Rationale
English is increasingly seen as an essential tool for personal and professional growth, prompting many, especially students, to pursue its study However, despite significant time investment, many learners struggle with fluency, often due to limited vocabulary Daily conversations typically require knowledge of 1,000 to 3,000 words, while advanced speakers possess between 4,000 and 10,000 words, and those with over 10,000 words are regarded as fluent or native speakers Traditional learning methods, such as repetitive writing, often fail to ensure long-term retention of vocabulary Thus, the challenge remains: how can learners effectively memorize a large vocabulary without forgetting it over time?
MM is designed to leverage the brain's natural functioning, akin to creating a mind map, where information is visualized through images and keywords that link related concepts Effective visuals and vibrant colors significantly enhance memory retention, making information more memorable This study aims to enhance students' capacity to effectively absorb English vocabulary.
A robust vocabulary is essential for effective communication, as it enhances comprehension and expression In contrast, individuals with limited vocabulary often struggle to articulate their thoughts, leading to challenges in language learning This lack of vocabulary can hinder students' engagement in classroom activities and create communication barriers As a result, they may become passive learners, causing their language acquisition to stagnate This research aims to explore these issues further.
10 new learning strategy that would enhance students' enthusiasm for English while also assisting them in staying on track with their studies.
Aims of the study
• Learn about the MM approach and its applications in learning English vocabulary, helping to enhance students’ English level
• Understand FES at PU’s acknowledgment and experience of using mind maps
• Suggest some approaches for FES at PU to utilize the most efficient and appropriate MM for English learning.
Research questions
The following questions are posed to address the purpose of the study:
1) What is MM? Types of MM? How does MM help in learning English vocabulary?
2) How do FES at PU effectively apply MM to improve their English vocabulary learning?
This research focuses on vocabulary learning and the use of mind maps (MM) in education Due to the rapid changes brought about by the COVID-19 pandemic, the survey was conducted exclusively through the Google Form application Initially targeting 50 students, the survey aimed to assess their familiarity with employing mind maps for English vocabulary acquisition After two weeks of distribution, the survey garnered a total of 55 responses.
5 Structure of the graduation paper
This part covers five parts: rationale; aims of the study; scope of the study; research questions; structure of the graduation paper
This chapter is divided into two key sections: the first explores the use of mind maps as a tool for enhancing English language learning among students, while the second focuses on vocabulary acquisition and the knowledge of mind mapping techniques.
Chapter 2: Theoretical background of the study
Chapter 3: Method of the study, Main Findings and Discussions
This section will analyze survey and interview data on three concerns
This part will present a conclusion of the study, limitations of the study, and suggestions
1.1 Related studies in the world
Research by Slavin (2011) highlights that visual learning is a highly effective strategy for students of all ages, as it engages both hemispheres of the brain, enhancing information retention and recall Mind mapping (MM) serves as a valuable visual technique, helping students grasp lesson content, including subjects, details, examples, and distinctions Various types of mind maps offer unique benefits; for instance, a problem-solution map aids in analyzing issues and proposing solutions, while a fishbone map organizes potential causes of a problem Additionally, a word map helps students evaluate new information from different angles and connect related terms The MM approach enables learners to analyze words, recognize relationships, and categorize information into specific subjects and branches, fostering better comprehension Ultimately, utilizing mind maps can significantly enhance cognitive processes by linking information and creating a cohesive understanding of interconnected concepts.
Fiktorius (2013) highlighted the pressing need for improved teaching methods in EFL classrooms, noting issues such as insufficient teaching materials, a lack of engaging learning experiences, and an underutilization of creative techniques After a comprehensive review of existing literature, he advocated for the integration of mind mapping (MM) as an effective tool to enhance EFL language learning MM not only facilitates note-taking and brainstorming but also helps students outline their writing and grasp complex topics more effectively He emphasized MM's importance specifically for developing reading and writing skills in EFL education Ultimately, Fiktorius recommended that students frequently practice mind mapping with their teachers' guidance to maximize its benefits.
In her 2019 research, Tran, T T explored the use of mind-mapping as a bridge from receptive to productive skills for adult learners pursuing a second degree in English The study highlighted the effectiveness of mind maps as a brainstorming tool in the classroom and provided recommended exercises to help overcome learning challenges faced by these students.
In her 2016 study, Nguyen, T L explored the effectiveness of the mind-mapping technique in enhancing vocabulary retention among first-year students at the Military Technical Academy The research involved 32 students from an Information class, who underwent a pre-test and post-test to evaluate their vocabulary improvement following the implementation of the mind-mapping approach.
MM A survey was also being conducted to gather information regarding students' views on learning and recalling vocabulary The results suggested that students made a significant improvement in vocabulary retention
In their 2020 study titled “Mind maps in ELF speaking classes: A case study at the University of Foreign Language Studies, University of Danang,” Phan and Ngo explored the impact of mind maps on first-year English students' speaking skills Utilizing both quantitative and qualitative research methods, data was collected through interviews, questionnaires, and classroom observations The study aimed to understand students' experiences with mind maps and their perceptions of this technique for enhancing speaking abilities With a sample of 240 randomly selected freshmen participating in the end-of-term survey and interviews, the findings revealed that while the frequency of mind map usage varied, the majority of students expressed positive views about this approach The authors provided recommendations to help students develop effective speaking skills in English through the use of mind mapping.
