INTRODUCTION
The background of the study
In the new era of the world, English is becoming increasingly popular English is not only for adults to have opportunities to achieve the outstanding areas of the world, such as commerce, technology, medicine, science, and education, but for students at all levels to accomplish English as a core subject at schools, especially at the primary schools with the promulgation of the new English curriculum on December 26, 2018 (MOET, 2018) The program has been designed to educate the English language in developing students’ communicative competence, which is the ability to use linguistic knowledge areas, such as vocabulary, pronunciation, and grammar Among the linguistic areas, vocabulary plays a vital role in learning English The importance of vocabulary in learning English cannot be overstated with four skills of English: Listening, Speaking, Reading, and Writing Learners who lack lexical knowledge cannot effectively demonstrate the language they have learned With vocabulary, they are more confident in attending a listening comprehension exam or an oral competition They also talk to others more effectively The more vocabulary they learn, the more proficient they become
Therefore, vocabulary learning is a fundamental component in achieving proficiency in a language Learning vocabulary is an essential prerequisite for teaching learners any language skill or activity Moreover, all language skills must rely on a solid foundation of lexical knowledge For instance, Nation (1990) presents empirical evidence that establishes a robust correlation between the extent of one’s vocabulary and proficiency in many language domains, including listening, speaking, reading, and writing According to Schmitt (2000), effective communication requires vocabulary, suggesting that vocabulary acquisition may be more crucial for students learning a foreign language than mastery of grammar and other language skills (Cook, 2016)
However, scholars have proposed that vocabulary teaching should not just focus on teaching individual words but should also incorporate practices that assist students in enhancing their vocabulary (Morin & Goebel, 2001) Graves (2006) posits that this is essential in facilitating learners’ ability to autonomously learn new vocabulary and develop into self-reliant and self-assured learners (Chamot, 1999, p.1) Asgari and
Mustapha (2011) suggest that the use of this strategy can facilitate the resolution of challenges encountered in acquiring second language (L2) vocabulary, hence enabling learners who have previously struggled to achieve success (Chamot, 2005)
Hence, it is essential to provide learners with the use of vocabulary learning and to examine the impact of these methods on vocabulary acquisition However, comparable to other English as a Foreign Language situations, the awareness and understanding of these efficacious strategies could be more robust in Saudi Arabia According to Hamouda
(2013), there needs to be more empirical data available about the actual use of teaching vocabulary
Additionally, one of the teaching theories is grounded in studying the brain and its systems for processing information Research studies have indicated the presence of a discernible differentiation between the brain’s hemispheres, specifically the right and left hemispheres Consequently, scientists are currently engaged in the pursuit of instructional approaches that effectively integrate both hemispheres to enhance overall cognitive abilities, harnessing the full potential of the brain and capitalizing on its advantages across diverse domains, including but not limited to creative mind mapping, knowledge acquisition, and critical thinking (Awajan, 2013) The concept introduced by Buzan involves utilizing mind mapping to boost learners’ acquisition and creativity abilities by establishing a natural connection between the two hemispheres of the mind This is achieved by associating words, numbers, and colors (Buzan, 1995)
Mind mapping is a visual representation that integrates schematic elements and written content Mind mapping is a cognitive tool both educators and students utilize to facilitate the organization of written content, enhancing the ease of knowledge retrieval and memory (Buzan, 1995) According to Wandersee’s (1987) research, diagrams enhance pupils’ ability to generate and organize concepts Similarly, Buzan (2002) posits that diagrams are a facilitative tool for the mind to effectively process and recall information by establishing connections between the right and left hemispheres Hence, diagrams can enhance memory retention by at least 10
In conclusion, developing a comprehensive and empirically supported interpretation is crucial to comprehensively understanding students’ vocabulary learning techniques
This can only be achieved through thoroughly examining students’ beliefs regarding vocabulary learning, the techniques they employ, and their use of mind mapping as a technique for vocabulary learning The present investigation centers on vocabulary learning and its relationship with mind mapping This study employs a combination of quantitative data analysis to examine the effectiveness of mind mapping as a specific vocabulary learning technique and qualitative data analysis to explore students’ beliefs and perceptions regarding vocabulary learning and mind mapping This methodology will facilitate the researcher in uncovering the obstacles that students encounter when learning vocabulary, thus contributing to a more thorough understanding of vocabulary learning in primary schools in Vietnam In order to accurately understand the precise practices employed by students in the intervention, it would be advantageous to collect data on students’ perspectives on mind maps.
The statement of the problem
Vocabulary learning becomes even more critical, especially for young learners whose concentration on memorizing vocabulary could be better and more lasting They still encounter many obstacles First, some students are not long-term interested in studying vocabulary (Dilek & Yürük, 2012) According to Rhalmi (2019), young learners feel bored more easily Typically, they lose interest after approximately ten minutes In addition, students in primary schools usually take one period (35 minutes) to memorize new vocabulary (about eight words for a unit) Some students feel pressured to learn vocabulary and create a feeling of fear of learning English Another challenge for learning vocabulary is the restricted time available for teaching vocabulary The teacher gets one to two 35-minute periods to teach grammar, but he or she only has one 35-minute period to teach vocabulary (MOET, 2018) In addition, teaching methods impact students' vocabulary learning They must listen to the teacher's explanation of the form, meaning, and use in a short period Then, like a parrot, they write new words on paper and try to memorize them all by heart passively Students must learn new words daily out of habit, so they inevitably get bored As a result, children only retain these terms for a few classes before forgetting them They must be taught to put them in the context of language usage (Do, 2015) The last reason for students' limited vocabulary is a need for more opportunities to exercise daily (Nguyen, 2015) As a result, they understand that even if they have already learned the phrases, they cannot recall them due to a lack of repetition They need to learn how to employ these lexical elements in other situations Researchers and material designers have been increasingly conscious of the issues that need to be addressed in terms of vocabulary acquisition in recent years; approaches for teaching and learning vocabulary have been offered to students to inspire them to learn more successfully
To help primary students learn vocabulary more effectively, practical solutions for improving students' techniques of acquiring and remembering language are necessary Therefore, many visual techniques have been used to teach vocabulary, including realia, pictures, and mime or gestures (Thornbury, 1997) Another technique is mind mapping, an excellent tool for optimizing children's brain's ability to create, learn, and recall Buzan
(1993) states that mind mapping is "a powerful pictorial approach giving a universal key to unlock the brain's potential." This technique is similar to the cognitive process for us to switch from one issue to another, from one side to another It captures information through symbols, pictures, emotional meaning, and colors, similar to how the brain works (Effendi, 2004, p.8) Memory sensory has a significant role in vocabulary learning The student's use of the left and right brains must be balanced Students must use their entire brains to think clearly The right brain is responsible for creativity and imagery The left brain is responsible for logic and reasoning Mind mapping merges the two and becomes whole-brained It stimulates the brain by engaging both the creative and rational sides According to Thornbury (2002), vocabulary development necessitates labeling and categorization abilities The author uses mind mapping to assist students in memorizing the words intended to improve their vocabulary competency through easy memorization Additionally, mind mapping engages one's ideas in ways that allow for deeper analysis, richer linkages, and improved learning (Budd, 2004, pp.4-7) Vocabulary may be preserved and practiced for long-term usage using these memorization strategies
Some specialists have previously conducted research studies on the use of mind mapping However, to the best of this researcher's knowledge, more research is needed on vocabulary learning using a mind map for Vietnamese primary school students (Do,
2015) As a result, the researcher decided to conduct this study, "The effects of mind mapping on 5th graders' vocabulary learning in Tran Quoc Toan Primary School in
District 5." The study helped students learn vocabulary more effectively and become interested in learning it.
Research objectives and research questions
This study aims to determine whether mind mapping improves 5 th grade students’ learning of vocabulary as well as to explore students’ attitudes toward mind mapping at Tran Quoc Toan Primary School To accomplish the goal, the study explores the two research questions concerning students' vocabulary learning and attitudes toward the use of mind mapping in vocabulary lesson:
1/ To what extent does mind mapping improve 5 th -grade students’ vocabulary at Tran Quoc Toan Primary School?
2/ What are students' attitudes toward mind mapping techniques?
Significance of the research
This study supported one of the techniques to help 5th graders overcome obstacles in learning vocabulary This study hopes to help young learners feel more accessible and interested in learning vocabulary From there, they memorized and grasped as many words as possible They developed the four English skills (Listening, Speaking, Reading, and Writing) when they had much vocabulary When their skills are good, they quickly pass the international exams to help them achieve their primary school English standards According to the Ho Chi Minh City Department of Education and Training (2014), after finishing grade 5, the students must achieve an A2 level with TOEFL Primary Step 2 Moreover, the researcher also relies on the attitudes and feedback of students in applying the mind mapping technique in teaching and learning vocabulary so that he can reconsider the feasibility of applying the technique in the following years.
Scope of the research
This study aims to see whether mind mapping can help primary school students in
Ho Chi Minh City and 5th graders at Tran Quoc Toan Primary School learn vocabulary The study was conducted with 5th-graders at Tran Quoc Toan Primary School in District
5 The study has not been done with younger grades because:
1 Grade 5 is the final grade of primary school, so they are required to demonstrate their outcomes in English,
2 The researcher, who is also the teacher teaching classes in this study, does not teach younger classes, and
3 In writing Vietnamese essays, the 5th graders are familiar with outlining network- tree mind maps.
The structure of the study
This study consisted of five chapters Chapter 1 introduced the thesis by providing the background of the study, the statement of the problem, the research objectives, the research questions, the significance of the research, the research scope, and the research structure Chapter 2 reviewed relevant literature to create the theoretical framework for the study by presenting the issues related to mind mapping, vocabulary learning, and attitude toward vocabulary learning with mind mapping This chapter also presented the relevant research to the topic of this study At the end of the chapter, a theoretical framework was mentioned to summarize the theories related to the study Chapter 3 describes the research methods employed in this study It was divided into four main parts: research design, research site, research participants, and research instruments Chapter 4 presented the results and discussion The results of the vocabulary tests, questionnaires, and interviews were analyzed and discussed in this chapter Chapter 5 included the main conclusions, the limitations, the implications, and the recommendations for further research.
