Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE USE OF MIND MAP TO IMPROVE ENGLISH VOCABULARY FOR FIRST-YEAR STUDENTS OF THE FACULTY
INTRODUCTION
Rationale
In response to the growing social demand for English proficiency, an increasing number of individuals are pursuing English language studies, making it a fundamental subject in many colleges and universities across Vietnam These learners come from varied backgrounds, contributing to a rich tapestry of English language experiences Vocabulary plays a crucial role in second language acquisition, as it significantly enhances learners' abilities in listening, speaking, reading, and writing, ultimately improving their overall comprehension and production skills According to Scott Thornbury (2002), focusing primarily on grammar limits English improvement; instead, he emphasizes the importance of expanding vocabulary, stating, "You can say almost anything with words!" Furthermore, Thornbury highlights that it is essential for learners not only to acquire a wide range of vocabulary but also to retain it effectively.
Recent research highlights the crucial role of vocabulary in learning a second or foreign language, leading to the development of various approaches and techniques for vocabulary instruction (Hatch & Brown, 1995) Experts suggest that vocabulary teaching should extend beyond merely presenting specific words; it should also focus on equipping learners with effective strategies to enhance their vocabulary knowledge (Hulstijn, 1993, as cited in Morin and Goebel).
Learning new vocabulary is essential for enhancing listening, speaking, reading, and writing skills in a second language Despite varying English proficiency levels among students, a common challenge is the difficulty in retaining English vocabulary Many students lack a systematic approach to recording and organizing their vocabulary, and teachers often overlook the importance of teaching effective vocabulary organization strategies, assuming it's the students' responsibility This issue is particularly prevalent among Vietnamese learners of English, prompting the need for teachers to identify and implement effective vocabulary organization methods Among the various strategies available, mind mapping stands out as an effective technique to help students store and recall vocabulary.
I have chosen to focus on mind mapping (MM) as a method to enhance English vocabulary for third-year students at the Faculty of Economics, Hung Yen University of Technology and Education, for my thesis.
Aims of the study
The first aim of the study is to investigate whether using MM to learning vocabulary can help students at UTEHY to improve their vocabulary retention or not
The second, the study also evaluates the students' attitudes towards using MM as a tool to improve their vocabulary.
Research questions
In order to address the aims of the study, the following research questions are raised for exploration:
1 Does teaching vocabulary using MM help students at third-year students of the Faculty of Economics at Hung Yen University of Technology and Education to improve their vocabulary retention?
2 What are the student attitudes towards using MM to improve their vocabulary retention?
Scope of the study
Due to time and resource constraints, the researcher focused exclusively on using multimedia (MM) as a technique to enhance vocabulary retention among students The study targeted third-year Faculty of Economics students at Hung Yen University of Technology and Education, as first-year students had not yet studied English Conducted during the second term of the 2020-2021 academic year, the research was limited by a fixed curriculum and time restrictions.
Method of the study
To achieve the study's objectives, the research focused exclusively on third-year students from the Faculty of Economics at UTEHY The method employed involved administering questionnaires for students to express their thoughts on this new approach, complemented by interviews to gather additional insights Data collection was conducted through both formal and informal means.
Significance of the study
This research aims to highlight the importance of its findings for students, teachers, and researchers in English language teaching and learning It is anticipated that the study will demonstrate the effectiveness of multimedia (MM) in enhancing teaching methods, enabling teachers to conduct more efficient teaching and learning activities Additionally, students can leverage MM techniques to improve their vocabulary retention skills.
Design of the study
This study is divided as follows:
Provides the rationale, the aim, the research question, the scope, the significance and the organization of the study
This article explores key concepts related to vocabulary and its significance in language acquisition, emphasizing the importance of memorizing word meanings It defines the term "MM" (meaningful learning) and provides foundational knowledge about its principles Additionally, the article reviews previous studies in the field, highlighting existing gaps that the current research aims to address.
This chapter outlines the research context, detailing the settings and participants involved It also offers an overview of action research, including the instruments used, data collection procedures, and the analysis methods applied in this study.
Focuses on the results of the tests and the results from the questionnaire This chapter also includes the analysis and discussions of the results
Points out some limitations, recommendations and suggestions for further study.
LITERATURE REVIEW
Vocabulary
English language proficiency hinges on four primary skills: listening, speaking, reading, and writing These core skills are supported by essential sub-skills, including vocabulary, grammar, and collocation Notably, vocabulary is pivotal in the language learning journey, as a broad vocabulary correlates significantly with overall language proficiency Therefore, it is important to define and clarify the concept of vocabulary in the context of this study.