This section presents a compilation of previous studies from around the globe and Vietnam, each showcasing unique insights Although these studies employ diverse research methodologies and target different audiences, their common goal is to support English language teachers and students in fostering a deeper enthusiasm for the language.
Vocabulary encompasses all the words a person knows or uses in a language, including lists of terms and their definitions, as highlighted by Aswadi (2013) Mastering vocabulary is essential for effective communication and thought expression, making it a fundamental aspect of language learning Even native speakers often grapple with the vastness of their language's vocabulary Vocabulary development occurs with age through learning and communication, serving as a crucial tool for acquiring information One of the biggest challenges in learning a second language is expanding one's vocabulary, which can range from 10,000 to 200,000 words, with 2,000 words recommended for beginners.
There are four types of vocabulary, each type serves a distinct purpose
• Listening vocabulary: The words identified when listening to speech form a person's listening vocabulary Learning new words by listening is a lifelong process
Speaking vocabulary consists of commonly used words that are easy to understand, making it relatively limited compared to other types of vocabulary It works in conjunction with listening vocabulary to form the overall spoken vocabulary Due to the fluid nature of spoken language, meaning can be effectively conveyed through various means such as facial expressions, intonation, and voice tone.
• Reading vocabulary: The words understood in the reading text The quantity and frequency of new words encountered are much higher than when listening
Writing vocabulary encompasses the specific words used in various forms of written communication, including essays, articles, and documents Unlike spoken language, written language requires a broader range of vocabulary, which must be utilized with care and precision to maintain the appropriate level of formality in the text.
2.1.2 Importance of learning vocabulary in learning EFL
Vocabulary is essential for effective communication, as it provides the necessary words to convey full meaning, a point emphasized by Wilkins (1972), who argues that without vocabulary, grammar alone cannot communicate concepts Consequently, new words are introduced first in lessons, with students tasked to identify, define, and pronounce them This highlights the importance of vocabulary, as evidenced by Schmitt (2010), who notes that students often prefer using dictionaries over grammar texts.
Vocabulary knowledge is essential for EFL learners, as it underpins all language skills and significantly impacts communicative ability A limited vocabulary restricts the use of structures and functions in communication, highlighting the importance of lexical knowledge This knowledge is crucial for producing coherent spoken and written texts and is necessary for effective use of a second language.
Learning new vocabulary requires significant effort, as highlighted by Sabir (2018) The main objective of vocabulary acquisition is to enable students to recall words at will and recognize them in both spoken and written contexts Essentially, understanding a word involves more than just memorization.
17 includes understanding its core form and meaning It also refers to the capacity to understand its meaning, usage, word formation, and grammar
In order to acquire vocabulary in such many aspects, some principles were designed as follows:
When selecting vocabulary, it's crucial to choose words that match your language proficiency, whether standard, slang, or colloquial Despite the vast number of words in the English language, everyday usage relies on a significantly smaller selection Trying to learn inappropriate phrases can hinder your progress; instead, focusing on preferred words enhances retention and encourages frequent use This approach allows for a personalized vocabulary that aligns with your unique structure, level, and abilities.
2) Connect similar words and place them in realistic context simulation examples after choosing the right group of words This exercise improves the ability to utilize words fluently
3) There will be moments when you forget no matter how long you remember So, make it a habit to go over them again even when you are not using them
LITERATURE REVIEW
Related studies in the world
Visual learning is a highly effective strategy for students of all ages, as it activates both hemispheres of the brain, enhancing information retention and recall (Slavin, 2011) Mind mapping (MM) serves as a powerful visual tool that aids students in comprehending lesson material, including key concepts, details, examples, and comparisons Various types of mind maps offer distinct benefits; for instance, a problem-solution map helps in identifying issues and proposing solutions, while a fishbone map organizes potential causes of a problem Additionally, a word map enables students to analyze new information from multiple angles and establish connections among words The MM approach promotes cognitive enhancement by linking information and creating a cohesive understanding through interconnected branches, facilitating easier comprehension of complex subjects.
Fiktorius (2013) highlighted the pressing need for improved teaching methods in EFL classrooms, noting issues such as insufficient teaching materials and a lack of creativity techniques After a comprehensive review of existing literature, he advocated for the use of mind mapping (MM) as an effective tool to enhance EFL language learning MM facilitates note-taking, brainstorming, and helps students organize their writing while deepening their understanding of specific topics He emphasized its benefits specifically for reading and writing skills in EFL education To maximize its effectiveness, Fiktorius recommended that students practice mind mapping more frequently with teacher guidance.
Related studies in Vietnam
In her 2019 research, Tran, T T explores the effectiveness of mind-mapping as a tool to enhance the transition from receptive to productive language skills among adult learners pursuing a second degree in English The study highlights the implementation of mind maps in the classroom and offers recommended exercises to address learning challenges, showcasing mind maps as an excellent brainstorming technique for improving language acquisition.