LITERATURE REVIEW
Mind mapping
Buzan (1993) originally invented mind mapping in the late 1960s According to Jonassen et al.(1998, p.24), it was also referred to as "semantic networking" and "concept maps" at the time Krasnic (2012, p.37) has listed all of the most prevalent alternative terms for visual mapping, including "mind mapping," "concept-mapping," "flow- charting," "visual thinking" or "visualization," "spider-diagramming," "memory- mapping," "semantic-mapping," and "thought-webbing." Researchers describe mind mapping in a variety of ways
In addition, mind mapping is a visual representation of hierarchical knowledge consisting of a core concept surrounding the connective branches of related themes (Do,
2015) Mind mapping, which need not be abstract, is a visual depiction of thoughts and their connections According to Wikipedia (2013), the free encyclopedia, a mind map is an image-centered diagram used as a radical, non-linear visual representation of semantics or other links
In some aspects, Do (2015) also defined that mind mapping is similar to a traditional
"outline" that organizes written thoughts on paper It employs a free-flowing system of pictures, letters, and lines that radiate from a core concept symbolized by a central image to explore concepts and excite the mind
Although there are several definitions of mind mapping, they all have similar characteristics They are graphic representations of the connections between categories
In mind mapping, the links between ideas are represented by lines, colors, arrows, images, and pictures, stimulating the brain and assisting users in perceiving related concepts Here is an example of a mind map:
Figure 2.1 - A mind map of Space (Gareemabangad, 2022)
Four types of mind mapping are distinguished by Effendi (2009, pp.10-11): (1) network-tree, (2) event-chain, (3) cycle-concept map, and (4) spider-concept map
(1) Network-tree: It comprises of primary concepts expressed based on hierarchical structure; the link between concepts and words is shown by lines on the map (Figure 2.2).
Figure 2.2 - An example of a network-tree (Christodoulou, 2010)
(2) Event-chain: Designed to automatically describe ideas in an order, a series of occurrences, or the phases of a technique or process (Figure 2.3)
Figure 2.3 - An example of event-chain (Glencoe Science, n.d.)
(3) Cycle-concept maps: This is a specific sort of event-chain map in which the sequence of events repeats without reaching a conclusion (Figure 2.4)
Figure 2.4 - An example of a cycle-concept map (Nguyen & Huynh, 2016)
(4) Spider concept map: The central idea is shown, and it is often used for
"brainstorming." The sub-ideas pertain to the main concept, but they are not arranged hierarchically and are not always connected to one another They are the fruits of idea sharing (Figure 2.5)
Figure 2.5 - An example of a spider concept map (Guthrie, 2021) There are a variety of mind-mapping types available It is essential for teachers to consider the kinds of maps to use seriously and how to use them successfully; the choice of maps should be based on the subject matter being conveyed to students Among these several forms of mind mapping, the researcher is interested in using the four types of semantic maps identified by Effendi: network-tree, event-chain, cycle-concept map, and spider-concept map The first and the fourth varieties were used more often than the others This is because the vocabulary in Family and Friends Special Edition Grade 5 primarily emphasizes the principal subject matter, reflected in the lesson's name Some of the most essential terms may be gleaned from the title The mental map is continually being developed in this manner
According to Windura (2008, p.13), each aspect of mind mapping has its advantages for students A central picture explains the core concept of a mind map by placing it in the center, stimulating students' right hemisphere and memory, and making learning activities more fun A keyword is a word that may initiate a phrase or an occurrence Since just one keyword per line is permitted, it encourages students to recall more vocabulary In addition, the branches gather supplementary information related to the primary theme Students must understand their subject matter in-depth to arrange fundamental concepts effectively In addition, the branches should be curved and thinner but the same length as the text or images containing critical information Last, color is an effective memory aid, particularly for engaging the right brain to retain words for extended durations In addition to aiding in memorizing, color fosters creativity and adds life to the mind map, making it much simpler to comprehend and remember essential ideas; previous vital phrases may also be modified and enhanced
However, Dilek and Yürük (2012, p 1533) depict a mind map with two components: a central notion and categorical concepts A critical concept governs the assembly, while categories are coupled with the fundamental concept to produce a unique system
On the other hand, according to Le (2012, p 107), a mind map has four characteristics: a center image or topic, primary branches emanating from a critical image, significant themes related to the main themes, and branches connecting them all to create a differential structure
In sum, all mind mappings have similar characteristics Mind mapping has five fundamental qualities Firstly, the principal is the center picture, often the central concept Secondly, some branches radiate sub-ideas from the core concept The key image is written on the branch and then signifies the sub-idea Fourthly, twigs are secondary ideas that have deviated from the core mental process All the branches converge to create a nodal structure, representing the brain's conceptualizing matrix of the same thought With these traits, mind mapping becomes an excellent tool for language learners
2.1.4 Advantages and disadvantages of mind mapping
A review of related literature showed that mind maps are both advantageous and disadvantageous (Table 2.1 and 2.2.) Understanding the benefits and weaknesses of mind maps helped teachers use mind maps more effectively As various authors describe, Table 2.1 lists the benefits of adopting mind maps in teaching
Table 2.1 The advantages of mind mapping
Buzan, & Buzan (1993) - Save time by allowing them to note and read actual words (p.89)
Krasnic (2012) - Using a mind's full range of skills,
- Storing relevant information and resources in one location,
- Providing a focused and detailed view,
- Thinking clearly through organized connections,
- Enhancing problem-solving and decision-making, and enhancing memory (p 42)
Zarei and Adami (2013) - Recalls recognized words or ideas in isolation or context
- More engaging than a simple one with the use of mind map (audio and visual lessons)
- Simple for students to follow the teacher's instructions correctly
- Improves collaboration between students and teachers (p 18)
Zaid (1995) - Enhance their reading comprehension, writing expression, and vocabulary growth (p 6)
- Learning to use words correctly if students understand the link between words (p 52)
Kinchin (2000, as cited in Mistades, 2009)
- "Pupil-produced maps" are the most preferred learning process since learning misunderstandings may be investigated more clearly than traditional approaches (p.2)
Edmonson (2000, as cited in Mistades, 2009)
- Exploring student mistakes and alternative frameworks readily for education (p 2)
Baker& Westrup (2000) - Mind mapping can improve language acquisition (p 41)
Johnson & Johnson (n.d) - Visual organizers and mind mapping are among the extra activities that might assist students in acquiring a deeper understanding of words
- A particularly effective method for "brainstorming" vocabulary in a language school Satisfying the memorizing requirements of the brain's cognitive function
- Combining the two hemispheres of the brain and becomes a whole-brain, unified-minded activity that helps students think more holistically With images, drawings, or other visuals, students form mental images of words
- Encouraging children become more enthusiastic and inventive when presented with vibrant images The more their interest in the activity, the greater its effectiveness
- Enabling students to clarify their thoughts by classifying and organizing them into similar concepts
- Creating the greatest mind maps, students will be required to work in groups and debate concerns with their peers, transforming learning into a communal effort
- Working in groups facilitates developing critical thinking and retaining vocabulary terms; it also saves time (p.10)
It can be seen that using mind maps is one of the visual techniques (Krasnic, 2012; Heimlich & Pittelman, 1986; Johnson & Johnson, n.d.) In addition, mind mapping brought some skills for students, such as providing a focused and detailed view, thinking flexibly and freely, increasing creativity, developing holistic understanding, thinking clearly through organized connections, enhancing problem-solving and decision-making, and enhancing memory (Krasnic, 2012; Johnson & Johnson, n.d), improving collaboration between students and teachers (Heimlich & Pittelman, 1986, as cited in Tateum, 2007) Furthermore, mind mapping suits education and teaching (Heimlich & Pittelman, 1986, as cited in Tateum, 2007) Additionally, mind mapping enables remembering known words or ideas in isolation or context (Zarei & Adami, 2013) Finally, students also saved time and enhanced vocabulary growth (Buzan & Buzan,1993; Johnson & Johnson, n.d) In conclusion, mind maps' benefits are indisputable in education and teaching In particular, mind maps are beneficial in memorizing and developing vocabulary
Alternatively, there have been studies discussing the disadvantages of mind mapping as well (Table 2.2)
Table 2.2 The disadvantages of mind mapping
Hofland (2007) - Unusual to his students; older students thought it was childish to bring crayons, while others just wrote in a notepad (p 31)
Liu et al (2014) - Having a small amount of text included in them for instructors who want to include a substantial amount of material in their lessons can find mind maps to be useless to them
- Time-consuming for the process of developing a mind map, thus a student could conclude that reading through materials is more beneficial than spending time developing mind maps
- Challenging to employ mind mapping in English class , so the learners and teachers can be encountered with the challenge of managing the teaching time
Al Kmali (2018) - Wasting time when using mind mapping
- Feeling confused when some students drew mind maps with their peers
- Refusing to draw mind maps with their friends in groups
- Ineffective way to make a mind map to grasp the phrases in the reading paragraphs
Alsaleh (2022) - Time-consuming when using mind mapping
- The significance of exam-focused practice, the traditional educational system would not readily adopt a new method
- The use of the mind map technique for learning vocabulary requires a considerable amount of patience, hence highlighting the drawbacks associated with its implementation
Table 2.2 shows three identical disadvantages of mind mapping First, some authors mentioned that one of the shortcomings of mind mapping was the time- consuming technique (Muhib et al., 2014; Liu et al., 2014; Al Kmali, 2018; Alsaleh,
Vocabulary learning
Murdiono (2002, p.16) said that vocabulary, grammar, and pronunciation are tools that facilitate the capacity to communicate in English One's vocabulary might serve as a means of self-communication In other words, vocabulary is a tool that simplifies engaging in any activity requiring other language skills, such as listening, speaking, reading, and writing According to Ur (1996, p 60), vocabulary may be broadly described as the foreign language words we teach
In addition, Richard and Renandya (2002, p 255) mentioned in their introduction that vocabulary is a critical component of language competency and forms the foundation for how effectively students speak, listen, read, and write In comparison, Hornby (cited in Advanced Students' Dictionary of Current English, 1989, p.142) defined vocabulary as the entire quantity of words that make up a linguistic body of terms known to a person or utilized for a specific book, subject, or test of word used in the book
Furthermore, according to Sarani and Kafipour (2008), while vocabulary learning is essential for foreign language acquisition, EFL students must gain the necessary abilities and learning strategies According to Oxford (1997), the method considerably impacts motivating and promoting students' vocabulary acquisition When students focus entirely on the meaning of a single word and ignore the word's contextual meaning, they cannot comprehend and identify the whole text, even though they know the meaning of every word In general, students' foreign language learning progress has been negatively impacted by their inability to employ strategy while learning vocabulary (Laufer, 2003)
First of all, Schmitt (1997) described that Vocabulary Learning Strategies were student-centered procedures aimed at learning vocabulary and were recognized as fundamental language learning strategies In addition, according to Nation (2022), these tactics are multifaceted, involving decision-making, necessitating knowledge, and benefiting from ongoing educational development, ultimately enhancing the effectiveness of vocabulary acquisition and utilization
Furthermore, Schmitt (1997) developed a taxonomy of vocabulary learning strategies, drawing upon Oxford's taxonomy of language learning processes for classification The author classifies techniques within his taxonomy into two primary classifications: discovery and consolidation Learners employ consolidation strategies to organize words after encountering them, whereas students employ discovery strategies to find the words
Schmitt (1997) also clarified that the primary category of discovery strategies includes every strategy learners use to discover the meaning of words using their language knowledge, such as contextual cues, reference resources, or informal communication On the other hand, word class, spelling, and collocation learning are all part of consolidation strategies, which help students learn new vocabulary
Finally, Takac (2008) presented an additional categorization based on a questionnaire for primary school students The classification scheme divides vocabulary learning strategies into three distinct groups: the formal technique of memorizing vocabulary, the self-directed approach of learning vocabulary, which includes consulting dictionaries, taking notes, and making word-object associations, and lastly, the vocabulary learning incidentally and spontaneously through real-life situations or natural environments
Vocabulary tests are used to investigate and evaluate the level of acquiring vocabulary knowledge According to Read (2000), language testing focuses on developing assessments that aim to evaluate learners for several practical objectives, which can be categorized as placement, diagnosis, attainment, and proficiency Similarly, Berka (2005) categorizes tests into two fundamental types: standardized and non- standardized Standardized tests are a category of assessments developed by experts, rendering them very dependable Meanwhile, non-standardized exams refer to assessments created by teachers based on the content covered in their respective classes These tests are less dependable compared to standardized tests When designing a test, the teacher or designer must adhere to several principles, including reliability, validity, content validity, criterion-related validity, construct and face validity, and practicality The first two principles, being fundamental, shall be briefly examined
In addition, according to Schmitt (2000), dependability pertains to the degree of consistency and stability exhibited by a test's conduct throughout multiple administrations In other words, a test can be dependable if the examinees' scores remain consistent over time The issue at hand is norm-referenced testing, specifically the equitable evaluation of examiners, particularly in the assessment of writing examinations, which may entail a certain level of subjectivity when comparing students' writings with one another (Heaton, 1990) Validity, however, pertains to the inherent quality of a test in terms of its ability to accurately measure the intended construct (Schmitt, 2000) According to Heaton (1990), it is essential for a test to accurately assess the specific construct it is designed to measure without incorporating any extraneous factors For instance, in the case of a speaking test, the focus should solely be on evaluating speaking abilities, irrespective of any grammatical errors that may arise This issue frequently poses a challenge to the validity of tests.
