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Trang 1 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES NGUYEN THI NHUNG USING MIND MAPPING TO IMPROVE ENGLISH VOCABULARY LEARNING FOR THE 10th GRADERS AT A HIGH SCHOOL
THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES NGUYEN THI NHUNG USING MIND MAPPING TO IMPROVE ENGLISH VOCABULARY LEARNING FOR THE 10th GRADERS AT A HIGH SCHOOL IN BAC NINH MASTER THESIS THAI NGUYEN, SEPTEMBER 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG ĐẠI HỌC SƯ PHẠM –––––––––––––––––––––––––– NGUYỄN THỊ NHUNG SỬ DỤNG SƠ ĐỒ TƯ DUY NHẰM CẢI THIỆN VIỆC HỌC TỪ VỰNG TIẾNG ANH CHO HỌC SINH LỚP 10 TẠI MỘT TRƯỜNG CẤP BA Ở BẮC NINH Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8.14.01.11 LUẬN VĂN THẠC SỸ Người hướng dẫn khoa học: TS Nguyễn Quỳnh Trang THÁI NGUYÊN - 2023 DECLARATION BY AUTHOR I hereby declare that this graduation project is based on my own original work except for quotations and citation that have been duly acknowledged I also declare that it has not been previously submitted for any other courses/degrees at Thai Nguyen University or other institutions Thai Nguyen, September 2023 Student Nguyen Thi Nhung i ACKNOWLEDGEMENT In order to complete this thesis, in addition to my own efforts and efforts, I always receive the enthusiastic help of many individuals and groups I would like to sincerely express my gratitude to Thai Nguyen University of Education and Faculty of Foreign Languages for providing favorable conditions for me throughout my process of learning, practicing, and conducting research I own my deepest gratitude to my advisor, Dr Nguyen Quynh Trang who has enthusiastically provided wavering support and guidance in the completion of this thesis I also want to give my sincere thanks to the enthusiastic support of the leaders, officials and teachers of Bac Ninh Province Continuing Education Center for creating favorable conditions for me in collecting secondary and primary data and other useful information for the research I extremely thank to my family, friends and colleagues who have supported and encouraged me throughout the process of completing my graduation thesis ii ABSTRACT The study aimed to evaluate the effectiveness of mind-mapping technique applied to vocabulary learning for the 10th graders’ students To fulfil the aim, the study employed a combination of quasi- experimental research and research design with the participants of 70 students from two classes 10A1 and 10A2 in Bac Ninh Province Continuing Education Center These participants were divided into two groups: the control group and the experimental group A pre-test, a post-test, a questionnaire and interviews were the main sources to collect data for the analysis The findings revealed significant positive effects of mind mapping techniques on vocabulary learning for students Furthermore, results from the pre-and -posttests between the experimental group and the control one pointed out that this technique brought back positive academic performance in teaching and learning English The results also benefited the educational administrators to renovate the policies relative to digital transmission in education Teachers recognized the advantageous practically of using the mind mapping method to improve their efficiency in teaching High school learners consulted the findings to enrich and reform their learning styles Furthermore, these research results were conferred for further studies as resourceful reference to incorporate in their own papers and researchers can obtain a clearer picture of benefits and challenges associated with implementing mind mapping techniques for vocabulary instruction Such insights would contribute to the enhancement of vocabulary learning strategies and instructional practices in EFL classrooms Keyword: Mind Map, Vocabulary for 10th Graders, vocabulary learning, improving