The effects of mind mapping on 5th graders’ vocabulary learning in tran quoc toan primary school in district 5

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ TRAN HUYNH MINH DUC THE EFFECTS OF MIND MAPPING ON 5TH GRADERS’ VOCABULARY LEARNING IN TRAN QUOC TOAN PRIMARY SCHOOL IN DISTRICT MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ TRAN HUYNH MINH DUC THE EFFECTS OF MIND MAPPING ON 5TH GRADERS’ VOCABULARY LEARNING IN TRAN QUOC TOAN PRIMARY SCHOOL IN DISTRICT Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Assoc Prof Dr PHAM THI HUONG HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: TRẦN HUỲNH MINH ĐỨC Ngày sinh: 13/06/1989 Nơi sinh: Tp.HCM Chuyên ngành: TESOL Mã học viên: 2081401112005 Tơi đồng ý cung cấp tồn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Trần Huỳnh Minh Đức CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: PGS.TS Phạm Thị Hương Học viên thực hiện:Trần Huỳnh Minh Đức Lớp: MTESOL20B Ngày sinh: 13/6/1989 Nơi sinh: TP.HCM Tên đề tài: The Effects ofMind Mapping on 5th Graders ’ Vocabulary Learning in Tran Quoc Toan Primary School in District Ý kiến giáo viên hướng dẫn việc cho phép học viên bảo vệ luận văn trước Hội đồng: ,cX.Q, thkc Ảp í* Thành phổ Hồ Chỉ Minh, ngày tháng 10 năm 2023 Phạm Thị Hưomg STATEMENT OF AUTHORSHIP I certify that the thesis “The Effects of Mind Mapping on 5th Graders’ Vocabulary Learning in Tran Quoc Toan Primary School in District 5” is my own work It is based on my own research to meet the requirements for a thesis in Master’s Programs at Ho Chi Minh City Open University issued by the Higher Degree Committee All my sources used have been documented No other person’s work has been used without due acknowledgment This thesis has yet to be submitted for assessment in any other subject or course at this University or elsewhere Ho Chi Minh City, 2023 Tran Huynh Minh Duc Page | i ACKNOWLEDGEMENTS While carrying out this research, I have received a lot of contributions and support from many people Therefore, I would like to express my special thanks to them Firstly, I would like to express my most incredible gratitude to my supervisor, Assoc Prof Dr Pham Thi Huong, for her thorough instructions, professional comments, care, and socio-cognitive support throughout the thesis process With her guidance and support, I completed this thesis Secondly, I express my special thanks to Ho Chi Minh City Open University for giving me an excellent opportunity to learn precious lessons from professional and helpful lecturers during my post-graduate program Thirdly, I sincerely acknowledge my school (Tran Quoc Toan Primary School), where I have worked for six years This thesis was only finished with this research site and my colleagues Fourthly, I would like to thank students who actively responded to the questionnaire, participated in the course, and enthusiastically took all pre- and post-course tests Their participation contributed to the significant content of the study Finally, I would like to give special thanks to my parents, little family, and colleagues who have encouraged and supported me during my Master journey With their encouragement, I was as successful as I am today Page | ii TÓM TẮT Giáo viên học sinh trường tiểu học gần quan tâm nhiều đến việc dạy học từ vựng Tuy nhiên, nhiều học sinh cần giúp đỡ để phát triển vốn từ vựng em cần chiến lược học tập phù hợp Nghiên cứu khảo sát tác động sơ đồ tư đến việc phát triển vốn từ vựng học sinh lớp trường Tiểu học Trần Quốc Toản thái độ học sinh việc sử dụng sơ đồ tư Nghiên cứu sử dụng thiết kế gần thực nghiệm hỗn hợp, thiết kế nhóm kiểm soát trước, sau kiểm tra với bảng câu hỏi vấn Đối tượng tham gia 68 học sinh chia thành hai nhóm: nhóm thực nghiệm (Lớp 5/4) nhóm đối chứng (Lớp 5/2) Nhóm thực nghiệm dạy kỹ thuật lập sơ đồ tư duy, nhóm đối chứng dạy phương pháp thơng thường Trước can thiệp, hai nhóm thực kiểm tra trước để đảm bảo học sinh hai nhóm có trình độ từ vựng tương tự Sau đó, đợt thực nghiệm kéo dài 18 tuần thực Một kiểm tra sau tiến hành sau thực nghiệm để kiểm tra vốn từ vựng học