Attitude of using mind mapping towards vocabulary learning
The word attitude derives from the old Latin actus, which means to act in English
(Navarro & Villarreal, 2011) Many factors influence learning a new language, but the most important is one's attitude According to Oroujlou and Vahedi (2011), a positive attitude toward learning something new is an excellent starting point If a person begins with a positive and enthusiastic attitude, learning will be much simpler, and time will pass quickly According to Kachoub (2010), individuals who speak multiple languages can have more than one attitude As a reflection of one's attitude, there must be a strong willingness and desire to learn Sonmez (1994) provided an accurate definition of attitude:
"Attitude is a product of all life experiences" (retrieved from Inal et al., 2000, p.40)
According to Wenden (1985, as cited in Al-Tamimi & Shuib, 2009), attitudes consist of three primary components: cognitive, affective, and behavioral The cognitive component pertains to an individual's views, ideas, or opinions concerning an object Benson (2001) posits that learner beliefs encompass the pre-existing notions and perspectives that learners bring into the educational setting, shaped by their prior learning encounters Additionally, the author asserts that learner beliefs have the potential to exert both positive and negative influences on learning, teaching practices, and academic performance The statement about the students’ belief in remembering vocabulary longer and learning a lesson better with mind mappings exemplifies the cognitive aspect, which can be seen as a favorable disposition towards the learning process Another component that can be identified is the emotional aspect, which pertains to the subjective sentiments or emotions that individuals experience in relation to an item In alternative terms, it conveys an individual's preferences or aversions towards an entity (Nhapulo, 2013) For instance, when individuals state their boredom in learning vocabulary with mind mappings, they are conveying their personal sentiments regarding the lack of interest experienced during the process of vocabulary learning facilitated by mind mapping strategies The behavioral component encompasses behaviors or behavioral intents directed towards the object According to Jain (2014), behavior inclinations encompass the reception of favorable or unfavorable responses from individuals towards people or objects For instance, an individual expressing their desire to acquire writing a short paragraph through the using of mind mapping can be seen as an example of such behavior tendencies This suggests that he possesses a keen interest in acquiring language through the utilization of mind mapping techniques In relation to Wenden's theory of attitudes, Van Els et al (1984, as cited in Al-Tamimi & Shuib, 2009, p.33) argue that the measurement of all three components is not essential They contend that the interdependence between the components is so strong that a comprehensive understanding of an attitude can be achieved by measuring just one component, regardless of which one is chosen
Additionally, in English as foreign language learning, attitudes of language learners have been the subject of several studies The majority of research indicates that a good attitude toward learning produces favorable outcomes, and vice versa (Wang,
2010) Additionally, Brown (2000) examined a vast number of research on the influence of attitudes on language learning He discovered that a positive attitude toward language learning influences the manner in which individuals acquire the language, resulting in favorable outcomes At the same time, a negative attitude towards learning is the cause of language acquisition failure (Holmes, 1992; Karahan, 2008) If this is the case, instructors should also focus on improving their students' learning attitudes, which will raise the likelihood of their students' learning success (Mantle-Bromley, 1995).
Empirical studies of mind maps and vocabulary learning
Research on mind mapping has shown that there seems to be substantial evidence for mind mapping’s usefulness in vocabulary acquisition Researchers claim that it is an excellent method for teaching vocabulary due to the positive effects it has on students’ performance and learning attitudes
This section examined ten research studies about mind mapping (see Appendix 8) They were undertaken in Vietnam and various socioeconomic settings, including Indonesia, Iran, and Turkey Additionally, these studies were not investigated in primary schools No studies were conducted in Tran Quoc Toan primary school in District 5 in Vietnam
First, most previous studies investigated in this research used a quasi-experimental design, which relied on random assignment Effendi (2004) selected 60 students at random among 360 10th-grade students at SMA Negeri 15 Palembang in Indonesia during the 2009-2010 academic year She divided them into two groups, each with 30 students: the control and experimental groups Additionally, Abdollahzadeh and Amiri
(2009) randomly chose 196 individuals from a pool of 264 adult Iranian EFL learners at the intermediate level from several language institutions in Orumieh, Iran, for pretesting
In addition, Saeidi & Atmani (2010) selected 120 intermediate-level students (60 males and 60 females) in a language center in Turkey and randomly split them into two experimental and two control groups Besides, Nilforoushan’s (2012) study selected 60
Iranian adult intermediate EFL learners from a pool of 90 females They were randomly divided between control and experimental groups of 30 students each, receiving 20 instruction sessions In a study from Vietnam, Huynh (2012) randomly selected 63 pupils from Nguyen Truong To High School and divided them into experimental and control groups Finally, Do (2015) randomly chose 56 students in grade 12 and divided them into control and experimental groups
Second, the empirical studies used vocabulary tests to evaluate the effects of mind mapping on students’ vocabulary learning According to Effendi (2004), the sole testing instrument was post-treatment testing The matching t-test formula computation outcome was 2,396, which was more than the t-critical value of 1,725 In another research, after an eight-week treatment, vocabulary post-testing findings suggested that mind mapping considerably enhanced EFL learners’ vocabulary acquisition compared to traditional techniques (Abdollahzadeh & Amiri, 2009) Additionally, Huynh (2012) used the tests to answer the research questions: a pretest and a posttest to measure the change in the student’s reading ability before and after treatment In addition, Indrayani (2014) administered both a pretest and a posttest to collect the data exclusively Subsequently, the data underwent analysis using a t-test The calculated t-value of 3.47 exceeded the threshold value of 1.66 (3.47 > 1.66) Do (2015) also conducted the vocabulary tests in her study: pretest and posttest In sum, all the test results from the research revealed that mind mapping was employed effectively in students’ vocabulary learning
Third, some studies used questionnaires and interviews to measure the students’ attitudes in vocabulary learning with mind mapping Huynh (2012) conducted a questionnaire to assess her students’ attitudes toward mind mapping in teaching reading comprehension in a reading classroom The study revealed that the semantic mapping strategy improved students’ reading comprehension and influenced their attitudes in terms of enjoyment, usefulness, interest, comfort, enthusiasm, confidence, and willingness Additionally, students’ reading attitudes before and after treatment and their attitude toward implementing the strategy were assessed using a questionnaire (Luong,
2015) Do (2015) also conducted a pre- and post-questionnaire to investigate the implications of the research problem The interviews were employed with experimental groups of 28 students in her research To achieve the study's second objective, data gathering techniques used the experimental approach as intended The findings of the questionnaires indicate that mind mapping techniques have been used to teach vocabulary to the 12th graders, although not extensively To sum up, all results from questionnaires and interviews indicated students’ positive attitudes toward mind mappings in learning
Finally, based on the mentioned studies, the researcher determined that all the studies were conducted in the universities and high schools in Vietnam and other countries Therefore, the researcher discovered that no one in Vietnam has researched whether mind mapping is appropriate for primary school students in general and Grade 5 students at Tran Quoc Toan school.
Theoretical framework of the study
Figure 2.7 Theoretical Framework of the Study The theoretical framework figured out the factors that influence the use of mind mapping techniques Those factors belong to the classification of mind mapping and the techniques to create mind maps In addition, the framework also displayed the impacts of mind mappings in vocabulary learning and the students’ attitudes when learning vocabulary with the technique In addition, the chapter created the theoretical framework by providing pertinent information on mind mapping and the link between mind mapping and linguistic competency, which encouraged the researcher to continue the study The research gap was also discovered by referencing prior empirical research papers pertinent to the issue This chapter’s theoretical framework was used to plan research in the next chapter.
METHODOLOGY
Research design
This study aimed to determine how mind mapping, as an independent variable, influenced vocabulary learning, as a dependent variable, and their attitudes toward using mind maps in vocabulary learning Therefore, a mixed experimental design was an appropriate research design This study used a quasi-experimental design since the researcher could not randomly assign individuals to the experimental and control groups
A pretest-posttest control group was applied in this study The researcher conducted tests before and after applying mind mapping to vocabulary instruction The researcher used three data-gathering instruments: vocabulary tests, a questionnaire, and an interview For the impacts of the treatment, tests were used Then, a questionnaire and interview were conducted to determine the students' attitudes on mind mapping.
