language The reality has indicated that the diversity of vocabulary teaching techniques for various demands of students is indispensable MM technique has proved itself to be an efficacious technique for teaching and learning vocabulary Once this technique is applied appropriately, then the vocabulary teaching and learning process will be stimulating, enjoyable and effective 67 5.1.3 The effects of the use of MM technique in enhancing the remembrance and retrieval of vocabulary Regarding the students’ evaluation on their use of MM technique, the findings showed that by applying MM technique in learning vocabulary, 81.1 % of the students could generate many vocabularies related to the topic In addition, 59.5 % of the students could also feel free to show their ideas on the topics in the textbook and made a connection between their prior knowledge and the lessons It is a big surprise that 78.4 % of the students said that they could remember and recall the new words better with the help of key words, colorful pictures and symbols The same percentage of the students (78.4%) also revealed that MM technique helped them to remember vocabulary more favorably and make the retention of vocabulary much easier and longer and surprisingly 54,1% of the students reported that they could remember vocabulary at class As a result, most of the students felt self- confident in doing vocabulary exercises and tests and communication Furthermore, most of the students shared that they were willing to use MM technique in other learning activities in the future Last but not least, the results from the pretest and post-test on vocabulary and quick vocabulary quizzes demonstrated that the ability of remembering vocabulary of the participants has been significantly improved 5.2 Contributions of the study This research is hoped to help learners know how to improve the ability of remembering vocabulary which is served for many objectives such as taking tests, writing and communicating In addition, it may attract teachers’ attention of using MM technique and introducing it to students 5.3 Implications of the study Implications for teachers and students in using MM technique to improve the vocabulary retention are given as follows 5.3.1 For teachers It can be seen the effectiveness of MM technique in teaching and learning vocabulary Generally, in order to carry out the procedure to construct a Mind Map, the following fundamental steps are implemented: 68 Teachers decide on a topic for instruction and the new words that are important to be taught The topic is briefly introduced and a key word/ a central idea is written on the chalkboard, power point screen or chart paper Teachers should bear in their mind that they should choose familiar topics which are appropriate with learning objectives and students’ interest It is also one of supporting factors in creating a Mind Map that makes students gain a lot of new vocabularies more easily Students are asked to brainstorm as many words as they can that are connected with the key word/ a central idea They can share their recorded words with their partners Students design and apply Mind Maps on a sheet of paper Every word should be written up on a sheet of paper with a line connecting it to the original word, so that the end results is a “sun-ray” effect Remember to use colours, symbols and pictures to distinguish categories of words This activity is mainly for revising words that students have already known, but new ones can be introduced by teachers or students Depending on the difficulty level of the topics, students can make the Mind Map individually or in groups of or students Sometimes both teachers and students coconstruct the Mind Maps and teachers acts as a guide-on-the side Teachers are also advised to prepare their own Mind Maps so that students can compare with theirs and complete the Maps More importantly, teachers should create a habit of learning vocabulary with MM technique among students In order to get students into the habit of recording vocabulary, teachers should encourage them to take their Mind Maps they made at class home and spend some more time to reread and add some more words to the Maps This reviews the lesson nicely and acts as a reference to show what words have been covered on the course However, it is vital that teachers should check students’ Maps regularly to make sure that they are indeed recording them Students are particularly motivated to record vocabulary when teachers award points for 69 doing this One more important thing to raise students’ awareness of using MM technique in learning vocabulary is that vocabulary tests with MM should be implemented In these tests, students are required to produce their own Mind Maps about a specific topic they have learned 5.3.2 For students It can not be denied that vocabulary plays an important role in successfully learning English language Thus, it is necessary for students to capture such a useful technique as MM technique As it can be seen MM is actually an effective technique of helping students learners to store vocabulary So students should raise their awareness to learning vocabulary through this technique With the help of MM technique, students explore the richness of English vocabulary and perceive the relations of different kinds that exist between words By relating new words to those that they have already known and together with help of colours and symbols, students will learn words more quickly and will be able to use the words more readily and effectively 5.4 Limitations of the study During the treatment time of the first semester of academic year 2012-2013, the research was conducted with caution and in favorable conditions However, there were still some unavoidable limitations Firstly, due to the limitation of the time, the research only lasted for 17 weeks, and the duration of the intervention in units This is a kind of action research and with a short period time may affect the findings of the research Therefore, if the time of the study had been longer, there would have been better results Secondly, because of the constraint on implementation time, the research was conducted on a small scale The participants in the research accounted for a small quantity- only 37 students for experiment group Such a figure of the participants apparently was rather difficult to achieve an exact result absolutely More participants would make the research more reliable 70 Finally, the main part of the test was in type of multiple choice questions Some students were lucky to make the correct answer which affects the reliability of the result However, the adoption of both quantitative and qualitative method could help in this case What’s more, SPSS program can test the correlation of the participants’ perception of MM technique and the achievement of vocabulary tests These two factors could limit the risk of this limitation 5.5 Recommendations for further research This study aims to give an insight into the impact of MM technique on learning vocabulary by grade students at LTTJSPTS This research has come up many questions in need of further investigations Based on the scope and the limitations of the study, the researcher would like to give some recommendations for further research - The study was conducted without a control group The researcher would like to recommend further researches to carry out the study with a control group to compare the improvement of vocabulary mastery of the two groups This procedure may give us an insight into the differences when applying MM technique to a group and “traditional” technique to another group - The use of MM technique is not only limited for the junior high school students, but also this technique is really flexible to be applied in all grades such as primary school students and senior high school students so that more scores in perceptions and the improvement of vocabulary mastery will be more reliable, valuable and convincing - It would be interesting to investigate the effectiveness of using MM technique in improving other language skills such as speaking, reading and writing 71 REFERENCES Al-Jarf, Reima (2009) Enhancing Freshman Students’ Writing Skills with a Mindmapping Software The 5th International Scientific Conference LSE - Learning and Software for Education Bucharest, Romania Allen,V F (1983) Techniques in teaching vocabulary Oxford: Oxford University Press Boers, F., & Lindstromberg, S (2008) How cognitive linguistics can foster effective vocabulary teaching in F &Lindstromberg,S.(Eds), Applications of 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