Nguyen, T L (2016) conducted an action research project titled "Using Mind-Mapping Technique to Improve Vocabulary Retention of First-Year Students" at the Military Technical Academy The study aimed to enhance the vocabulary retention of Vietnamese students through the mind mapping approach A total of 32 students from an Information class participated in the research, which involved administering pre-tests and post-tests to evaluate their vocabulary development following the implementation of the technique.
MM A survey was also being conducted to gather information regarding students' views on learning and recalling vocabulary The results suggested that students made a significant improvement in vocabulary retention
In their 2020 study titled “Mind Maps in ELF Speaking Classes: A Case Study at the University of Foreign Language Studies, the University of Danang,” Phan and Ngo employed both quantitative and qualitative research methods, gathering data through interviews, questionnaires, and classroom observations The study aimed to explore first-year English students' experiences with mind maps and their perspectives on using this technique to enhance speaking skills The authors provided recommendations to help students develop effective speaking abilities in English language teaching and learning A random sample of 240 freshmen participated in the end-of-term survey and interviews, revealing that while the frequency of mind map usage varied, the majority of students expressed positive views on this approach.
Summary
This section presents a compilation of previous studies from around the globe, including Vietnam, each with unique insights While these studies employ diverse research methodologies and target different audiences, their common goal is to support English language teachers and students in fostering a greater passion for the language.
THEORETICAL BACKGROUND
Vocabulary learning
Vocabulary encompasses all the words a person knows and uses in a language, including definitions found in language learning resources (Aswadi, 2013) Mastering vocabulary is essential for effective communication, as a larger vocabulary enables clearer expression of thoughts Even native speakers often find it challenging to navigate the extensive vocabulary of their language Vocabulary development occurs throughout life, influenced by learning and communication, making it a crucial tool for acquiring information Building a strong vocabulary is particularly challenging for second language learners, with estimates suggesting a vocabulary size between 10,000 to 200,000 words, and a foundational 2,000 words recommended for beginners.
There are four types of vocabulary, each type serves a distinct purpose
• Listening vocabulary: The words identified when listening to speech form a person's listening vocabulary Learning new words by listening is a lifelong process
Speaking vocabulary consists of commonly used words that are easy to understand, resulting in a limited selection This vocabulary, along with listening vocabulary, forms the foundation of spoken language Due to the fluid nature of spoken communication, meaning can also be conveyed through non-verbal cues such as facial expressions, intonation, and voice tone.
• Reading vocabulary: The words understood in the reading text The quantity and frequency of new words encountered are much higher than when listening
Writing vocabulary encompasses the specific words utilized in composing essays, articles, and documents Unlike spoken language, written language requires a broader range of vocabulary that must be used judiciously to maintain the appropriate level of formality in the text.
2.1.2 Importance of learning vocabulary in learning EFL
Vocabulary is essential for effective communication, as it enables the full expression of meaning Wilkins (1972) emphasizes that while grammar can convey some concepts, it is vocabulary that truly facilitates communication Consequently, when learning new lessons, introducing new words takes priority Students are often tasked with identifying new vocabulary, which they then write down and explore for meaning and pronunciation Additionally, research by Schmitt (2010) indicates that students tend to rely more on dictionaries than on grammar texts, further highlighting the importance of vocabulary in language learning.
Vocabulary knowledge is essential for EFL learners, as it underpins all language skills and significantly impacts communicative ability A limited vocabulary restricts the use of language structures and functions, highlighting the critical role of lexical knowledge in both spoken and written communication Moreover, having a robust vocabulary is necessary for effective use of a second language.
Learning new vocabulary requires significant effort, as highlighted by Sabir (2018) The main objective of vocabulary acquisition is to enable students to effortlessly recall and recognize words in both spoken and written contexts Essentially, understanding a word involves more than just its definition.
17 includes understanding its core form and meaning It also refers to the capacity to understand its meaning, usage, word formation, and grammar
In order to acquire vocabulary in such many aspects, some principles were designed as follows:
1) Always choose the words that are appropriate and suitable in terms of level Standard, slang, and colloquial are at least three levels of English Despite the fact that English has hundreds of thousands of words, the number of words that are generally used is far less than the number of words that are not As a result, forcing oneself to acquire inappropriate phrases is detrimental Concentrating on favorite words will help to recall better and use them more frequently This allows the vocabulary to be tailored to each individual's structure, level, and aptitude
2) Connect similar words and place them in realistic context simulation examples after choosing the right group of words This exercise improves the ability to utilize words fluently
3) There will be moments when you forget no matter how long you remember So, make it a habit to go over them again even when you are not using them
4) Don't be scared to study or practice with others since the more proactive, the better your capacity to communicate and recall grows You can do so by talking with friends, or better even, the native speakers.