Research site
Tran Quoc Toan is one of the public schools located in District 5 It is a school with a small number of students and four English teachers In the school year 2022 –
2023, there are five 1st-grade classes, four 2nd-grade classes, three 3rd-grade classes, four 4th-grade classes, and six 5th-grade classes Six 5th-grade classes include two classes for the intensive English program and four for the projective English program, and the total number of 5th-grade students is 186 Each class is inclusive and also has students who are autistic Although the number of these particular students is not many, about 1 or 2 students, it also affects the teaching of English Most students are not good at English; they are afraid of learning English The classes are equipped with projectors and speakers so the teachers can teach Microsoft ‘Powerpoint lessons; however, their rooms are not big enough for interaction
The majority of Tran Quoc Toan School students come from underprivileged backgrounds Therefore, English is considered a challenging subject There are three 35- minute periods each week for the English subject, and traditional methods are the most popular techniques for teaching English Fifth graders at Tran Quoc Toan Primary also have a significant challenge with vocabulary The amount of vocabulary that students must learn in each class is excessive Therefore, they need more time to absorb new words efficiently
The researcher used the study’s primary material, Family and Friends Special Edition Grade 5, compiled by Naomi Simmons and Tamzin Thompson Additionally, the researcher used supplementary materials, including the Family and Friends Special Edition Expansion Portfolio These materials were carefully arranged in advance to facilitate the experiment The Family and Friends Special Edition Grade 5 units taught in the first semester were summarized in table 3.1 below
3 The food here is great
Research participants
The study participants were 68 students aged 10 They are of classes: 5/2 and 5/4 of the academic year of 2022 – 2023 Class 5/2 learned with the traditional teaching techniques, was the control group, and Class 5/4, which was taught with mind mapping when they learned vocabulary, was the experimental group
As seen in Table 3.2 above, the control and experimental groups were similar in the number of students The age of the two groups was the same The number of males and females was different The control group consisted of 11 females (32.35%) and 23 males (67.65%), while the experimental one had 17 females (50%) and 17 males (50%) All students in both groups began to study English in Grade 1, meaning they had four years of experience in English studies
Generally, all four parameters under investigation, namely the number, gender, age, and English learning experience, were almost the same across the two groups of participants in terms of the number, gender, age, and years of learning English
Research instruments
Three methods were used to collect data The first was the vocabulary tests The second was a questionnaire The third was interviews
The vocabulary tests (pre and posttests) were extracted and combined from Family and Friends Special Edition Expansion Portfolio books compiled by Oxford University Press The researcher decided to use the tests from the book for some reasons Firstly, the tests mostly covered the vocabulary of the student book, which made the learners feel familiar with the new vocabulary Secondly, assessing separate parts of the different topics was evident because the tests were well-designed in form and structure Thirdly, the tests were designed on the separate parts in which vocabulary was noticeably recognized, appropriate for the learner’s ability at each stage of the course Finally, the tests were designed following the tests for young learners that the students were able to take the international examinations of Cambridge English Qualifications
Pretest and posttest (see Appendix 2 and 3)
The pretest and posttest were designed with similar formats, with 30 questions (30 points) divided into six parts as described below
+ Part 1 (5 questions with 5 points): Students look at the picture captured in Holly’s kitchen They had to write the numbers from 1 to 5 appropriate to the words There is one example in this part
+ Part 2 (5 questions with 5 points): Students look at the pictures and recognize the correct word to circle it There is one example in this part
+ Part 3 (5 questions with 5 points): Students look at the pictures with the letters given in the incorrect form They have to order the letters to make the correct words There is one example in this part
+ Part 4 (5 questions with 5 points): Students must complete the word with two blanks of letters There is one example in this part
+ Part 5 (5 questions with 5 points): Students must find the odd-one-out word in the four words given There is one example in this part
+ Part 6 (5 questions with 5 points): Students must choose the correct words and put them on the lines behind their definitions There is one example
The questionnaire was another tool used in this study to examine students’ attitudes toward learning with a mind map The questionnaire is a rapid, simple, relatively inexpensive, and practical assessment instrument (Do, 2015) Consequently, it was appropriate to employ questionnaires to collect data in the research to evaluate the students’ attitudes toward vocabulary learning using mind mapping
In this study, a Likert scale was used in the questionnaire to measure the students’ attitudes First, Nemoto and Beglar (2014) claim that the Likert scale is a psychometric instrument that includes numerous categories, enabling respondents to express their thoughts, attitudes, or emotions about a particular topic Regarding second language acquisition, Likert-scale investigations have often examined individual factors, including motivation, anxiety, and self-confidence
Furthermore, there are several advantages associated with the use of Likert-scale questionnaires Firstly, they allow for the efficient collection of data from many respondents in a relatively short time Secondly, Likert-scale questionnaires have been found to yield highly reliable estimates of individual abilities or attitudes Thirdly, the validity of the interpretations made from the data obtained through Likert-scale questionnaires can be established through various methods Lastly, the data obtained from Likert-scale questionnaires can be effectively compared, contrasted, and integrated with qualitative data-gathering techniques, such as open-ended questions
After administering the mind mapping treatment, the researcher provided a questionnaire adopted from the study of Do (2015) to the experimental group’s students to determine their ideas after learning a language with this intervention The questionnaire consisted of 15 items with a four-point scale: (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree and organized into three themes: (1) students’ advantages in learning vocabulary by using mind mappings (items 1-9), (2) their disadvantages in learning vocabulary with mind mapping (items 10-13), and (3) their intentions in the future about using mind mappings in learning vocabulary (items 14 and 15) (see Appendix 5) The researcher provided a questionnaire translated into Vietnamese to minimize any confusion among the students (see Appendix 6)
Conducting participant interviews is one method for gaining their insights (Gray,
2014) Interviews may be performed in a thorough manner as well as at an acceptable pace (Oppenheim, 1992) Therefore, employing the interview approach is suitable since interviews and questionnaires complement and supplement each other to evaluate the students' replies about demonstrating their attitudes toward mind mapping training
Various forms of interviews can be employed in the research Each type possesses its distinct aim and focal point Selecting the most suitable research methodology depends on the research questions and the comprehensive information required to address these concerns The types mentioned above are as follows:
Firstly, structured interview was used to gather information from individuals being interviewed In addition, a structured interview refers to a predetermined interview format wherein the researcher formulates the interview questions in advance of performing the interview The use of such a structure proves to be a proficient method for maintaining a concentrated discussion around the intended subject matter (Bryman, 2008) Additionally, this practice ensures comparability among the interviewers Nevertheless, this particular form of interview is deficient in terms of its depth and restricts the accessibility of comprehensive data The restricted interview method employed contributes to the limited range of responses observed Consequently, the extent to which the interviewer can interject and the interviewee can provide more details is limited The literature emphasizes that this particular interview approach is appropriate for researchers who possess a clear understanding of the specific information they are seeking (Dửrnyei,
Secondly, the unstructured interview, in contrast to the previous style, offers a high degree of flexibility During interviews, individuals have the ability to provide additional details and expand upon their responses, which might potentially push the conversation in unforeseen places This style of interaction bears resemblance to a conversational format, wherein the interviewer poses a singular query and the interviewee possesses the discretion to determine the depth of their response (Bryman, 2008) The interviewer strives to minimize interruptions during the interview process As a result, this approach has been referred to as an "ethnographic interview" by some scholars, as it creates a more relaxed environment for the participants (Dửrnyei, 2007) The utilization of this particular interview methodology has the potential to yield a substantial volume of data, rendering it suitable for researchers seeking to delve deeply into a certain phenomenon
Thirdly, semi-structured interview is a widely employed method among social science researchers for conducting interviews of this nature This style of interview combines elements from the two aforementioned types The interviewer prepares a set of predetermined questions in advance, but also allows the interviewee the opportunity to provide detailed explanations and expand on specific concerns through the use of open- ended questions This particular category is suitable for researchers who possess a comprehensive understanding of their subject matter, enabling them to formulate inquiries Nevertheless, individuals tend to exhibit a reluctance to employ a well-defined framework, thereby impeding the extent and quality of their responses (Bryman, 2008) Consequently, it has been suggested that a preliminary testing phase be conducted for these open-ended inquiries (Dửrnyei, 2007)
Lastly, the use of focus group interviews may be traced back to market research during the early 1990s, as documented by Robson (2011) According to Dửrnyei (2007), the interviewer's role and the format of this particular kind differ from the categories mentioned above Nevertheless, with this argument, the primary attributes resemble the categories above Data classification can be categorized into three main types: structured, semi-structured, and unstructured This particular form of research methodology entails the utilization of a brainstorming focus group consisting typically of six to twelve participants to conduct interviews (Dửrnyei, 2007, p.144) The utilization of this technique has the potential to produce data of exceptional quality, hence proving to be highly advantageous for the interviewer During interviews, participants can engage in challenging, arguing, and debating with one another, often resulting in the generation of comprehensive and substantial data Carey (1994) states focus groups are considered the most suitable method for addressing delicate subjects According to Robson (2011), the interviewees find the experience entertaining and suitable for illiterate individuals Nevertheless, it is necessary to arrange this particular form of interview beforehand Furthermore, the process of transcription becomes challenging, particularly in cases when the overlapping of speech segments takes place (Dửrnyei, 2007) The quantity of questions typically exhibits a lower count than the interrogative content found in alternative interview formats Moreover, it is essential to consider the issue of secrecy about this technique (Robson, 2011)
In this study, questions were asked during the interview to determine whether or not the student comprehended the concepts of mind mapping, their attitude toward mind mapping, its advantages, its problems, and whether or not they wanted to study vocabulary using mind mapping in the future Due to the limited time, the researcher conducted interviews with the experimental group's ten students either during the class break or immediately after the session The conversations were captured on a mobile phone for later review The questions the researcher asked the students were in Vietnamese, so there was a clear understanding
However, primary school students were still young and afraid of face-to-face teacher interviews Therefore, when interviewing, it took much work for teachers to receive spontaneous sharing of ideas from students Therefore, the researcher changed the face-to-face interview to an indirect one through a paper-based format He had the students write the questions on paper, giving them time to write the answers To avoid the exchange of ideas, he had each student sit at a table during the answering process
RESULTS AND DISCUSSION
Results
4.1.1.1 Performance of both groups on pretest
Table 4.1 Independent Samples Tests Results on Pretest
Asymp Sig (2-tailed) 219 a Grouping Variable: CLASS Table 4.1 illustrated that Mann-Whitney U test was performed to compare the differences in vocabulary learning of both groups on pretest The sig (2-tailed) value was .219, higher than 05 Thus, there was not a significant difference in vocabualry of both groups on pretest
4.1.1.2 Performance of experimental group on posttest and pretest
Table 4.2 Experimental Group Paired Samples Test
Asymp Sig (2-tailed) 000 a Wilcoxon Signed Ranks Test b Based on negative ranks
Table 4.2 showed that Wilcoxon Signed Ranks test was performed to compare the difference in vocabulary between posttest and pretest in experimental group The sig (2-tailed) value of the test was 000, lower than 05 Therefore, there was a statistic significant difference in vocabulary learning of experimental group
4.1.1.3 Performance of control group on pretest and posttest
Table 4.3 Control Group Paired Sample Test
Asymp Sig (2-tailed) 926 a Wilcoxon Signed Ranks Test b Based on negative ranks
Table 4.3 demonstrated that Wilcoxon Signed Ranks test was used to compare the difference between pretest and posttest in control group The sig (2-tailed) value was .926, higher than 05 Therefore, there was not a significant difference in vocabulary learning of control group
4.1.1.4 Performance of both groups on posttest
Table 4.4 Independent Samples Test Results on Posttest
Asymp Sig (2-tailed) 000 a Grouping Variable: CLASS
Table 4.4 showed that Mann-Whitney U test was performed to compare the differences in vocabulary learning of both groups on posttest The sig (2-tailed) value was 000, lower than 05 Thus, there was a significant difference in vocabualry of both groups on posttest
4.1.2 Results of the questionnaire on students’ attitudes
This section illustrates the results of a questionnaire administered to 34 experimental group students after completing the treatment The results were employed to address the second question, which pertained to discerning students' perspectives regarding vocabulary learning through mind mapping techniques
