Teachers perspectives on applying the mind mapping technique to improve grade 10 students reading comprehension a case study at a high school in dak lak province

Trang 1 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF QUY NHON HUYNH THI VAN ANH TEACHERS'''' PERSPECTIVES ON APPLYING THE MIND MAPPING TECHNIQUE TO IMPROVE GRADE 10 STUDENTS'''' READING CO

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF QUY NHON HUYNH THI VAN ANH TEACHERS' PERSPECTIVES ON APPLYING THE MIND MAPPING TECHNIQUE TO IMPROVE GRADE 10 STUDENTS' READING COMPREHENSION: A CASE STUDY AT A HIGH SCHOOL IN DAK LAK PROVINCE Field: Theory and Methodology English Language Teaching Code: 8140111 Supervisor: Truong Van Dinh, Ph.D Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN HUỲNH THỊ VÂN ANH QUAN ĐIỂM CỦA GIÁO VIÊN VỀ VIỆC ÁP DỤNG SƠ ĐỒ TƯ DUY VÀO CẢI THIỆN KHẢ NĂNG ĐỌC HIỂU CHO HỌC SINH LỚP 10: MỘT NGHIÊN CỨU CỤ THỂ TẠI MỘT TRƯỜNG THPT Ở ĐẮK LẮK Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Người hướng dẫn: TS TRƯƠNG VĂN ĐỊNH Bình Định - 2023 i DECLARATION OF AUTHORSHIP The thesis entitled “Teachers’ Perspectives on Applying MMT to improve G10 Students’ Reading Comprehension: A Case Study at a High School in Dak Lak Province” is conducted under the supervision of Dr Truong Van Dinh, a lecturer working at Quy Nhon University I declare that the information reported in this study results from my work and effort, except where due reference is made The thesis has not been accepted for any degree and is not simultaneously submitted to any candidature for any degree or diploma Binh Dinh, 2023 Signed Huynh Thi Van Anh ii ACKNOWLEDGEMENTS Firstly, I would like to express my gratitude to my supervisor, Dr Truong Van Dinh, who spent valuable time giving me instructions, advice, constructive comments and encouragement This thesis would not have been completed if it had not been for my supervisor’s great support Secondly, I would like to thank my colleagues who encouraged me and shared much experience in thesis writing with me Thirdly, I am also grateful for all the students in my class who participated in the study, giving me helpful insight into the research problem Finally, thanks to all my family support, I completed the thesis on time iii ABSTRACT This study aims to examine the EFL teachers’ perspectives on using the Mind Mapping Technique to improve G10 students' reading competency at a high school in Dak Lak province To fulfill this aim, the study was carried out with 10 EFL teachers teaching at Le Duan High School in Dak Lak province The research instrument employed in this research included quantitative data questionnaires and semi-structured interviews for qualitative data 10 EFL teachers also participated in the questionnaire and the interviews The findings showed that most EFL teachers had positive opinions on the benefits, drawbacks and proposed solutions to drawbacks of using Mind Mapping Technique to teach reading comprehension to grade 10 students The findings also identified that EFL teachers had different perspectives due to their different teaching experience and knowledge For further language teaching and learning, EFL teachers and students at high school level hope to apply this technique to learning the three other language skills writing, listening and speaking iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP .i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES x CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 4 1.2.1 Aim of the Study 4 1.2.2 Objectives of the Study 4 1.3 Research Questions 4 1.4 Scope of the Study 5 1.5 Significance of the Study 5 1.6 Structure of the Study 5 CHAPTER 2 LITERATURE REVIEW 7 2.1 Reading Comprehension 7 2.1.1 Definition of Reading Comprehension 7 2.1.2 Strategies for Teaching Reading Comprehension 9 2.2 Mind Mapping Technique 11 2.2.1 Definition of Mind Mapping Technique 11 2.2.2 Use of Mind Mapping Technique 13 2.2.3 Classification of Mind Maps 15 2.3 EFL Teachers’ Perspectives on Benefits and Drawbacks of Using MMT to Teach Reading Comprehension 19 v 2.3.1 EFL Teachers’ Perspectives on Benefits of Using MMT to Teach Reading Comprehension 19 2.3.2 EFL Teachers’ Perspectives on Drawbacks of Using MMT to Teach Reading Comprehension 20 2.4 Previous Studies 22 CHAPTER 3 METHODOLOGY 26 3.1 Research Design 26 3.2 Research Setting and Participants 27 3.2.1 Research Setting 27 3.2.2 Participants 27 3.3 Research Instruments 28 3.3.1 Questionnaire .28 3.3.2 Semi-structured Interview .29 3.4 Research Procedures 30 3.4.1 Data Collection 30 3.4.2 Data Analysis 31 3.5 Reliability and Validity 32 3.5.1 Reliability and Validity of Questionnaire .32 3.5.2 Reliability and Validity of Interview .33 CHAPTER 4 FINDINGS AND DISCUSSION 34 4.1 EFL Teachers’ Perspectives on Benefits of Using MMT to Teach Reading Comprehension 34 4.2 EFL Teachers’ Perspectives on Drawbacks of Using MMT to Teach Reading Comprehension 40 4.3 EFL Teachers’ Perspectives on Solutions to Drawbacks of Using MMT to Teach Reading Comprehension 46 4.4 Summary of the Major Findings 54 CHAPTER 5 CONCLUSION AND IMPLICATIONS 56 5.1 Conclusion 56 5.2 Limitations 57 vi 5.3 Pedagogical Implications 58 5.4 Suggestions for Further Research 59 REFERENCES 60 APPENDICES AP-1 vii LIST OF ABBREVIATIONS BA Bachelor of Arts FELTE Faculty of English Language Teacher Education FE Faculty of English UFLS University of Foreign Language Studies UD University of Danang L2 Second Language DL-LDHS Dak Lak-based Le Duan High School MMT Mind Mapping Technique EFL English as a Foreign Language G10 Grade 10 viii LIST OF TABLES Table 1 Strategies for Teaching Reading Comprehension 10 Table 2 EFL Tearchers’ Demographic Information 27 Table 3 Reliability of Questionnaire 33 Table 4 Questionnaire of EFL Teachers’ Perspectives on Benefits of MMT 35 Table 5 EFL Teachers’ Views on Use of MMT to Visualize Ideas on Lesson Plans 36 Table 6 EFL Teachers’ Views on Use of MMT to Arouse Students’ Enthusiasm With Reading Comprehension Lessons 37 Table 7 EFL Teachers’ Views on Use of MMT to Save Time for Revision 38 Table 8 EFL Teachers’ Views on Use of MMT in Vocabulary and Keywords Memorization 39 Table 9 EFL Teachers’ Views on Use of MMT to Organize Ideas on Topics in a Systematic Manner 40 Table 10 Questionnaire of EFL Teachers’ Perspectives on Drawbacks of MMT 41 Table 11 EFL Teachers’ Views on Students’ Lack of Necessary Information Due to Use of MMT 42 Table 12 EFL Teachers’ Views on Use of MMT in Decreasing Students’ Note- taking Ability 43 Table 13 EFL Teachers’ Views on MMT Leading to a Reduction of Peer Interaction 44 Table 14 EFL Teachers’ Views on U a Waste of Time for Drawing 45 Table 15 EFL Teachers’ Views on Students’ Mind Map Drawing Without Proper Training 46 Table 16 Questionnaire of EFL Teachers’ Perspectives on Solutions 49 Table 17 EFL Teachers’ Views on Introducing MMT into Curriculum 50 Table 18 EFL Teachers’ Views on Addition of Other Resources to MMT 51