sinh Kết kiểm tra bảng câu hỏi phân tích phần mềm SPSS, phiên 26 Dữ liệu từ vấn phân tích phần mềm MaxQDA, phiên 20 Kết cho thấy khác biệt có ý nghĩa thống kê hai nhóm kiểm tra từ vựng Dữ liệu thu từ bảng câu hỏi vấn nhóm thử nghiệm cho thấy người tham gia bày tỏ thái độ tích cực việc sử dụng kỹ thuật lập đồ tư ABSTRACT Teachers and students at a primary school have recently focused a great deal more attention on the teaching and learning of vocabulary However, many students need help developing their vocabulary because they need an appropriate learning strategy This study investigated the impacts of mind mapping on the vocabulary development of fifth-grade students at Tran Quoc Toan Primary School and students’ attitudes toward using mind mapping The present study utilized a mixed quasi-experimental design, a pretest, posttest control group design with a questionnaire and interviews Participants were 68 students divided into two groups: the experimental group (Class 5/4) and the control group (Class 5/2) The experimental group was taught mind mapping techniques, while the control group received traditional techniques Before the intervention, a pretest was administered to both groups to ensure the students in the two groups had a similar level of vocabulary Subsequently, a 16-week treatment was implemented A post-test was conducted after the intervention to examine students’ vocabulary The test results and questionnaire were analyzed using the SPSS software, version 26 Data from interviews was analyzed by using MaxQDA software, version 2020 The results indicate a statistically significant difference between the two groups in vocabulary tests The data obtained from the questionnaire and interviews of the experimental group revealed that the participants expressed a positive attitude toward using mind mapping techniques After the intervention, two implications were found for primary teachers The first one was that teachers should be patient with their students when the students learn vocabulary with mind mapping The teachers could use printed maps to help students understand the form of a map The second one was that time management should be considered when the teachers taught vocabulary with mind mappings Page | iii Contents STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES viii LIST OF TABLES viii CHAPTER 1: INTRODUCTION 1.1 The background of the study 1.2 The statement of the problem 1.3 Research objectives and research questions 1.4 Significance of the research 1.5 Scope of the research 1.6 The structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Mind mapping 2.1.1 Definition of mind mapping 2.1.2 Classification of mind mapping 2.1.3 Characteristics of mind mapping 10 2.1.4 Advantages and disadvantages of mind mapping 12 2.1.5 Techniques to make a mind map 15 2.2 Vocabulary learning 18 2.2.1 Definition 18 2.2.2 Types of vocabulary learning 19 2.2.3 How to test vocabulary 19 2.3 Attitude of using mind mapping towards vocabulary learning 20 Page | iv 2.3.1 Definition of attitudes 20 2.3.2 Types of attitudes 21 2.4 Empirical studies of mind maps and vocabulary learning 22 2.5 Theoretical framework of the study 25 CHAPTER 3: METHODOLOGY 26 3.1 Research design 26 3.2 Research site 26 3.3 Research participants 27 3.4 Research instruments 29 3.4.1 Vocabulary tests 29 3.4.2 Questionnaire 30 3.4.3 Interviews 31 3.4.4 Teaching procedure 34 3.4.5 Data collection and procedures 35 3.4.5.1 Data collection 35 3.4.5.2 Procedures 36 3.4.6 Data analysis 36 3.4.6.1 Data analysis of the pretest and posttest 37 3.4.6.2 Data analysis of the questionnaire 37 3.4.6.3 Data analysis of the interviews 38 3.4.7 Reliability and validity 38 CHAPTER 4: RESULTS AND DISCUSSION 41 4.1 Results 41 4.1.1 Results of the tests 41 4.1.1.1 Performance of both groups on pretest 41 4.1.1.2 Performance of experimental group on posttest and pretest 42 4.1.1.3 Performance of control group on pretest and posttest 42 4.1.1.4 Performance of both groups on posttest 43 4.1.2 Results of the questionnaire on students’ attitudes 43 Page | v