4.1.2.1 Students’ advantages learning vocabulary by using mind mappings
Table 4.5 Students’ advantanges in learning vocabulary with mind mapping
Mind mapping can help students create an active learning atmosphere n (%)
Mind mapping can help students remember the lessons faster and easier n (%)
Mind mapping can help students feel comfortable n (%)
Mind mapping can help students be a learner center n (%)
Mind mapping can help students know different and more exciting methods to practice n (%)
Mind mapping can help students learn the lesson better n (%)
Mind mappind can help students remember vocabulary longer n (%)
Mind mapping can help students be able to discuss with other students n (%)
Mind mapping can help students develop their creativity n (%)
Table 4.5 illustrated the significant benefits that all students believed the mind mapping provided In addition, from 12 (35.29%) to 14 (41.18%) of students agreed that they achieved a lot of advantages when learning vocabulary with mind mapping The percentage of students strongly agreeing with the benefits of mind mapping in learning vocabulary was between 15 (44.12%) and 26 (76.47%) In other words, the proportion was from 1 (2.94%) to 3 (8.82%) of students disagreeing the advantages which the mind mapping provided in learning vocabulary Lastly, the proportion was between 1 (94%) and 2 (5.88%) of students strongly disagreeing the benefits of mind mapping in learning vocabulary
4.1.2.2 Students’ disadvantages in learning vocabulary with mind mappings
Table 4.6 Students’ disadvantages in learning vocabulary
Students are bored when learning vocabulary by using mind mapping n (%)
Mind mapping is waste of time to learn vocabulary n (%)
Students are difficulty in remembering a word with mind mapping n (%)
Students sometimes have difficulties in making a good mind map n (%)
Table 4.6 shows that some students had difficulties when they learned vocabulary with mind mapping Additionally, the number of students agreeing with the advantages of mind mapping in learning vocabulary was from 2 students (5.88%) to 11 students (P%2.35%) Furthermore, the amount of students strongly agreeing with using mind mapping in learning vocabulary was between 7 (20.59%) and 12 (35.29%) In other words, from 4 (11.76%) to 7 (20.59%) of students disagreed with the shortcomings of using mind mapping in learning vocabulary Last, between 8 (23.53%) and 18 (52.94%) of students strongly disagreed with the drawbacks in learning vocabulary with mind mapping
4.1.2.3 The students’ intentions in the future about using mind mappings in learning vocabulary
Table 4.7 The students’ fondness in the future about using mind mappings in learning vocabulary
Students would like to learn vocabulary by using mind mapping in the future n (%)
Students would like to learn writing a short paragraph by using mind mapping in the future n (%)
As shown in Table 4.7., all students were eager to learn vocabulary with mind mapping For Item 14, the number of students agreeing was 13 (38.24%) and 23 (67.65%) while of ones strongly agreeing was 7 (20.59%) and 13 (38.24%) In other words, the amount of students disagreeing was 1 (2.94%) and 5 (14.71%) while of one strongly disagreeing was 3 (8.82%)
Many students have shown agreement with the effects of mind mapping in their vocabulary learning in this part This innovative method assisted them in enhancing their memory, engagement with others, and creativity This instrument validates the efficiency of mind mapping based on the student's attitudes
Based on these findings, we also discovered that a minority of students had trouble with mind mapping To achieve complete comprehension, the researcher conducted interviews with ten students belonging to the experimental group This section will present the data analysis on the information mentioned above source
4.1.3.1 Students’ definition and purposes of mind mapping
When asked to write the definition of a mind map, most of the students wrote the definition of the mind map as a map with lines, boxes, pictures, and words (S2, S4, S14) However, about half of the remaining students wrote the answer simply by repeating the name of the technique they learned (S1, S7, S12) Additionally, one-third of the remaining students did not understand the content of the question clearly, so they wrote the purpose of the mind mapping in the interview (S3, S9, S34) Finally, only one student needed to learn the definition of a mind map, so he wrote that he did not know mind mapping (S13).
4.1.3.2 Students’ feelings of mind mapping
The teacher expected to know how students feel about mind map techniques in vocabulary learning Most students showed a positive feeling toward learning vocabulary with mind mapping “I think for a child who does not like English vocabulary like me, but using a mind map, I like it very much because it helps me remember vocabulary and enjoy learning English more.” (S1) Meanwhile, one student felt dissatisfied learning vocabulary with mind maps because the techniques wasted his time He wrote that he did not like using mind mapping because it was time-consuming (S12).
4.1.3.3 Perceived benefits of mind mapping
Most students noticed an improvement in their use of mind mapping, but some still experienced difficulties Thirty-four students responded to the benefits of learning vocabulary with mind mapping The first benefit of mind mapping in learning vocabulary is helping students remember vocabulary easier, faster, and longer The second one is that mind mapping can create the students’ creativity in learning vocabulary learning Third, mind mapping can reduce students’ pressure and increase their interest in learning vocabulary For the fourth benefit, mind mapping helps students learn and understand vocabulary well and efficiently The last one is that learning vocabulary with mind mappings can help students have many choices when making a mind map
The advantage that most students mentioned was that it helped them remember vocabulary easier, faster, and longer Student 14 answered that mind mapping helps him to remember vocabulary more efficiently, faster, and longer The next benefit that some students answered was to help them become creative in learning vocabulary Student 26 mentioned that mind mapping activated students’ creativity to help them remember vocabulary for a long time The coming benefit that several students gave was to help them reduce their pressure and increase their interest in learning vocabulary The benefit that a few students answered was to learn and understand vocabulary well and quickly The last advantage that the most minor students mentioned was to have many options when learning vocabulary with mind mapping One student wrote they had many options when making mind mappings (S9) In contrast, more than half of the students had difficulties using mind mapping in learning vocabulary They expressed their difficulties in the interview writing papers below Student 15 response that he felt stressed because he did not finish the diagram in class
4.1.3.4 Students’ intentions to use mind mapping in future
The last question was designed to determine whether or not the students want to continue learning via mind mapping More than ninety percent of students in the class were interested in mind mapping Student 1 agreed to use mind mappings in the future because they had beautiful pictures and easy-to-remember vocabulary Additionally, Student 18 wanted to use mind mappings in writing short paragraphs However, the other three students answered the question superficially because they needed to state their desire to learn vocabulary with mind mapping They just answered “Sometimes” (S9, S12, S13).
Discussion
The data analyzed and interpreted in Part 4.1 will be further investigated in this section to address the two study questions introduced in Chapter 1 regarding students' lexical knowledge and attitudes toward this intervention Hence, the analysis of the results comprises two primary components: the first pertains to students' proficiency in vocabulary In contrast, the second focuses on their attitudes regarding using mind mapping as a tool for vocabulary acquisition
Furthermore, the findings from the analysis and interpretation of the data indicate that using mind mapping techniques significantly benefits students' ability to learn vocabulary Additionally, it is seen that implementing mind mapping strategies also has a constructive impact on students' attitudes toward vocabulary learning Therefore, the subsequent sections will delve into these two areas, such as students' performance in vocabulary tests and their attitudes toward using mind mapping as a tool for vocabulary learning
4.2.1 The improvement of learning vocabulary
In order to ascertain the students' improvement in vocabulary, the researcher utilized two assessments: the pretest and the posttest The pretest was conducted to assess the students' level of homogeneity in vocabulary knowledge at the commencement of the course A posttest was conducted to ascertain the evidence of the impact of the treatment involving the use of mind mapping on participants' vocabulary acquisition The analysis and interpretation of the data in Part 4.1 of this preceding chapter demonstrates the comparability of the pretest scores and the disparity in the posttest scores between the control and experimental groups
At the start of the experimental instruction, the comparability between the two groups regarding vocabulary proficiency was verified Initially, it is noteworthy that the difference between the means of the scores in the two groups was minimal Furthermore, it is of greater significance that the discovery of a non-significant disparity in the pretest scores indicates that the significance level for the t-test, which examines the difference between the means of the two groups, exceeded the alpha level Consequently, the students' proficiency in vocabulary learning is relatively equivalent In summary, no statistically significant disparity in lexical knowledge was observed between the two groups before the implementation of any treatment The positive aspect of implementing the research was the similarity in the students' vocabulary ability, as indicated by the scores on the pretest in both groups
On the other hand, a notable disparity was observed in the posttest results between the two groups The experimental group, which received the mind mapping treatment, achieved higher scores than the control group, which used traditional methods The difference in means between the two groups in the posttest was sufficiently big to be considered statistically significant, as determined by a t-test The results supported the efficacy of mind mapping in enhancing students' proficiency in vocabulary learning
In general, implementing mind mapping techniques in the context of vocabulary instruction can effectively enhance students' proficiency in vocabulary learning This finding is consistent with the findings of Effendi (2004), Saeidi and Atmani (2010), Dilek and Yürük (2012), Nilforoushan (2012), and Do (2015) Therefore, due to its beneficial impact on students' vocabulary learning, mind mapping has demonstrated itself to be a highly effective strategy for vocabulary learning
4.2.2 The students’ positive attitudes of using mind mapping toward vocabulary learning
In addition to the encouraging outcomes of the test performance, there are also observable positive attitudes about utilizing mind mapping with language The efficacy of mind mapping is further substantiated by the insights derived through questionnaires and interviews, specifically about students' attitudes
First, the questionnaire results indicated an advantageous change in the students' attitudes toward vocabulary learning through mind mapping techniques The individuals showed higher confidence in effectively retaining newly learned vocabulary through mind mapping techniques The participants did not experience boredom when language was taught using the mind mapping technique Additionally, the researchers discovered that using mind mapping proved to be a valuable tool in assisting individuals in overcoming their reluctance to acquire new words Mind mapping might assist teachers in fostering an environment where students feel at ease, become learner-centered, and eagerly practice the lesson In addition, they were allowed to engage in discussions with their peers regarding strategies for constructing a mind map, thereby facilitating enhanced creativity
Consequently, individuals could assimilate educational material more effectively and retain vocabulary for extended periods with increased speed and enhanced ease Based on the benefits in their questionnaire responses, the participants expressed a desire to persist in utilizing the mind mapping technique for further study In addition, the individuals aspired to acquire the skill of composing a short paragraph using mind mapping techniques In conclusion, the benefits of mind mapping, particularly concerning long-term memory, align with the findings presented in the studies conducted by Abdollahzadeh and Amiri (2009), Do (2015), and Huynh (2012) Hence, the students' favorable sentiments in the questionnaire substantiate the significance of employing mind mapping techniques Second, the fact that evidence exists of the effects of mind mapping on students' sentiments is supported by the findings obtained from an interview that used four guiding questions When questioned about the precise meaning of mind mapping, most students provided accurate and concise explanations In addition, when queried about their feelings towards using mind mapping as a tool for vocabulary learning, most students expressed a high degree of satisfaction and enthusiasm Additionally, when expressing their viewpoints regarding the advantages and disadvantages of utilizing mind mapping as a tool for learning vocabulary, students observed that mind mapping facilitates the development of creativity, enhances long-term memory retention, and promotes more efficient and practical learning of vocabulary In contrast, a limited cohort of students reported that utilizing mind mapping was perceived as a time-intensive endeavor Furthermore, during instructional sessions, the students expressed apprehension regarding their constrained proficiency in drawing and accomplishing a mind map Despite encountering challenges, most individuals acknowledged the clear benefits associated with using mind mapping techniques It has the potential to foster a heightened sense of creativity and enthusiasm When engaging in group work, the level of collaboration between individuals and their partners experienced a notable enhancement Consequently, individuals could retain information for extended periods with greater ease With the aforementioned advantages, the individuals aspired to enhance their language acquisition through mind mapping techniques
In summary, the results obtained from the interviews provided corroborating evidence for the perspectives expressed by the students in the questionnaire This finding demonstrates that using mind-mapping techniques benefited the students' learning vocabulary, fostering a positive attitude toward the learning process
The second central part of this chapter discusses the findings from an analysis and interpretation of the three data types In the first central part, the pretest and posttest were used to measure the student's performance in vocabulary learning, and their attitudes toward mind mapping in vocabulary learning were measured by a questionnaire and interviews Examining the findings shows that mind mapping may contribute to vocabulary learning since it improves language competency and fosters favorable attitudes about vocabulary learning.