Vocabulary encompasses the words taught in a foreign language, as defined by Ur (1996) This definition extends beyond single words to include compounds of two or three words and multi-word idioms, highlighting the complexity and breadth of vocabulary acquisition.
Vocabulary can be defined, roughly, according to the Cambridge Advanced Learner's Dictionary, as following:
- All the words known and used by a particular person
- All the words which exist in a particular language or subject
Vocabulary encompasses a collection of words, including their forms and meanings, essential for effective communication In this study, vocabulary is defined as the words, compounds, and idioms in a language that facilitate the exchange of information in both oral and written contexts.
Vocabulary, though often considered a sub-skill of language, is crucial for effective communication Without a robust vocabulary, meaningful interaction is impossible A diverse and extensive vocabulary equips individuals with the appropriate words to express themselves accurately and timely.
Vocabulary is essential for language proficiency, as highlighted by Richards and Renandya (2002), who emphasize its role in enhancing speaking, listening, reading, and writing skills Similarly, McCarthy (1990) asserts that a limited vocabulary hinders effective self-expression He further argues that regardless of grammar mastery or pronunciation in a second language, the lack of sufficient vocabulary prevents meaningful communication.
A rich vocabulary enhances listening and reading comprehension, allowing individuals to grasp more of what they encounter in written or spoken form This expanded vocabulary also leads to more impactful and effective writing Conversely, those with a limited vocabulary struggle to communicate and comprehend English proficiently, highlighting how vocabulary deficiency adversely impacts all language skills.
I.S.P Nation (Learning vocabulary in another language Cambridge: Cambridge University Press 2001) emphasized the need to constantly expand vocabulary knowledge
The acquisition of vocabulary is a conscious and demanding process, with learners often recognizing their limitations in knowledge of L2 words, even at advanced levels Vocabulary knowledge is crucial for students during reading activities, as it enables them to comprehend the material effectively Without sufficient vocabulary, learners struggle to understand what they read and have limited contextual clues from familiar words to infer the meanings of unfamiliar ones.
In summary, vocabulary is a crucial aspect of language learning and teaching A significant challenge that students encounter is the difficulty in recalling and memorizing words Consequently, enhancing vocabulary retention is vital for learners aiming to improve their English proficiency.
Mind Mapping
2.2.1 The Definition of Mind Mapping
The mind map is a creative note-taking method, which eases us to remember much information
A Mind Map is an effective tool for brainstorming ideas naturally, enabling you to organize your thoughts visually without the constraints of order and structure This technique enhances both analysis and memory recall, making it easier to connect and develop your concepts.
Mind mapping, as described by Buzan (1993), is an effective graphic technique that unlocks the brain's potential by mirroring the natural thinking process This method allows for fluid movement between topics, facilitating better information retention By incorporating symbols, images, emotional cues, and colors—elements that align with the brain's processing—mind mapping enhances vocabulary comprehension This engaging approach not only aids students in mastering vocabulary but also fosters enjoyment and interest in learning.
A Mind Map is a diagram that visually represents words, ideas, tasks, or items radiating from a central keyword or concept This tool is utilized for generating, organizing, and classifying ideas, making it beneficial for studying, problem-solving, decision-making, and writing.
According to Buzan (2000) in "The Mind Map Book," a Mind Map possesses four key characteristics: it centers around a central image that encapsulates the main subject; central themes extend outward as branches; each branch features a key image or word linked by a line, with less critical topics represented as sub-branches; and these branches create a cohesive nodal structure.
2.2.3 Technique of making a mind-map
Creating mind maps can be easily accomplished using various software packages, but for a more traditional approach, it's best to use a large sheet of blank white paper oriented lengthwise Utilizing pens in multiple colors and varying thicknesses enhances the visual appeal and organization of your mind map Follow these steps to effectively create a paper-pen based mind map.
2.2.3.1 Place the central theme or main idea or controlling point in the center of the paper We may find it easier to place our page on the side, in landscape orientation, which is easier for drawing purposes
2.2.3.2 Use lines, arrows, branches and different colors as ways of showing the connection between the central theme or main idea The relationships are important, as they may form our essay paragraphs
2.2.3.3 Avoid creating an artistic masterpiece We should draw quickly without major pauses or editing It is important in the initial stages of mind mapping to consider every possibility of ideas, even those we may not use
2.2.3.4 Choose different colors to symbolize different things The method is entirely up to us, but try to remain consistent so that we can better reflect on our mind map at a later stage
There are many different types of MM Here are some common types that we can find
The flow map represents the flow of something It can be used to organize information in a logical order, sequence steps of a process or event and identify patterns
A flow map is a visual representation that consists of interconnected boxes, which can be arranged both horizontally and vertically Additionally, images may be utilized instead of traditional boxes to effectively illustrate the sequence of information.