Mind-mapping
As the developer of MM in the late 1960s of the twentieth century, Buzan (2005) defined MM as the ultimate organizational thinking tool and the simplest way to put
Mind maps have evolved from being primarily used by students to being adopted across various fields due to modern trends By incorporating colorful images and keywords, mind maps enhance understanding and stimulate memory, leading to the generation of new ideas They serve as a powerful visual tool for brainstorming, note-taking, organizing thoughts, and developing concepts (Fiktorius, 2013) In summary, mind maps are an effective and straightforward method for visualizing data.
Building a mind-map effectively requires comprehensive information from notes, and the traditional method of note-taking significantly impacts this process Khoo (1998) found that students often use a linear style for note-taking, writing sentences from left to right and top to bottom However, this conventional approach fails to fulfill the key advantages of note-taking: saving time, enhancing memory retention, and optimizing brainpower In contrast, mind-mapping has emerged as a superior note-taking tool that aligns with seven principles of super memory and engages both hemispheres of the brain.
Considering the left and right brain research of Roger Sperry and Robert Ornstein, the brain handles information better if the information is designed to 'slot in' (Buzan,
In conclusion, words and numbers alone cannot satisfy the brain's needs for engagement; it craves color, images, symbols, and visual rhythms Thankfully, these elements combine to create the ultimate note-making tool known as Mind Mapping (MM).
A mind map begins with a central node representing the main theme, from which related ideas branch out This visual representation enhances the ability to absorb and recall information more effectively than traditional text, making learning more efficient.
There are numerous types of mind maps (MM), but they can be categorized into four main types based on their specific purposes, which are frequently utilized by students.
Bubble maps are effective tools for visually organizing multiple topics alongside related adjectives and phrases They allow users to explore and clarify ideas by connecting concepts in a structured format To enhance your brainstorming sessions, utilizing bubble maps in XMind can streamline your thought process and improve clarity.
20 settled at the center as the biggest bubble, surrounded by side ideas written in smaller bubbles
Flora 12 October 2021, How to Build Bubble and Double Bubble Map in XMind,
Double bubble maps are a visual tool that features two main themes represented by large, partially overlapping circles They effectively illustrate both similarities and differences by allowing users to analyze the intersection of the circles for commonalities and the distinct sections for unique attributes.
Process mapping is a specialized form of flow mapping that visually represents each stage of a process It utilizes arrows to connect ideas, guiding the viewer through the steps until the final goal is achieved.
A treemap is a visual representation that illustrates the hierarchy of concepts, with the root displaying the main idea and branches representing sub-concepts and related thoughts This diagram enhances data organization and categorization, making it easier to understand complex information.
Despite having multiple different forms, most of them share the following characteristics:
To create an effective mind map, ensure there is a prominent central object of interest, ideally positioned at the center and larger than sub-categories According to Buzan, each mind map should focus on a single central theme connected to main concepts, with child themes extending from sub-headings.
A mind map is structured with multiple levels, featuring major topics and supporting ideas Lower levels are connected to upper levels through arrows, illustrating their relationship Each level is characterized by varying branch sizes and related terms, with the key theme positioned nearer to the more significant branches, emphasizing their importance over less critical ones.
To enhance memory retention, it's essential to incorporate keywords and images into each branch of a mind map, as our brains process visuals more effectively than text Utilizing a consistent color scheme for all branches not only improves visual appeal but also aids in organizing information clearly.
2.2.4 The advantages and disadvantages of MM in learning English vocabulary
Mind mapping has evolved from traditional pencil and paper methods to efficient digital applications, thanks to advanced technology By utilizing keywords and images, mind mapping significantly reduces the time needed for creation and enhances memory retention, as diagrams are easier to remember than text (Davies, 2010) Instead of sifting through lengthy textbook chapters, a single mind map can encapsulate essential information, making learning less stressful The visual appeal of mind maps transforms dull text into engaging images with varied colors and sizes, creating logical connections between concepts These attributes make mind mapping particularly effective for students, especially in learning English vocabulary.
According to Margulies (1991), youngsters picture images in their heads that are related to concepts before even learning a language By that means, using images in
Mind mapping empowers students to unleash their creativity, allowing them to move beyond traditional one-color notes on lined paper By designing their own mind maps tailored to their unique learning styles, students enhance their understanding and express their originality This process involves significant cognitive effort, as it transforms extensive text into visual symbols and images, thereby fostering the development of critical thinking and cognitive skills.
Mind mapping (MM) offers numerous advantages, but can pose challenges for those unfamiliar with its effective use Critics often highlight its time-consuming nature, the extensive workload involved, and the tendency to forget information Additionally, traditional paper mind maps lack the flexibility for editing or rearranging content, a feature readily available through software Despite these drawbacks, they remain relatively minor, as MM presents a unique, engaging, and efficient approach to learning The primary obstacle for many users lies in their lack of knowledge on how to utilize this technique effectively.
Application of MM in EFL learning
Language skills such as listening, speaking, reading, and writing, which all have different obstacles in learning, may be learned with MM They each have their own set of applications
MM enhances listening skills by linking thoughts to the conversation's topic, enabling students to grasp essential information and quickly understand the speaker's intended message.