Chapter summary
The findings from vocabulary tests, a questionnaire, and an interview were evaluated and interpreted in Chapter 4 The discussion of the results, which followed the data analysis and interpretation, was structured to address the two study questions about the students' lexical competence and attitudes toward the treatment.
CONCLUSION
Conclusions
The research was conducted at Tran Quoc Toan primary school with 64 experimental and control participants to address the two research questions The first research query investigated whether mind mapping was effective for acquiring English vocabulary The second objective was to determine how pupils felt about using this technique
The experimental group improved their vocabulary learning more than the control group following 18 weeks of treatment in which mind mapping was implemented The mean scores indicated this and the two-tailed significance of the experimental and control groups on their pretest and posttest (see Table 4.1 and Table 4.4) The results indicated that using mind mapping in vocabulary learning and instruction positively affected fifth- grade students' vocabulary learning
The second research question was answered by the questionnaire administered to the experimental group after mind mapping was used to teach vocabulary Mind mapping positively impacted the experimental group's fifth-grade students' vocabulary learning Most fifth-grade pupils in the experimental group held the same opinion regarding using mind maps in vocabulary lessons.
Limitations of the study
Firstly, the model was relatively small, with only 68 of 186 fifth-grade students from Tran Quoc Toan Primary School participating These were circumscribed to two classes: the control group and the experimental group During this stage, the researcher delivered 34 questionnaires Moreover, he could not select others because the Principal had assigned him these two classes to teach The sampling was not random but relatively expedient The findings must be more thoroughly confirmed with a more extensive study population
Secondly, the researcher was required to adhere to the school's curriculum rigorously, leaving him with insufficient time to implement mind mapping techniques In addition, the 5th graders were often afraid to express their opinions to the teacher, so the researcher had them answer by writing on paper However, when writing on paper and recording the answers, the researcher received a few students with the same answer He then encouraged the students to respond He said that the interviews were just the expression of their opinions and did not affect their results in school Then, they wrote down their ideas correctly
Thirdly, the study would have yielded better results if the questionnaires had been more thoroughly explained to all students to facilitate their comprehension However, because the fifth graders did not believe in answering directly to the researcher, he changed to a paper interview format for all students in the experimental group In addition, the students needed help understanding the exact meaning of the questions, so they did not answer them closely This response led to some responses that needed to reflect the students' intentions fully
Fourthly, initially, the students were so unfamiliar with mind mapping that they only desired to learn using traditional methods The researcher was tasked with introducing the new methodology and demonstrating that it was not as outlandish as perceived
Fifthly, replicating a mind map was time-consuming for most students, particularly if they had not noticed the lesson or actively participated; some students could not write it correctly
Last but not least, The students were hesitant to make mind maps because they needed to learn how to draw or were not confident in drawing The inability of the students to exhibit their mind maps most effectively discouraged them from studying at home.
Implications
Although the research was conducted in a short amount of time and on a limited scale to a certain extent, it could contribute to the improvement of teaching vocabulary at Tran Quoc Toan Primary School While teachers play an important role in using mind mapping to improve their students’ vocabulary, this study brought two implications to primary school English teachers
First, teachers should be wise and patient facilitators even when students grow negative towards what they think is an unfamiliar technique Teachers can provide students with detailed explanations of what has to be done and the benefits of learning the technique from the start Most significantly, teachers must thoroughly demonstrate mind mapping to their students to aid in their comprehension The first time, the teachers can give their students a printed map in which the students can know the structure of the mind map
Second, it was time-consuming to make a mind map because students had problems in categorizing words due to limited time in class Therefore, after the students are familiar with mind mapping, the teachers can ask the students to prepare new words for the following class In addition, the students collaborate in small groups to engage in discussions on appropriate mind mapping techniques The individuals possess ample time to engage in meticulous contemplation on their map, while also doing thorough research to acquire unfamiliar knowledge In addition, individuals have the option to incorporate visually appealing images, engage in drawing activities, or produce paintings as a means to visually depict the textual content inside the map This practice not only fosters a sense of comfort but also encourages creativity After that, the students submit their maps to their teachers It is recommended that professors provide feedback on the work of each group Individuals have the option to select the most suitable option for assigning grades Subsequently, the teachers and the whole class cohort collaboratively construct a meticulously detailed mind map using a systematic approach.
Recommendations for further research
In other countries, using mind mapping to teach vocabulary is common, but it is for many schools in Vietnam, including the aforementioned primary school This study's success demonstrates that mind mapping is an effective tool for the vocabulary development of primary school students Using larger study groups would improve the research In addition, the instructor can utilize media to teach vocabulary through mind mapping In addition, the teacher can select the most incredible mind maps for a particular class and invite the authors to present their work, which helps students build speaking skills and confidence With the benefits of mind mapping, a teacher may finally teach reading, listening, speaking, and writing effectively.
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APPENDIX 1: THE LESSON PLANS OF THE CONTROL CLASS AND
Unit 1 – THE ACIENT MAYANS
I Objectives: After students learn this lesson, they are able to understand new and recycled verbs
II Language focus and skills:
1 Vocabulary: start, finish, love, hate, want, use, live
3 Extra vocabulary: ancient, Mayan, look, writing (n), secret message, word, alphabet, bring, dish (meal)
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- Show a picture of a word on screen
- Say the word and ask Ss to repeat in chorus and then individual
- Do the same to 5 words
- Divides class into 7 groups, and give each S an A4 paper
- Tells Ss they are going to learn some verbs
- Gives each Ss a paper ( Map 1 )
- Shows each picture on screen to elicit the vocabulary for this lesson
Says the word and asks Ss to repeat
- Asks Ss to copy the word into the correct blanked box
- Goes around to give Ss a hand if necessary
- Invites each Ss to go to the board with their maps Asks them to stick the map on board and say loud each word
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 8
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Ask Ss to look at the story and underline the words they have learned in Activity 1
- Ask them to talk about what the differences are
- Divide class into three groups following three characters in the story
- Ask Ss to read with their character role, then ask them to take turn in other roles
Activity 1: Listen, point and repeat
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture in the map on screen
- Gives Ss 7 pictures of the verbs
- Asks them to stick to correct positions
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Underline 6 verbs in the story
- Say verbs with ending –ed
…”, “I use …”, “I live …” on screen and asks Ss to write into their papers and complete the sentences with 1, 2, 3 or 4 random words e.g I start class at 6
- Asks them to read loud their sentences with their friends in the group
- Then, asks them to fold their papers and put the papers into a basket A student pick up one paper and read the sentences The others guess who wrote the sentences with
- Asks one student in one group to read his/her sentences for class
Next, asks them to put into T’s basket, invite one student to pick up and say loud After that, the student asks “Who’s this?” The whole class will guess who it is
…”, “I use …”, “I live …” on screen and asks Ss to write into their map and complete the sentences with 1, 2, 3 or 4 random words e.g I start class at 6
- Asks them to read loud their sentences with their friends in the group
- Asks Ss to read their sentences with their friends in another group
- Asks Ss to do homework to review vocabulary at home
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
Unit 2 – OUR VACATION
I Objectives: After students learn this lesson, they are able to identify different words of vacation things
II Language focus and skills:
4 Vocabulary: suitcase, sunscreen, towel, soap, shampoo, toothbrush, toothpaste
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- Tells Ss they are going to learn some things used in a vacation
- Shows pictures on screen to elicit the vocabulary for this lesson
- Say all the words again with actions for Ss to imitate
- Divides class into 7 groups, and give each S an A4 paper
- Tells Ss they are going to learn some verbs
- Gives each Ss a paper ( Map 1 )
- Shows each picture on screen to elicit the vocabulary for this lesson
Says the word and asks Ss to repeat
- Asks Ss to copy the word into the correct blanked box
- Goes around to give Ss a hand if necessary
- Invites each Ss to go to the board with their maps Asks them to stick the map on board and say loud each word
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 8
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points
- Follow T and repeats to the correct picture in the map on screen
- Shows the worksheet 1 on the screen
- Asks them to discuss in their group to complete the worksheet
- Asks them to have a peer correction
- Invites Ss to correct the worksheet 1
- Gives Ss 7 pictures of the verbs
- Asks them to stick to correct positions
- Asks Ss to complete the singular and plural forms of the words (e.g suitcase : a suitcase and some suitcases)
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Asks them to draw pictures of vacation things that they have learned into a suitcase picture
- Ask Ss to use the map to talk about what they have to take on holiday
- Asks Ss to do homework to review vocabulary at home - Follow T
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
Unit 3 – THE FOOD HERE IS GREAT
I Objectives: After students learn this lesson, they are able to identify restaurant vocabulary