The multi-flow map can be used to identify the causes and effects of a situation For example, you can use it to depict a historical incident like the World War
A multi-flow map illustrates the relationship between causes and effects, focusing on the situation rather than a direct correlation It can be tailored to depict solely the causes or the effects, depending on the specific requirements of the analysis.
Bridge maps are effective tools for illustrating the relationships between words and drawing analogies between concepts or objects They can also be utilized to evaluate prior knowledge and facilitate fill-in-the-blank exercises.
A tree map is an effective tool for categorizing and organizing information, making it ideal for planning essays or speeches by allowing users to list sentences or paragraphs under specific sub-categories Additionally, it can be utilized in mathematics to visually represent various types of equations.
Bubble maps are used to describe a subject using adjectives Bubble maps can be very useful when analyzing a character from a novel or story, introducing new lessons to the classroom, etc
You can use the double bubble map to identify different and similar qualities between two things such as characters, books, cultures, etc
The two center circles represent the subjects you are analyzing The circles that are common to both topics contain similarities while others represent differences
You can also use a double bubble map to compare and contrast things but in comparison, the double bubble map is more organized
Brace maps effectively illustrate the various components of concrete objects or events, such as the parts of a car However, they are not suitable for abstract concepts or ideas that cannot be physically divided.
The circle map is a tool that is used to describe something or convey our understanding of a topic It’s a great tool for both individual and group brainstorming activities
2.2.5 The significance of mind-mapping in language classroom
Mind mapping (MM) is a powerful tool for vocabulary learning and teaching, as it activates prior knowledge and aids in organizing and recalling vocabulary items By starting with a central theme, teachers encourage students to connect new and existing vocabulary, fostering a more engaging and interactive learning environment This approach not only enhances comfort but also promotes longer retention of learned words.
Related studies
2.3.1 Review of related studies worldwide
A study conducted by Heidari & Karimi (2015) titled "The Effect of Mind Mapping on Vocabulary Learning and Retention" investigated the impact of mind mapping (MM) on vocabulary acquisition and retention among 40 male first-grade high school students at Shahed High School in Hamedan, Iran The participants were divided into two equal groups: an experimental group that utilized mind mapping techniques and a control group The findings indicated that students in the experimental group demonstrated improved vocabulary learning and retention compared to their counterparts in the control group.
The use of Mind Mapping (MM) techniques significantly enhanced students' ability to store English vocabulary in long-term memory The visual appeal of MMs facilitated direct acquisition and strong retention of new words Their easy review process allowed students to connect newly learned vocabulary with previously acquired terms Additionally, the colorful structures and three tree diagrams in the MMs provided high school students with motivation, making vocabulary lessons more engaging and effective.
In his 2004 study, "Teaching Vocabulary through MM Technique to the Tenth Grade Students of SMA Negeri 15 Palembang," Yusuf Effendi investigated the effectiveness of the MM technique for teaching vocabulary to tenth-grade students The research involved 360 students from SMA Negeri 15 Palembang, aiming to determine the significance of this teaching method in enhancing vocabulary acquisition.
The study's analysis revealed a significant difference in vocabulary progress between the experimental group, which utilized the MM technique, and the control group that employed traditional methods The findings indicate that the MM technique was effective in enhancing vocabulary learning among tenth-grade students at SMA Negeri 15 Palembang.
In "The Use of Mind Mapping Technique in Teaching Vocabulary," Samhudi (2015) explores the implementation of the Mind Mapping (MM) technique for vocabulary instruction and evaluates its effectiveness in enhancing students' vocabulary mastery.
This study examined the impact of the MM technique on vocabulary mastery among 35 students, comprising 15 boys and 20 girls, who were randomly divided into experimental and control groups Data was collected through tests and questionnaires, with the teacher implementing the MM technique in vocabulary instruction Results indicated that the MM technique significantly enhanced students' vocabulary mastery Additionally, questionnaire responses revealed that most students believed the MM technique helped them improve their vocabulary, broaden their ideas, and boost their self-confidence in learning.