In writing skills, MM serves as a comprehensive outline for students, encompassing the main idea, sub-ideas, supporting details, and examples to substantiate their claims Additionally, creating mind maps is a crucial step in the pre-writing process, as it enhances writing quality and saves time.
MM is an effective method for enhancing reading comprehension, helping students pinpoint the main ideas and essential details within a text This approach streamlines the process of gathering material for exercises and boosts the overall efficiency of revision.
Utilizing mind maps enhances speaking skills by organizing thoughts around the central idea of a conversation, similar to the way listening skills function This approach not only fosters active engagement but also encourages students to respond more quickly and effectively to their audience.
A study by Saaristo (2015) reveals that university students often prioritize speaking skills over grammar when learning English However, grammar is equally vital, serving as the foundational framework for effective language use It is emphasized that "without grammar, one cannot write or speak correctly," highlighting its crucial role in communication.
Mastering English grammar can be daunting due to the hundreds of grammatical structures involved, which often leads to student anxiety However, by effectively using mind maps, learners can condense these complexities into a few pages To create an optimal grammar mind map, each grammatical subject should be organized into two categories: the theoretical structure, encompassing definitions, usage, identification, and special cases.
Example of the structures: Provide examples corresponding to each unit of knowledge in the lesson
Grammar lessons will be provided in a concise and logic with supporting examples, helping students in recognizing and using proper grammar
Many students often resort to last-minute cramming for tests, unaware that Mind Mapping (MM) offers a fun, quick, and effective way to learn across all subjects, including English vocabulary Unlike traditional rote repetition, which fails to create strong neural connections essential for memory retention, MM connects thousands of related words around a single topic, enhancing knowledge acquisition Each individual's unique perspective allows for numerous interpretations of a topic, fostering creativity and personalized learning methods Additionally, MM utilizes images as crucial visual aids, aligning with the fact that people naturally think in visuals, making it particularly beneficial for language learners.
Summary
Vocabulary learning is essential for mastering any language, making it crucial to understand effective principles that enhance this process The MM method offers valuable insights into vocabulary acquisition, highlighting its qualities, benefits, and drawbacks, as well as techniques for drawing connections and its effectiveness in learning English vocabulary.
METHODS OF THE STUDY, MAIN FINDINGS AND DISCUSSION
Methods of the study
In this study, a survey was conducted using Google Forms, targeting students from the Faculty of Education Sciences (FES) at PU Participants first completed multiple-choice questions before proceeding to optional interview questions Both the questionnaires and interviews were conducted in Vietnamese during the last two weeks of March 2022, ensuring a smooth and efficient data collection process for the students.
The study involved a random selection of 55 first-year English majors from Phenikaa University’s Faculty of Foreign Languages (FESs) To ensure the integrity of the data, survey questionnaires were distributed to class groups by the K15 Classes Manager All participant information is kept confidential and used solely for research purposes.
This study utilized a questionnaire consisting of 10 multiple-choice questions, each accompanied by an open-ended option, along with 4 optional in-depth interview questions To ensure clarity and comprehension, the survey items were originally designed in English and subsequently translated into Vietnamese, allowing participants to fully understand the questions, especially those containing jargon.
The study primarily focused on gathering FES's opinions regarding mind-mapping, exploring their experiences, challenges, and future intentions in its use While Question 1 addressed the students' initial experiences with learning English, the remaining questions utilized close-ended formats to ensure reliable and quantifiable data Specifically, Questions 2 and 4 aimed to delve deeper into these aspects.
Q7, Q8), which were about students’ feelings, attitudes and judgment on the usefulness of MM, followed a five-point Likert Scale with five options ranging from
The study utilized a scale from 1 (lowest) to 5 (highest) to assess students' knowledge, experience, challenges, and willingness to use mind maps for vocabulary learning Open-ended questions provided qualitative insights that complemented the quantitative data, offering a deeper understanding of students' perspectives on mind mapping The reliability of the data is reinforced by the fact that responses were directly entered by participants into a Google Form.
3.1.2 Data collection procedure and analysis
Design the questionnaire Take the link of the Form
2 March 13, 2022 Pilot testing (ask 2 students to complete the form to see if there’s anything to adjust)
3 March 15, 2022 Send the link of the Form to some teachers of the
Faculty of English who are in charge of K15 students
Those teachers send their classes and ask their students to complete the form
4 March 30, 2022 End the data collection process
Total: 55 respondents collected fully and appropriately
Main findings and discussions
The duration of English learning significantly influences students' progress, as longer learning periods lead to greater familiarity with various study methods (Knight B., 2018) Understanding when students began their English education reveals that more experienced learners often utilize techniques like mind-mapping for vocabulary acquisition English is a crucial subject from primary to high school, with most respondents indicating they started learning English in 3rd grade, while others began in different years throughout primary, middle, and high school.
A student who began learning English at the age of 5 has accumulated 13 years of experience, making the language acquisition seem effortless However, early exposure to English does not guarantee proficiency, as evidenced by a chart showing that many learners who started at or before the average age of 8 still face challenges with the language, while only a small percentage exhibit confidence The findings suggest that a significant number of students continue to struggle with English despite their early start.