II Language focus and skills:
6 Vocabulary: servers, uniform, menu, customer, bottle of water, cup of coffee, glass of milk, bowl of soup
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- T divides class into 7 groups of 5 Ss
- Play guessing game + T shows a picture of a restaurant
+ T asks Ss to guess the topic word
- Ss guess the topic word
- T shows pictures and words on the screen
- T shows the picture and read out loud
- T asks Ss to read individually
- T gives Ss a blank map with
“restaurant” word in the middle
- T shows 3 branches with 3 pictures on the screen
- T also gives Ss the map and 3 pictures for them to do in their group
- After a minute, T asks Ss to stand up and show their answer
- After that, T reads and asks Ss to repeat
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 8
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture in the map on screen
- Shows the worksheet 1 on the screen
- Asks them to discuss in their group to complete the worksheet
- Asks them to have a peer correction
- Invites Ss to correct the worksheet 1
- Gives Ss 7 pictures of the words of restaurant topic
- Asks them to stick to correct positions
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Asks them to draw pictures of restaurant vocabulary that they have learned into a suitcase picture
- Ask Ss to use the map to talk about what they have when they come to a restaurant
- Asks Ss to do homework to review vocabulary at home
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
Unit 4 – WE HAD A CONCERT
I Objectives: After students learn this lesson, they are able to identify concert vocabulary
II Language focus and skills:
8 Vocabulary: concert, drums, instruments, violin, audience, recorder, cheer, stage
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- T divides class into 7 groups of 5 Ss
- Play guessing game + T shows a picture of a restaurant
+ T asks Ss to guess the topic word
- Ss guess the topic word
- T shows pictures and words on the screen
- T shows the picture and read out loud
- T asks Ss to read individually
- T gives Ss a blank map with
“concert” word in the middle
- T shows 3 branches with 3 pictures on the screen
- T also gives Ss the map and 3 pictures for them to do in their group
- After a minute, T asks Ss to stand up and show their answer
- After that, T reads and asks Ss to repeat
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 30
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points
- Follow T and repeats to the correct picture in the map on screen
- Shows the worksheet 1 on the screen
- Asks them to discuss in their group to complete the worksheet
- Asks them to have a peer correction
- Invites Ss to correct the worksheet 1
- Gives Ss 7 pictures of the concert
- Asks them to stick to correct positions
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Asks them to draw pictures of restaurant vocabulary that they have learned into a suitcase picture
- Ask Ss to use the map to talk about what they have when they come to a concert
- Asks Ss to do homework to review vocabulary at home - Follow T
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
Unit 5 – THE DINOSAUR MUSEUM
I Objectives: After students learn this lesson, they are able to identify museum vocabulary
II Language focus and skills:
10 Vocabulary: dinosaur, museum, model, scary, scream, roar, alive, dead
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- T divides class into 7 groups of 5 Ss
- Play guessing game + T shows a picture of a museum
+ T asks Ss to guess the topic word
- Ss guess the topic word
- T shows pictures and words on the screen
- T shows the picture and read out loud
- T asks Ss to read individually
- T gives Ss a blank map with
“museum” word in the middle
- T shows 3 branches with 3 pictures on the screen
- T also gives Ss the map and 3 pictures for them to do in their group
- After a minute, T asks Ss to stand up and show their answer
- After that, T reads and asks Ss to repeat
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 36
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points
- Follow T and repeats to the correct picture in the map on screen
- Shows the worksheet 1 on the screen
- Asks them to discuss in their group to complete the worksheet
- Asks them to have a peer correction
- Invites Ss to correct the worksheet 1
- Gives Ss 8 pictures of the museum
- Asks them to stick to correct positions
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Asks them to draw pictures of museum vocabulary that they have learned into a suitcase picture
- Ask Ss to use the map to talk about what they have when they come to a museum
- Asks Ss to do homework to review vocabulary at home
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
Unit 6 – WHOSE JACKET IS THIS?
I Objectives: After students learn this lesson, they are able to identify sports time vocabulary
II Language focus and skills:
12 Vocabulary: team, jacket, sneakers, trophy, kick, score a goal, backpack, win(won)
III Teaching aids and materials:
Time Teachers’ activities Students’ activities
- Asks Ss to sing “hello” song
- T divides class into 7 groups of 5 Ss
- Play guessing game + T shows a picture of a museum
+ T asks Ss to guess the topic word
- Ss guess the topic word
- T shows pictures and words on the screen
- T shows the picture and read out loud
- T asks Ss to read individually
- T gives Ss a blank map with
“museum” word in the middle
- T shows 3 branches with 3 pictures on the screen
- T also gives Ss the map and 3 pictures for them to do in their group
- After a minute, T asks Ss to stand up and show their answer
- After that, T reads and asks Ss to repeat
Activity 1: Listen, point and repeat
- Asks Ss to look at their student book page 36
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture
- Asks Ss to look at their map
- Plays the first part of the recording for Ss to listen and point to the approriate picture
- Play the second part of the recording for Ss to point and repeat
- Asks one S of each group take turn to come to board He/She listens, points and repeats to the correct picture in the map on screen
- Shows the worksheet 1 on the screen
- Asks them to discuss in their group to complete the worksheet
- Asks them to have a peer correction
- Invites Ss to correct the worksheet 1
- Gives Ss 8 pictures of the sports time
- Asks them to stick to correct positions
- Asks them to have a peer correction
- Asks a representative of each group to stand up and say the words
- Asks them to draw pictures of sport times vocabulary that they have learned into a suitcase picture
- Ask Ss to use the map to talk about what they have when they come to a concert
- Asks Ss to do homework to review vocabulary at home
- For experimental class, asks Ss to keep their map in their production file
- Says Goodbye and asks Ss to sing
PRETEST
There is one example ( _ / 5pts) cookies sugar honey butter pizza chopsticks
Part 2: Look at the picture and circle a correct word
There is one example ( _ / 5pts)
Part 3: Look at the picture Order the letters to find the words
There is one example ( _ / 5pts)
Part 4: Look and complete the words
There is on example ( _ / 5pts) litter t es han ome
Part 5: Circle the odd-one-out word
There is one example ( _ / 5pts)
Example grandma grandpa mom car
4 have a shower movie theater have breakfast get dressed
Part 6: Choose the correct words and write them on the lines
There is one example ( _ / 5pts) melon cereal café lake sauce library
1 It’s round and sweet fruit melon
2 You go here to read books
3 This isn’t a river, but you can swim or fish in it _
4 You put fried rolls in this and eat together _
5 You eat this for breakfast with milk
6 You go here to drink coffee and eat cake
THE END Answer keys for Pretest
Part 1: Write the numbers for the things in Holly’s kitchen (5 points) cookies sugar honey butter pizza chopsticks
Part 2: Look at the picture and circle a correct word (5 points)
2 Shy / 3 Generous / 4 Mean / 5 Sad / 6.Cheerful
Part 3: Look at the picture Order the letters to find the words (5 points)
2 Brush / 3 Envelop / 4 Comb / 5 Stamps / 6 Letter
Part 4: Look and complete the words (5 points)
2 trees / 3 handsome / 4 trolley / 5 singer / 6 café
Part 5: Circle the odd-one-out word (5 points)
1 Brazil / 2 sauce / 3 snorkel / 4 movie theater / 5 chase
Part 6: Choose the correct words and write them on the lines (5 points)
2 library / 3 lake / 4 sauce / 5 cereal / 6 café
POSTTEST
There is one example ( _ / 5pts) hospital airport bank skyscrapers museum university
Part 2: Write the words under the pitures
There is one example ( _ / 5pts) soft – slow – hard – light – noisy – difficult 1/ soft
Part 3: Order the letters What are they made of? Draw lines
There is one example ( _ / 5pts)
Part 4: Look and complete the words
There is on example ( _ / 5pts)
Part 5: Circle the odd-one-out word
There is one example ( _ / 5pts)
Example grandma grandpa mom car
Part 6: Join the word halves to to find words
There is one example ( _ / 5pts)
THE END Answer keys for Posttest
Part 1: Write the numbers for the places on the map (5 points) hospital airport bank skyscrapers museum university
Part 2: Write the words under the pitures (5 points)
2 hard / 3 slow / 4 noisy / 5 light / 6 difficult
Part 3: Order the letters What are they made of? Draw lines (5 points)
2 knife - metal / 3 scarf – wool / 4 duck – plastic / 5 desk – wood / 6 book – paper
Part 4: Look and complete the words (5 points)
1 win/won / 2 bounce / 3 score a goal / 4 drums / 5 toothbrush
Part 5: Circle the odd-one-out word (5 points)
1 teacher / 2 model / 3 scary / 4 trophy / 5 sunscreen
Part 6: Join the word halves to to find words (5 points)
2 cooker / 3 shower / 4 stamps / 5 mirror / 6 fridge / camera
CONSENT FORMS
(Vietnamese version) ĐƠN XIN PHÉP THỰC HIỆN NGHIÊN CỨU KHOA HỌC
Kính gởi: Bà Đỗ Thị Tuyết Mai, chức vụ: Hiệu Trưởng trường Tiểu học Trần Quốc Toản; địa chỉ: 292 Trần Phú, phường 8, quận 5, thành phố Hồ Chí Minh
Tôi tên là: Trần Huỳnh Minh Đức, hiện đang giảng dạy môn tiếng Anh tại trường Tiểu học Trần Quốc Toản
Tôi hiện đang là học viên (MSHV: 0281401112005) của ngành Lý luận và Phương pháp giảng dạy bộ môn tiếng Anh của trường Đại học Mở Thành phố Hồ Chí Minh Tôi đang thực hiện nghiên cứu khoa học với đề tài “The Effects of Mind Mapping on 5th Graders’ Vocabulary Learning in Tran Quoc Toan Primary School in District 5.” cho luận văn Thạc sỹ Việc nghiên cứu của tôi là một phương pháp giảng dạy tiếng Anh nhằm giúp cho các em học sinh khối Năm nâng cao được vốn từ vựng và giúp ích cho việc cải thiện tiếng Anh của các em
Nay tôi làm đơn này nhằm xin phép được thực hiện nghiên cứu khoa học với các em học sinh khối Năm của trường (lớp Năm 2 và Năm 4) với tổng số học sinh là 70 em Thời gian thực hiện trong học kì 1 của năm học 2022 – 2023 Tôi sẽ thực hiện nghiên cứu khoa học với quá trình cụ thể như sau:
- Lấy ý kiến đồng ý từ phụ huynh
- Cho làm các bài kiểm tra trước và sau quá trình thực hiện nghiên cứu
- Các em tham gia buổi phỏng vấn nhỏ
Tôi xin cam đoan việc thực hiện nghiên cứu này không gây ảnh hưởng đến việc giảng dạy tiếng Anh của tôi trong nhà trường và việc học tiếng Anh của học sinh Tôi mong bà cho phép tôi có điều kiện hoàn thành đề tài nghiên cứu của mình Tôi tin đề tài của tôi sẽ giúp ích rất nhiều cho việc giảng dạy tiếng Anh trong trường Tiểu học Trần Quốc Toản Chân thành cảm ơn
Thành phố Hồ Chí Minh, ngày … tháng 9 năm 2022
Trần Huỳnh Minh Đức Duyệt của Hiệu trưởng
THƯ XIN PHÉP PHỤ HUYNH
VỀ VIỆC THỰC HIỆN NGHIÊN CỨU KHOA HỌC
Quý phụ huynh thân mến!