2.3.2 Review of related studies in Vietnam
In her 2011 study, "Using MMs and Diagrams to Teach Vocabulary for First Year Mainstream Students," Dang Thanh Diem explored the effectiveness of employing mind maps (MMs) and diagrams as a vocabulary teaching technique for first-year English majors The findings indicate that these visual tools significantly enhance students' retention and recall of vocabulary After lessons utilizing MMs and diagrams, students expressed a strong desire for more opportunities to learn through these methods, citing improved memory and understanding of word items as key benefits.
In her 2012 study, "Using Mind-Mapping to Teach Vocabulary to First-Year Non-English Major Students at Bac Giang University of Agriculture and Forestry," Nguyen Thi Thuy Lan investigates the effectiveness of mind-mapping (MM) as a tool for enhancing vocabulary acquisition among first-year non-English major students The research utilizes the course book "New" to assess the impact of this innovative teaching method on students' vocabulary learning outcomes.
Recent research indicates that Mind Mapping (MM) can significantly enhance elementary students' learning by aiding in brainstorming new topics and activating prior knowledge Additionally, MM serves as an effective tool for summarizing lessons and allows students to take organized notes during class.
2.3.3 Gaps in previous research on min-mapping
Previous research primarily concentrated on applying Multimedia (MM) in vocabulary teaching, with limited studies exploring its effectiveness in enhancing students' vocabulary retention To fill this gap, the writer conducted a study targeting third-year students at UTEHY.
Summary
This chapter provides a comprehensive overview of literature pertinent to the study, beginning with a review of vocabulary definitions and its significance in language learning It further explores the concept of Mind Mapping (MM), detailing its definitions, creation steps, and application in enhancing vocabulary acquisition Additionally, the chapter highlights relevant studies conducted globally and in Vietnam, offering clear descriptions and key findings from these research efforts The chapter concludes by identifying gaps in existing research on Mind Mapping.
THE STUDY
The context of the study
Established and developed as a basic theory organization in 1992 with an initial teacher count of 5, teaching mainly Russian modules
In 2003, the Department of Foreign Languages was merged with the Faculty of Basic Science, with the task of teaching basic English and technical subjects
In December 2007, the Rector of Hung Yen University of Technology and Education elevated the Department of Foreign Languages to the Faculty of Foreign Languages, marking its separation from the Faculty of Basic Science.
Faculty is formed and developed according to the growth of the school and the needs of society
As of 2020, the faculty strength of the department has grown from 8 to 27 members, reflecting a significant enhancement in both the quantity and quality of lecturers, including 2 doctoral and 2 postgraduate faculty members.
The rest: 24 lecturers reaching the master's level (Including 21 teachers teaching English, 2 teachers teaching Chinese and 1 lecturer teaching Vietnamese culture)
Since the 2011-2012 academic year, the Department of Foreign Languages has not only focused on teaching students and graduates but has also been designated by the National Foreign Language Project Committee to enhance English language proficiency and teaching methods for educators in professional colleges, vocational schools, and secondary institutions in the northern region By the 2017-2018 and 2018-2019 academic years, the Faculty of Foreign Languages was tasked with developing intensive training programs.
English program according to the mission of the project, and the Faculty also taught English language arts at the training institutions
The Faculty admits students based on the University's strategies for second-degree, collegiate, and undergraduate English language programs These programs are offered in multiple sessions and provide flexible study schedules for students who are employed in businesses and schools.
The Department of Foreign Languages serves as a hub for innovating and enhancing foreign language teaching and learning methods, aligning with contemporary practices from English-speaking nations and organizations.
The Students
Third-year students at the Faculty of Economics at UTEHY come from various provinces and are aged between 18 to 24 Their English language proficiency varies significantly; some have never studied English, while others have up to seven years of experience in secondary and high school Most students struggle with speaking, writing, and listening skills, as they possess limited grammar knowledge and a poor vocabulary This lack of vocabulary hampers their ability to express ideas and comprehend spoken language Consequently, effective vocabulary presentation is crucial for enhancing their language skills.
Data analysis and findings
This chapter starts with student questionnaire, and then interviews, the last one is summary of the chapter
The researcher will utilize a survey questionnaire to collect data from students, with questions tailored to align with the research paper's primary objectives Upon analyzing the survey results, the researcher will visually represent the data using charts and tables.
This study was conducted on UTEHY The main subjects of study are 70 third-year students of the Faculty of Economics at Hung Yen University of Technology and Education
The questionnaire consists of two main sections in English, featuring clear instructions to facilitate understanding and accurate responses from participants Specifically tailored for third-year students of the Faculty of Economics, it includes a variety of multiple-choice questions Ample time will be provided for all participants to complete the survey before the responses are collected.