Chart 3.1: Students' English approach times
3rd grade6th grade1st grade10th gradeOthers
Many individuals struggle with their studies, showing little progress in language acquisition This may indicate that their learning techniques are ineffective, leaving them stagnant in their language learning journey.
A survey revealed that 60% of students have experience creating mind maps, while the remaining 40% have not Additionally, the subsequent chart illustrates the responses to the question, "Do you enjoy drawing mind maps?"
Vey difficult (7.3%) Difficult (21.8%) Normal (56.4%) Easy (9.1%) Vey easy (5.5%) others 1 0 0 1 1
Chart 3.2: Students' attitude towards learning English
Most students remain uncertain about mind mapping (MM), with only a few expressing clear preferences Analyzing the data, the number of students who enjoy creating mind maps is almost equal to those who feel at ease learning English Conversely, fewer students dislike drawing diagrams compared to those who find English challenging.
Strongly dislike (3.6%) Dislike (14.5%) Normal (65.5%) Like (12.7%) Strongly like (3.6%)
Chart 3.3: MM interests among students
Difficulty presenting and organizing information 21%
There are no instructions on how to draw or utilize
Chart 3.4: Difficulties in drawing mind-maps
Students commonly face similar challenges when creating mind maps, with their responses varying only slightly between 15% to 25% The chart above highlights frequent issues, which were also discussed during interviews While some students report no difficulties, others struggle with brainstorming keywords or ideas Many find the design process overly complicated and time-consuming, leading to confusion even after completion Additionally, one student mentioned that retaining all the words is challenging, suggesting that mind mapping may not effectively aid long-term memory retention.
“I do not have ideas, I also have a hard time drawing and putting ideas together.”
Using mind maps for learning English vocabulary can be challenging, as it can be difficult to categorize words into the appropriate topics and determine their correct placement.
“It is quite confusing and I do not think I will go along with that method.”
3.3.3 Applying MM to learn English vocabulary
A significant portion of students, 58.2%, reported never using mind maps for studying English vocabulary, while 20% utilized existing maps and 21.8% created their own The personalized nature of these maps enhances student engagement and memory retention However, despite 60% of students having created mind maps, 58% have not effectively used them for language acquisition.
Research indicates that a significant majority of students find mind mapping (MM) highly effective for various academic purposes, yet many do not apply it to enhance their English vocabulary Despite recognizing its benefits in other subjects, students express that MM should also be utilized for broader English language skills, including listening, writing, speaking, and reading However, they have not yet had the chance to implement MM specifically for vocabulary development.
As a result, 54.4% answered they would be keen to know more about MM to use in English vocabulary learning
“In my opinion, mind-maps should be used in learning English in general Because I think it can be applied to all 4 English skills.”
“I think mind-maps should be used to learn other knowledge too although I do not use it often However, I think it will help us to grasp knowledge more effectively.”
Very inefficient (0%) Inefficient (3.6%) Normal (40%) Efficient (49.1%) Very efficient (7.3%)
Chart 3.5: MM efficiency in learning English words
A survey of first-year English majors at PU reveals that 60% of students favor using mind maps for learning vocabulary, while only 5.5% oppose this method, and 34.5% remain uncertain about its effectiveness.
In a recent interview, most students expressed that first-year students should be taught to create mind maps, while one student argued that using digital teaching applications is a more rational approach The consensus highlighted that mind mapping is an innovative learning technique that facilitates quick learning and long-term retention of information due to its simplicity and clarity.
Students recommend effective strategies for mastering MM learning, such as creating tree diagrams and memorizing synonyms and antonyms They suggest organizing words by meaning, alphabetically, or thematically to establish common ground in mind maps Additionally, incorporating relevant imagery can enhance focus and engagement It's important to keep topics narrow to prevent cognitive overload, while using humor in visuals can boost concentration Utilizing vocabulary learning apps and attaching word notes to related objects are also effective techniques for reinforcing learning.
Chart 3.6: Students' recommendations on using mind maps
37 and learning through videos are also other fascinating ways besides learning with the
MM method that they suggest.
Summary
This chapter outlines the study's methodology, key findings, and discussions Utilizing a cross-sectional research design with a structured questionnaire and optional interviews, the study effectively examined FESs’ learning duration, attitudes, knowledge of mind mapping (MM), experiences, and anticipated challenges Most respondents began learning English in primary school and perceived the difficulty of learning English as moderate However, many students (65.5%) lack awareness of the benefits of MM, leading to a general disinterest in its application While only a small percentage (15% - 25%) reported difficulties in creating mind maps, these challenges are nonetheless common Notably, the majority of students have not utilized MM for vocabulary acquisition, yet nearly half acknowledge its potential effectiveness in learning English words.
MM is a highly effective tool, leading many users to confidently recommend it to friends, classmates, and others Its efficiency and positive impact on productivity make it a top choice among users.
MM is a recognized tool among FES at PU; however, its adoption for studying is hindered by various challenges The survey results clearly indicate that there are significant barriers preventing its widespread use.