Tôi tên Trần Huỳnh Minh Đức, hiện là giáo viên bộ môn tiếng Anh của trường Tiểu học Trần Quốc Toản
Hiện tôi đang thực hiện nghiên cứu khoa học, Thạc sỹ chuyên ngành Lý luận và Phương pháp giảng dạy bộ môn tiếng Anh của trường Đại học Mở thành phố Hồ Chí Minh Tôi đang thực hiện đề tài “The Effects of Mind Mapping on 5th Graders’ Vocabulary Learning in Tran Quoc Toan Primary School in District 5” (“Hiệu quả của sơ đồ tư duy trên việc học từ vựng tiếng Anh trong trường Tiểu học Trần Quốc Toản Quận 5”) Đây là một phương pháp (phương pháp sơ đồ tư duy – mind-mapping) đã và đang áp dụng trên thế giới và mang lại nhiều hiệu quả cho việc học từ vựng của học sinh Tuy nhiên, trong tiểu học thì các em chỉ mới được làm quen trong các môn học Tiếng Việt
Nay, tôi thực hiện phương pháp này nhằm muốn giúp các em nâng cao vốn từ tiếng Anh một cách tốt nhất Thời gian thực hiện trong học kì I của năm học 2022 – 2023 Trong quá trình nghiên cứu khoa học, tôi sẽ thực hiện:
1/ Làm bài kiểm tra trước khi thực hiện nghiên cứu
2/ Làm bài kiểm tra sau khi thực hiện nghiên cứu
3/ Cho các em làm bảng câu hỏi khảo sát
4/ Cho các em một buổi phỏng vấn ngắn (trong giờ chơi)
Tôi xin cam đoan việc nghiên cứu của tôi sẽ giúp ích cho các em trong việc học từ vựng tiếng Anh Việc nghiên cứu này sẽ không gây ảnh hưởng đến việc học của các em trong trường Kính mong quý phụ huynh cho tôi ý kiến để tôi được hoàn thành việc nghiên cứu khoa học này Chân thành cảm ơn!
Tôi tên là phụ huynh của em lớp: 5/ …
Sau khi đọc nội dung trên thì tôi đồng ý không đồng ý (Phụ huynh đánh dấu X vào mình chọn ) cho con tôi được tham gia việc nghiên cứu khoa học.
QUESTIONNAIRE IN ENGLISH VERSION
This questionnaire is created with purpose to collect the data for research about how good the mind maps are in teaching and learning English especially to find out how effective they are in improving students’ vocabulary
(Please put the check () into the square of your best choice)
Mind-mapping can help you to
1 Create an active learning atmosphere
2 Remember the lessons faster and easier
5 Know different and more exciting methods to practice
8 Be able to discuss with other students
Your difficulties in studying via mind-mapping
10 “You are bored when learning vocabulary by using mind-mapping.”
11 Using mind-mapping is waste of time to learn vocabulary
12 “You are difficult in remembering a word when using mind-mapping.”
13 “You sometimes have difficulty in making a good mind map.”
In the future, you would like to
14 Learn vocabulary by using mind-mapping
15 Learn writing a short paragraph by using mind-mapping
QUESTIONNAIRE IN VIETNAMESE VERSION
Các em học sinh thân yêu của thầy,
Bảng câu hỏi bên dưới được viết với mục đích thu thập thông tin cho việc nghiên cứu về sơ đồ tư duy có giúp ích cho việc học và dạy từ vựng Tiếng Anh như thế nào, đặc biệt là tìm ra hiệu quả đối với sự cải thiện từ vựng của các em
Các em đánh dấu () vào ô các em thấy hợp lí nhất
STT NỘI DUNG CÂU KHẢO SÁT
Sơ đồ tư duy có thể giúp em
1 Tạo ra môi trường học sáng tạo
2 Nhớ bài học nhanh hơn và dễ hơn
4 Là trung tâm trong việc học
5 Biết được những cách học khác nhau để thực hành bài học sôi nổi hơn
6 Tiếp thu bài học tốt hơn
7 Nhớ từ vựng lâu hơn
8 Có thể thảo luận với bạn khác
9 Phát triển sự sáng tạo
Khó khăn của em khi sử dụng sơ đồ tư duy
10 “Em bị chán khi giáo viên dạy từ vựng bằng sơ đồ tư duy.”
11 Sử dụng sơ đồ tư duy gây lãng phí thời gian khi học từ vựng
12 “Em gặp khó khăn khi nhớ từ vựng khi sử dụng sơ đồ tư duy.”
13 “Em thỉnh thoảng gặp khó khăn để vẽ một sơ đồ tư duy chính xác.”
Trong tương lai, em muốn
14 Học từ vựng bằng cách sử dụng sơ đồ tư duy
15 Học viết đoạn văn ngắn bằng sơ đồ tư duy
Thầy cảm ơn các em nhiều nhé!
THE TEST SCORES
THE EMPIRICAL STUDIES
Effendi selected 60 students at random among the 360 10th-grade students at SMA Negeri 15 Palembang during the 2009-2010 academic year She separated them into two groups, each with
30 students: the control group and the experimental group In her study, the sole testing instrument was post-treatment testing The outcome of the matching t-test formula computation was 2,396, which was more than the t critical value of 1,725 This demonstrates that mind mapping is an excellent method for teaching vocabulary As a consequence, the researcher recommended that additional researchers use mind mapping at the tertiary level.
They performed a quasi-experimental research using vocabulary tests and perceptual learning style preference surveys to examine the influence of mind mapping as a vocabulary training strategy on EFL learners with various perceptual learning styles They selected 196 individuals from a pool of 264 adultIranian EFL learners at the intermediate level from several language institutions in Orumieh for pretesting To ensure that the participants were homogeneous from the outset, their scores were between one standard deviation above (SD.08) and below the mean (MW.64)
They were separated into two equal groups, consisting of nine classes in the control group and eight classes in the experimental group After an eight-week treatment, vocabulary posttesting findings suggested that mind mapping considerably enhanced EFL learners' vocabulary acquisition compared to conventional techniques The students reaped various advantages from mind-mapping; their long-term memory were enhanced and their desire to study language increased The researchers were unable to determine whether learner categories (auditory, visual, kinesthetic, or multisensory) profited most from the use of mind maps in vocabulary acquisition tasks Although the visual groups fared better than the other groups, the ANOVA findings revealed that all learners with diverse perceptual modalities benefited equally from mind map learning.
In a quasi-experimental study conducted at the Tabriz Branch of Iran's Islamic Azad University, they investigated the impact of mind mapping on acquiring vocabulary across genders They selected 120 intermediate-level students (60 males and 60 females) and randomly split them into two experimental and two control groups Thirty students were assigned to each group After receiving therapy, individuals were evaluated to see whether they had improved Fortunately, ANCOVA statistical analysis showed the outcomes of the study: mind mapping had improved vocabulary learning in the experimental group In addition, it revealed that in the experimental group, there was no difference between males and girls in terms of vocabulary improvement In conclusion, mind mapping might be employed successfully to teaching language to both males and females.
They investigated the effects of MM techniques on reading comprehension for Bachelor of Arts in English attention, reading, and writing in English II students at Universidad de Oriente Univo in San Miguel The results of the first section revealed that 17 of 25 students had made learning progress The results of the questionnaire indicated that one hundred percent of the students viewed the MM as an effective aid for enhancing reading comprehension and as a method for summarizing and organizing reading material.
They conducted study on 32 pre-intermediate students from the School of Foreign Languages at Turkey's Selcuk University and discovered that mind mapping was particularly efficient in teaching vocabulary Before the main research, a 40-item survey questionnaire was administered to determine the association between students' views and the vocabulary-learning technique they chose the best In the primary research, 32 18- to 20-year-old pre intermediate students were separated into two courses There were 15 students in the experimental group and 17 in the control group under the 25-hour- per-week treatment protocol The study from this
"strategies in vocabulary-learning" questionnaire revealed that the beliefs of the students on vocabulary-learning techniques are closely related to their preferences in vocabulary learning In addition, the t-test findings demonstrated that mind mapping is superior to conventional techniques of vocabulary acquisition.
The author investigates the impact of mind mapping in vocabulary instruction on students' understanding of the emotive elements of profound vocabulary knowledge To ensure homogeneity, 60 Iranian adult intermediate EFL learners were selected from a pool of 90 females by use of a preliminary English exam and a test of general vocabulary knowledge They were randomly divided between control and experimental groups of 30 students each, with each group receiving 20 sessions of instruction At the conclusion of the semester, every student took two posttests In terms of vocabulary acquisition, the experimental group performed significantly better than the control group, as shown by a T-test In addition, MANOVA, the test used to determine the students' awareness of the assessment and potency aspects of vocabulary knowledge, revealed that the students might enhance their vocabulary depth, which would aid them in using the word in unsuitable settings.
Huynh conducted a research study that was quasi experimental in the second semester The participants were first-year students at Ho Chi Minh City University of Education who were not majoring in English and studying Primary Education Two sources of data were used to answer the research questions: a pre-test and a post-test to measure the change in the students' reading ability before and after treatment, and a questionnaire to assess their attitudes toward the use of semantic mapping in teaching reading comprehension in a reading classroom The study revealed that the semantic mapping strategy improved students' reading comprehension and influenced their attitudes in terms of enjoyment, usefulness, interest, comfort, enthusiasm, confidence, and willingness.
The researcher performed a study to investigate the efficacy of mind mapping in enhancing students' reading comprehension proficiency in the context of a narrative text The research was an experimental investigation done in two courses using distinct teaching methodologies The researcher administered both a pre-test and a post-test to collect the data exclusively Subsequently, the data underwent analysis using a t-test The calculated t-value of 3.47 exceeded the threshold value of 1.66 (3.47 >
1.66) The findings indicate that using mind mapping as a teaching strategy for reading comprehension has a beneficial impact on the academic performance of second-grade students in Bogor
Luong conducted a further study with 63 pupils from Nguyen Truong To High School divided into experimental and control groups Students in the experimental group were taught semantic mapping, while those in the control group were instructed using the conventional method Students’ reading attitude before and after treatment and their attitude toward implementing the strategy were assessed using a questionnaire and a battery of tests The study’s findings indicate that semantic mapping improved students’ reading skills and comprehension.
A post-graduate student at Ho Chi Minh City Open University did a research on mind mapping and diagrams using survey questionnaires, interviews, and vocabulary tests Using fifty six unrandomly chosen the fifty six the 12th students enrolled at Nguyen Van Khai high school for the 2013-2014 academic year, she conducted pre- and post questionnaire to investigate the implications of the research problem Trial lessons, the result of the 11th examination as a pretest, a posttest, and an interview were employed to both the control and experimental groups of twenty-eight students.