The survey questionnaire was crafted to gather respondents' attitudes, opinions, ideas, and experiences through a series of targeted questions According to Hinchey (2008:82), "surveys are an efficient way to gather larger amounts of data on what participants think." Participants simply select the options they believe to be true, regardless of their prior experience with the topics presented Once the data is collected, responses will be summarized into tables or charts for further analysis.
Questionnaires were delivered to 70 third-year students of the Faculty of Economics at UTEHY
3.3.4 The procedure of the data collection
The MM technique was implemented over a four-week period in the KTAK16.1 and KTAK16.2 classes at the Faculty of Economics, UTEHY, during the second semester of the 2020-2021 academic year, with both classes being taught by the same instructor and following the same curriculum.
- Data collection in the study was taken from 70 third-year students of the Faculty of Economics
- After collecting information, data will be presented by a chart or table
Table 1: Questionnaire and student’s answers
A quick look at the data shows that female students significantly outnumber their male counterparts, with only 7 males (10%) among a total of 70 subjects, while females account for 60 subjects (90%) This trend suggests that girls may be more inclined to use multimedia tools for vocabulary learning.
Questions 1 How many years have you learnt English?
Chart 1: Questionnaire and student’s answers
Most of students have leant English for over 7 years (68.6%); 21.4% of them have learnt English for 3-5 years at high school and the rest (4.3%) have learnt English for less than 3 years
NeverLess than 3 years3-5 yearsOver 7 years
Only 5.7% never learnt English at high school From the data, it can be said that third-year students of the Faculty of Economics at UTEHY is quite high
Questions 2 In your opinion, memorizing vocabulary is …
Chart 2: students' opinion about remember vocabulary
Due to varying levels of English proficiency among students, their ability to grasp lessons in multimedia (MM) differs significantly, making it challenging for teachers to effectively teach vocabulary A survey revealed that while 1.4% of students found vocabulary retention very easy, 5.7% considered it easy, and 30% viewed it as normal Conversely, a substantial 47.1% of students rated vocabulary retention as difficult, with 15.7% finding it very difficult Consequently, English teachers must adopt suitable methods to enhance students' vocabulary retention in a more accessible and effective manner.
Questions 3 How do you feel about using mind-mapping (MM) in remember vocabulary?
VERY EASY EASY NORMAL DIFFICULT VERY DIFFICULT
Chart 3: student's feel about using mind-mapping (MM) in remember vocabulary
According to the survey results, only 4.3% of students find mind mapping boring for vocabulary retention Meanwhile, 42.9% consider it a normal method, while 47.1% find it interesting, and 5.7% rate it as very interesting These findings indicate that the majority of students perceive mind mapping as an engaging technique for remembering vocabulary.
Questions 4 Would you like to learn vocabulary with MM any longer?
From the collected data, it can be shown that third-year students of the Faculty of Economics at UTEHY found it interesting to learn vocabulary with MM technique
Chart 4: student's like to learn vocabulary with MM
The diagram illustrates a strong preference for learning vocabulary with MM, as 74.3% of respondents expressed a positive attitude by answering "Yes" to the question, while only 25.7% indicated a lack of interest in continuing vocabulary learning with MM.
Questions 5 Please answer the questions by ticking () the column which reflects your opinion
No Opinions Strongly disagree Disagree Neutral Agree Strongly agree
1 I find it easy to use MM to recall learnt vocabulary 9.4% 12.5% 6.3% 53.1% 18.8%
2 MM gives me more pleasure in learning E vocabulary 0% 6.3% 0% 56.3% 37.5%
3 I started to feel like learning new words by using MM technique
4 MM is a creative technique for vocabulary learning 6.3% 9.4% 6.3% 43.8% 34.4%
5 MM helps me to enhance my vocabulary knowledge considerably
6 I can remember vocabulary items right at class thanks to
7 MM helps me to activate my prior knowledge and link to new items
8 MM technique can help me memorize and recall the word meanings more easily for a longer time
A survey conducted among students revealed that 71.9% found using mnemonic methods (MM) to recall vocabulary items easy, while 21.9% disagreed with this assessment Additionally, 6.3% of respondents expressed neutral feelings regarding the effectiveness of this recall method.