MM is efficient in learning vocabulary and students are eager to inspire other people to use MM
Conclusion
Recent studies indicate that multimedia (MM) is an engaging and effective learning strategy, promoting active participation among students in English language acquisition, especially in vocabulary development, by fostering creativity.
Our study reveals that while students find Mind Mapping (MM) somewhat challenging, they recognize its benefits and show interest in this learning technique Those who had not previously used MM expressed a strong willingness to adopt it for vocabulary acquisition after participating in the study Therefore, it is essential for educational institutions, particularly PU, to offer extensive knowledge about MM, especially for FES students, by organizing classes or clubs that teach effective Mind Mapping methods.
Limitations of the study
Semi-structured interviews are preferred over structured interviews due to their flexibility However, this study was conducted during the complex evolution of the COVID-19 pandemic, which necessitated the use of Google Forms for surveys and interviews instead of in-person interactions Consequently, the information gathered was limited, fragmented, and at times conflicting.
Suggestions
1) Students should try out the MM approach; they should not be afraid to explore a new style of learning since they will only know if they try it out
2) Instructors should train students on the best ways to create and use mind maps Students should be given a model mind map from which to construct their own maps and make connections from ideas
3) Mind maps should be used more by students Schools may hold MM competitions to attract students to participate while also popularizing this engaging learning tool
4) According to the findings of the study, students are not particularly interested in MM, despite the fact that local and international studies have proved the benefits of MM, particularly in terms of acquiring English vocabulary As a result, students in the classroom should have access to this tool Basic mind-maps can be created by teachers, and students fill in the blanks with new words learned throughout the session Students may collaborate in groups
5) Based on our findings, students believe MM to be difficult and time- consuming However, there are numerous websites, digital applications, and tools on computers that may help you create a mind map fast and easily as below (Aston, B 2022): a XMind (Best mobile MM app) b SmartDraw (Best for mind mapping templates) c Microsoft Visio (Best MM software for Microsoft users) d MindGenius (Best simple MM software) e MindMeister (Best MM software for teams)
1 Aston, B (2022), Compare The 10 Best Mind Mapping Software Of 2022,
< https://thedigitalprojectmanager.com/tools/mind-mapping-software>
2 Aswadi, M (2013), Teaching English Vocabulary by Using Mind Map Technique to the Eighth Year Students of MTs Satu Atap Datok Sulaiman Palopo, Unpublished Thesis, Indonesia
3 Buzan, T & Abbott, S (2005), The Ultimate Book of Mind Maps, Harper Collins Publishers, UK
4 Buzan, T (1974), Use Your Head, BBC Active
5 Buzan, T (2000), The Mind Map Book, BBC Active
6 Davies, M (2010), Concept Mapping, Mind Mapping, and Argument Mapping: What are the Differences and Do They Matter?, Higher Education Vol 62, No
7 Fiktorius, T (2013), The Use of Mind-Mapping Technique in the EFL
8 Judy K Montgomery, J K (2007), The Bridge of Vocabulary: Evidence- Based Activities for Academic Success NCS Pearson Inc
9 Knight B (2018), How long does it take to learn a foreign language?,
10 Khoo, A (1998), I am Gifted, So are You, Oxford University Press, pp.76-81
11 Margulies, S (1991), Mapping Inner Space: Learning and Teaching Mind Mapping Zephyr, Tucson, AZ
12 Nguyen, T L (2016), Using Mind-Mapping technique to improve vocabulary retention of first-year students: An action research project at Military Technical Academy Master’s thesis, Vietnam National University, Hanoi
13 Phan, V H & Ngo, T H T (2020) Mind maps in ELF speaking classes: A case study at university of foreign language studies the University of Danang,
VNU Journal of Foreign Studies, [S.l.], Vol.36, No.6, Dec 2020 ISSN 2525-
14 Saaristo, P (2015) Grammar is the Heart of Language: Grammar and Its Role in Language Learning among Finnish University Students, Research- publishing.net
15 Schmitt, N (2010) Researching vocabulary: A vocabulary research manual, Palgrave Macmillan
16 Sevda, C (2018), Principles of Learning and Teaching Vocabulary, World Science, 5(33), Vol.5, May 2018, pp.27-29
17 Tran, T T (2019) Using mind-mapping as a transition from receptive to productive skills for second-degree learners VNU Journal of Foreign Studies, Vol.35, No.1 (2019) 155-173
18 Wilkins, D A (1972) Linguistics in Language Teaching, Cambridge: MFT Press
19 http://1to1progress.com/blog/2021/12/03/words-you-need-to-know-to- speak-a-language
20 https://en.wikipedia.org/wiki/Vocabulary
APPENDIX 1: QUESTIONNAIRE AND STRUCTURED INTERVIEW FOR
Hi, first-year English-majored students at Phenikaa University
I am a student at Phenikaa University I am currently studying the topic: “ Using
The study titled "Mind-Mapping to Improve English Vocabulary among First-Year English Majored Students at Phenikaa University" aims to explore effective mind-mapping techniques for enhancing English vocabulary acquisition Your participation in this questionnaire is crucial for gathering valuable insights, and I would greatly appreciate your willingness to answer a few interview questions afterward.