Item 2 was to investigate the students' excitement in the vocabulary lessons when the teacher used the MM technique It presented clearly that a large number of students felt pleasure in MM technique In other words, the percentage of strongly agree and agree responses were 93.8% in this item Whereas, only 6.3% of the students did not enjoy learning vocabulary through MMs and none of them chose neutral opinion or had no idea
A significant majority of students, accounting for 84.4%, expressed a positive attitude towards learning new vocabulary through the use of multimedia (MM) techniques In contrast, only 6.3% were uncertain about their feelings towards this method, while a small fraction, 9.4%, showed a lack of interest in vocabulary lessons following the treatment.
Students can enhance their creative thinking by branching out from a central idea, leading to a high appreciation for the creativity fostered by Mind Mapping (MM) techniques, with 78.2% of students expressing strong approval In contrast, 15.7% disagreed with this perspective, while 6.3% remained neutral.
A significant majority of students expressed positive attitudes towards the use of the MM technique for vocabulary learning and retention Over 80% acknowledged that this method helped them improve their vocabulary knowledge during lessons, while only 6.3% disagreed, and another 6.3% remained neutral regarding its effectiveness.
A significant 68.7% of students were able to recall vocabulary items effectively in the classroom through the use of Mind Maps (MMs) MMs leverage visual imagery to illustrate ideas and concepts related to a specific topic, enabling students with limited prior knowledge of new words to develop meaningful insights under the teacher's guidance This visual learning approach enhances the retention of new concepts, making them easier to remember through the use of MMs.
A significant 87.5% of students reported that mind mapping (MM) facilitated the connection of prior knowledge with new information, enhancing their ability to transfer and apply what they learned to new contexts By constructing a mind map centered around a key concept, students were able to activate and revisit their existing knowledge, leading to improved retention and understanding.
Discussion
3.4.1 The changes in students' vocabulary after applying mind maps to learn vocabulary
Students utilizing mind maps (MM) for vocabulary learning reported enhanced long-term retention and systematic recall of words Many acknowledged that MM enabled them to remember vocabulary items during class Additionally, mind maps facilitated the connection between old and new knowledge, leading to significant improvements in their vocabulary Teachers also observed notable advancements in students' vocabulary skills through classroom activities and exercises incorporating mind maps.
3.4.2 Learner's attitude after using mind map to learn vocabulary
The questionnaire results indicated that students had a positive attitude towards mind-mapping as a vocabulary learning tool This enthusiasm may stem from the fresh approach it offered, contrasting with traditional techniques that often led to boredom and limited communicative progress Mind-mapping not only captured the attention of both the teacher and students but also provided a systematic and logical way to present vocabulary Ultimately, this innovative strategy enhanced student motivation and interest in working with words.
Mind-mapping significantly increased classroom interactions, contributing to students' positive attitudes towards this learning method Students collaborated to explore word relationships, build networks of vocabulary, and enhance their knowledge However, some found mind-mapping challenging, feeling it required excessive time and energy, which hindered their ability to memorize words effectively This suggests that the process of using mind-mapping was unclear for some, leading to misunderstandings of its steps To improve retention, these students should be encouraged to engage in consistent learning practices that incorporate both mind-mapping and word lists Initially, students perceived mind-mapping as time-consuming, as they were unfamiliar with its application in lessons.
To effectively address this issue, the teacher should provide clear instructions on creating mind-mapping diagrams and ensure that students practice this skill multiple times prior to the action research.
Summary
This chapter presents an analysis of a student questionnaire focused on the application of mind mapping (MM) for vocabulary learning at UTEHY The findings reveal that students faced challenges while using MM but recognized its effectiveness in enhancing vocabulary retention compared to traditional methods While the traditional approach aids in short-term memorization, MM promotes systematic and long-lasting recall of vocabulary To address any uncertainties from the questionnaire results, informal interviews were conducted The subsequent chapter will summarize the study, discuss its limitations, and offer suggestions for future research.
CONCLUSION
Conclusions
Mind mapping (MM) has proven to be an effective technique for vocabulary learning among UTEHY students, fostering interest and engagement The visual nature of mind mapping motivates students to learn vocabulary in a fun and interactive way Utilizing colorful chalks allows them to write down words, enhancing retention and recall This method not only cultivates positive attitudes and enthusiasm but also transforms vocabulary learning into a game-like experience Additionally, the vibrant materials encourage lower proficiency students to expand their vocabulary while helping higher proficiency students further develop their language skills.
Limitations of the study
Despite the diligent efforts of the researchers, this study faced unavoidable limitations due to time constraints and unforeseen factors With only 70 participants, the findings may not accurately represent all third-year students at the Faculty of Economics at UTEHY Additionally, resource limitations may have impacted the comprehensiveness of the theoretical background Future research opportunities are desired to address these gaps.
Suggestions
Considering the results obtained in this study and discussions in the previous chapter, there are several suggestions that the writer would like to present
Limited studies exist on the effectiveness of mnemonic methods (MM) for enhancing vocabulary retention, highlighting the need for further research in this area Future studies should involve a broader scope and larger participant populations to strengthen findings Additionally, incorporating more cycles in action research projects could lead to more reliable results.
English teachers should integrate meaningful material (MM) into vocabulary lessons and other language skills to enhance student engagement in foreign language learning.
Students are encouraged to focus on the teacher's lesson explanations and engage in vocabulary memorization using the MM technique By consistently practicing this method, they will improve their English learning and enhance their four language skills.
1 Buzan, T (1993) The Mind Map Book New York: A Dutton Book
2 Casco M (2009) The Use of “Mind Maps” in the Teaching of Foreign Languages
3 Dang Thanh Diem (2011) Using MMs and diagrams to teach vocabulary for first year mainstream students, Faculty of English Language Teacher Education
4 Hatch A Brorwn (1995) Vocabulary Semantics Language Education
5 Heidari & Karimi (2015) The Effect of Mind Mapping on Vocabulary Learning and Retention
6 Hulstjin (2001) 1993 cited in Morin and Goebel
7 McCarthey, M (1990) Vocabulary Oxford University Press
8 Nation, I S P (2001) Learning vocabulary in another language Cambridge Cambridge University Press
9 Nguyen Thi Thuy Lan (2012) Using mind-mapping to teach vocabulary to the first-year non- English major students at Bac Giang University of Agriculture and Forestry
10 Richards and Renandya (2002) Teaching Grammar in School English Language Essay
11 Oppenheim (1992) Questionnaire design, interviewing and attitude measurement
12 Samhudi (2015) The Use of Mind Mapping Technique in Teaching Vocabulary
13 Thornbury (2002) How to teach vocabulary
14 Ur (1996) A course in Language Teaching: Practice and Theory Cambridge University Press, Cambridge
15 Yusuf Effendi (2004) Teaching vocabulary through MM technique to the tenth grade students of SMA Negeri 15 Palembang
Figure 1: Flow Map form the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
Figure 2: Multi-Flow Map form the World Wide Web: http://mrslevels376.weebly.com/what- are-thinking-maps.html
Figure 3: Bridge Map form the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
Figure 4: Tree Map form the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
Figure 5: Bubble Map form the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
Figure 6: Double Bubble Map the World Wide Web: http://mrslevels376.weebly.com/what- are-thinking-maps.html
Figure 7: Brace Map the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
Figure 8: Circle Map the World Wide Web: http://mrslevels376.weebly.com/what-are- thinking-maps.html
APPENDIX QUESTIONNAIRE FOR STUDENTS (BẢN CÂU HỎI KHẢO SÁT DÀNH CHO SINH VIÊN)
This questionnaire consists of 7 questions
(Bản câu hỏi này gồm 7 câu hỏi)
(Xin chào các bạn sinh viên trường Đại học Sư phạm Kỹ thuật Hưng Yên)
I am conducting research on "The Use of Mind Maps to Enhance English Vocabulary Among First-Year Economics Students at Hung Yen University of Technology and Education." To gather valuable insights for my thesis, I kindly request your cooperation in completing this questionnaire Your participation is essential for the success of this study.
Tôi đang nghiên cứu về "sử dụng sơ đồ tư duy để nâng cao vốn từ vựng tiếng Anh cho sinh viên năm nhất Khoa Kinh tế trường Đại học Sư phạm Kỹ thuật Hưng Yên" Để thu thập dữ liệu cho nghiên cứu, tôi rất cần sự hợp tác của các bạn trong việc hoàn thành bản khảo sát này Mọi thông tin cá nhân và câu trả lời của các bạn sẽ được bảo mật hoàn toàn.
Male or female (Nam/Nữ): ………
Writing information in the blank by ticking In some questions, more than one answer can be chosen
(Điền thông tin vào chỗ trống bằng cách đánh dấu câu Trong một số câu hỏi, bạn có thể chọn nhiều hơn một câu trả lời.)
1 How many years have you learnt English? (Bạn đã học tiếng Anh được bao nhiêu năm?)
B Less than 3 years (ít hơn 3 năm)
2 In your opinion, memorizing vocabulary is … (Theo bạn việc ghi nhớ từ vựng là?)
3 How do you feel about using mind-mapping (MM) in remember vocabulary? (Bạn cảm thấy việc sử dụng sơ đồ tư duy để ghi nhớ từ vựng thế nào?)