I commit that your personal information will remain secret
Tick in the blank box in front of the chosen answer Please write your information if you choose “Other” In question 5, more than one answer can be chosen
1 When did you start learning English?
2 In your opinion, learning English is
3 Have you ever drawn Mind-Map before?
4 Do you like drawing Mind-Map?
5 What are difficulties have you faced when drawing Mind-Map? (Choose multiple answers)
It is hard to organize information
Taking too much time to draw
No instructions on how to draw
6 Have you ever used Mind-Maps to learn English vocabulary? (By using your own Mind-Maps or Mind-Map apps)
I used my own Mind-Maps to learn English vocabulary
I used the available Mind-Maps provided by teachers to learn English vocabulary
7 How do you feel about using Mind-Maps to learn English vocabulary?
8 According to what you have experienced, should first-year English-majored students be encouraged to utilize Mind-Mapping to acquire English vocabulary?
9 Are you willing to take part in a class on using the Mind-Mapping technique in English vocabulary learning and apply the knowledge in your learning?
1 What do you think about using Mind-Maps in learning English (all language skills) and learning English vocabulary in particular?
2 In your opinion, should first-year English-majored students be equipped with MM knowledge to assist their vocabulary learning? What benefits does it provide?
3 What challenges do you believe you have had (or will have) when using Mind- Maps to acquire English vocabulary?
4 Personally, how to learn English vocabulary efficiently using Mind-Map?
5 Could you provide any more ways to use Mind-Map to make learning English vocabulary more exciting and effective?
This is the end of the questionnaire and interview, thank you for your participation!
APPENDIX 2: QUESTIONNAIRE AND STRUCTURED INTERVIEW FOR
Chào các bạn sinh viên năm nhất chuyên ngữ trường Đại Học Phenikaa
Mình là sinh viên năm thứ 4 khoa tiếng Anh tại Đại Học Phenikaa, hiện đang thực hiện nghiên cứu về việc "Sử dụng phương pháp lập sơ đồ tư duy để cải thiện vốn từ vựng cho sinh viên chuyên Anh năm nhất" Mục tiêu của nghiên cứu là đề xuất các phương pháp hiệu quả trong việc học từ vựng tiếng Anh thông qua sơ đồ tư duy Để thu thập thông tin, mình rất cần sự hợp tác từ các bạn trong việc hoàn thành khảo sát và hy vọng các bạn sẽ sẵn lòng tham gia phỏng vấn sau khi khảo sát kết thúc.
Tôi cam đoan những thông tin cá nhân của các bạn sẽ được giữ bí mật
Để tham gia khảo sát, vui lòng đánh dấu vào ô trống trước câu trả lời mà bạn chọn Nếu bạn chọn ô “Khác”, hãy ghi rõ câu trả lời của bạn Lưu ý rằng bạn có thể chọn nhiều đáp án cho câu hỏi số 5.
1 Bạn bắt đầu học tiếng Anh từ khi nào?
2 Theo bạn, học tiếng Anh khó hay dễ?
3 Bạn đã vẽ sơ đồ tư duy (SĐTD) bao giờ chưa?
Mình chưa vẽ bao giờ
4 Bạn có thích vẽ SĐTD không?
5 Những khó khăn bạn gặp phải khi vẽ SĐTD? (Chọn nhiều đáp án)
Khó sắp xếp thông tin
Không có ý tưởng để vẽ
Mất nhiều thời gian vẽ
Không có hướng dẫn vẽ
6 Bạn đã từng sử dụng SĐTD để học từ vựng tiếng Anh chưa? (Sử dụng bản đồ của bạn tự vẽ hay được cung cấp bản đồ)
Mình chưa dùng SĐTD để học từ vựng tiếng Anh bao giờ
Mình dùng sơ đồ mình tự vẽ để học
Mình được cung cấp sơ đồ để học
7 Bạn thấy cách sử dụng SĐTD để học từ vựng tiếng Anh có hiệu quả không?
8 Theo trải nghiệm của bạn thì có nên khuyến khích sử dụng SĐTD để học từ vựng tiếng Anh đối với sinh viên năm nhất chuyên ngữ không?
9 Nếu trường có tổ chức một lớp hướng dẫn về cách tận dụng SĐTD, bạn có sẵn lòng tham gia và vận dụng những kiến thức đã thu thập được từ lớp học vào học từ vựng tiếng Anh không?
Mình sẽ không tham gia
1 Theo bạn, nên sử dụng SĐTD trong học trong học ngôn ngữ Anh nói chung (những kiến thức khác không bao gồm từ vựng) hay chỉ nên sử dụng SĐTD để học từ vựng tiếng Anh thôi? Tại sao?
2 Theo bạn, sinh viên năm nhất có nên được trang bị kiến thức về phương pháp xây dựng SĐTD để học từ vụng không? Bạn thấy phương pháp này mang lại lợi ích gì?