D Very Interesting (rất thú vị)
4 Would you like to learn vocabulary with MM any longer? (Bạn có thích sử dụng sơ đồ tư duy để học từ vựng không?)
5 Please answer the questions by ticking () the column which reflects your opinion ( Vui lòng trả lời các câu hỏi bằng cách đánh dấu () vào cột phản ánh ý kiến của bạn)
Strongly disagree (phản đối kịch liệt)
1 I find it easy to use MM to recall learnt vocabulary (Tôi thấy nhớ lại các từ vựng đã học dễ dàng khi sử dụng sơ đồ tư duy)
2 MM gives me more pleasure in learning E vocabulary (sơ đồ tư duy mang lại cho tôi nhiều niềm vui hơn trong việc học từ vựng tiếng anh)
3 I started to feel like learning new words by using MM technique ( Tôi bắt đầu cảm thấy muốn học từ mới bằng cách sử dụng sơ đồ tư duy)
4 MM is a creative technique for vocabulary learning ( Sơ đồ tư duy là một kỹ thuật sáng tạo để học từ vựng)
5 MM helps me to enhance my vocabulary knowledge considerably ( Sơ đồ tư duy giúp tôi nâng cao kiến thức từ vựng)
6 I can remember vocabulary items right at class thanks to
MM ( Tôi có thể nhớ các mục từ vựng ngay tại lớp nhờ sơ đồ tư duy)
Using mind maps effectively activates my prior knowledge and connects it with new information, enhancing my learning experience.
The 8 MM technique enhances my ability to memorize and recall word meanings more effectively over an extended period By utilizing mind mapping, I can easily retain and retrieve vocabulary definitions, making the learning process more efficient and lasting.
6 In your opinions, what are the advantages when using MM to learn vocabulary for learners? (Theo bạn việc sử dụng sơ đồ tư duy để học từ vựng có lợi ích gì cho người học?)
A Making interests in learning vocabulary (Tạo hứng thú cho việc học từ vựng)
B Memorizing vocabulary what they have leant (Khơi gợi những kiến thức đã được học)
C Helping learners summarize what they have learnt effectively (Giúp người học tóm tắt lại nội dung bài học một cách hiệu quả)
D Memorizing vocabulary long time (Nhớ từ vựng trong thời gian dài)
7 What are the difficulties when using MM to learn vocabulary for learner?
(Những khó khăn mà bạn gặp phải khi sử dụng sơ đồ tư duy để học từ vựng là gì?)
A Difficulties in memorizing vocabulary (Khó để nhớ từ)
B Using more time and energy (tốn thời gian và năng lượng)
8 What are your suggestion in using MM to learn vocabulary more interestingly and effectively? (Bạn có gợi ý gì khi sử dụng sơ đồ tư duy để học từ vựng thú vị và hiệu quả hơn?)
Thank you for your co-operation!
(Cảm ơn sự giúp đỡ của bạn!)
This article discusses an interview conducted with five students to gather insights on the use of Mind Mapping (MM) for enhancing vocabulary The objective of the interviews is to obtain accurate and objective feedback regarding the effectiveness of MM in vocabulary learning The interviews are conducted in both Vietnamese and English, depending on the students' preferences.
Cuộc phỏng vấn này nhằm thu thập thông tin từ 5 sinh viên về việc sử dụng sơ đồ tư duy để cải thiện vốn từ vựng Mục đích là để có thêm ý kiến và phản hồi khách quan, chính xác hơn về phương pháp học từ vựng này Các cuộc phỏng vấn được thực hiện bằng tiếng Việt và tiếng Anh, tùy theo sở thích của từng sinh viên.
1 How do you feel the learning vocabulary with Mind mapping? (Bạn cảm thấy học từ vựng bằng sơ đồ tư duy thế nào?)
2 Would you like to improve vocabulary with Mind mapping any longer? (Bạn có muốn cải thiện vốn từ vựng với sơ đồ tư duy nữa không?)
3 What benefits does using Mind mapping bring to improve vocabulary? (Lợi ích mà việc sử dụng sơ đồ tư duy đem lại trong việc cải thiện vốn từ vựng?)
4 What are the difficulties in learning vocabulary with Mind mapping? (Những khó khăn bạn gặp phải khi học từ vựng bằng sơ đồ tư duy?)
5 What are your suggestions in the applications of Mind mapping to improve vocabulary? (Bạn có gợi ý gì cho việc ứng dụng sơ đồ tư duy để nâng cao vốn từ vựng không?)