vocabulary iii TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND FIGURES v CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Aims and objectives 3 1.2.1 Aims of the study 3 1.2.2 Objectives of the study 3 1.3 Research questions 3 1.4 Scope of the study 3 1.5 The significance of this study 4 1.6 Research Methods 4 1.7 Structure of the study 5 CHAPTER 2: LITERATURE REVIEW 7 2.1 Vocabulary 7 2.1.1 Definition of Vocabulary 7 2.1.2 Importance of learning vocabulary 8 2.1.3 Teaching and learning English vocabulary 10 2.1.4 Challenges of learning English vocabulary of High School Students 12 2.1.5 The reason why learning English vocabulary is not effective 14 2.2 Mind mapping 15 2.2.1 Definition of Mind mapping 15 2.2.2 Mind mapping types 16 2.2.2.1 Flow maps 16 2.2.2.2 Multi-flow maps 16 2.2.2.3 Brace maps 17 iv 2.2.2.4 Circle maps 18 2.2.2.5 Bubble maps 18 2.2.2.6 Double-bubble maps 19 2.2.2.7 Tree map 20 2.2.3 Features of mind maps 22 2.2.4 Benefits of Using Mind mapping techniques 22 2.2.5 The significance of mind-mapping in teaching and learning English vocabulary 23 2.2.6 How to use mind mapping in Textbook English 10 24 2.3 Previous Studies 26 2.3.1 Review of Related Studies Worldwide 26 2.3.2 Review of related studies in Vietnam 27 2.3.3 Literature gap 29 2.4 Summary 29 CHAPTER 3: METHODOLOGY 30 3.1 Research Design 30 3.2 Locale of the Study 30 3.2.1 The setting of teaching and learning English at Bac Ninh Province Continuing Education Center 30 3.2.2 Vocabulary learning in English program for Tieng Anh 10 textbook 31 3.3 Research questions restated 31 3.4 Sampling Procedure 32 3.5 Research Instruments 33 3.5.1 Pre-test 33 3.5.2 Post - test 34 3.5.3 Questionnaires 35 3.5.4 Interview 36 3.6 Data Collection Procedure 38 3.7 Data analysis 38 3.7.1 Quantitative Analysis of Test 38 3.7.2 Quantitative Analysis of Questionnaire 39 v 3.7.3 Qualitative of Interview 40 3.8 Summary 40 CHAPTER 4: RESEARCH RESULTS AND DISCUSSION 41 4.1 Data Analysis 41 4.1.1 Results of Two tests 41 4.1.2 Results of Questionnaire 51 4.1.3 Results from Interview 57 4.1.4 Overall 62 4.2 Discussions 64 4.3 Summary 67 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 68 5.1 Conclusion 68 5.2 Limitations of the Study 69 5.3 Recommendations 70 5.3.1 Recommendations for teachers 70 5.3.2 Recommendations for students: 71 5.4 Suggestions for Further Research 71 REFERENCES 73 APPENDIX 1 vi LIST OF TABLES AND FIGURES Table: Table 3.1: Lessons in the 10th grade English program 31 Table 3.2: English Proficiency Level 34 Table 4.1: The resulting control class 41 Table 4.2: The resulting Experimental class 43 Table 4.3: Test results of 2 layers before the experiment 45 Table 4.4: Analysis of pretest Means Scores Comparison 45 Table 4.5: Independent samples t-test of the two groups after the pre - test 46 Table 4.6: Analysis of Post Test Means Scores Comparison 49 Table 4.7: Independent samples t-test of the two groups after treatment 50 Table 4.8: Views on social connections of 10th grade students when teaching mind mapping techniques 51 Table 4.9: Viewpoints on the impact of knowledge of 10th grade students when teaching mind mapping techniques 53 Table 4.10: Viewpoints on the psychological impact of 10th grade students when teaching mind mapping techniques 55 Figures: Figure 2.1 Flow map sample: process of online purchase (Sabarun et al., 2021) 16 Figure 2.2 The model of a multi-flow map of air pollution (Hofland, 2007) 17 Figure 2.3 The model of a brace map (David & Larry, 2011) 18 Figure 2.4 The model of a circle map (Oldfather et al., 1994) 18 Figure 2.5 The model of a bubble map (Aisyah et al., 2021) .19 Figure 2.6 The model of a double-bubble map (Kristie & Shelley, 2020) .19 Figure 2.7 The model of a tree map (Skehan, P (1998)) 20 Figure 4.1 Test results after experiment .48 Figure 4.2 Comparison of test results before and after the experiment 49 v CHAPTER 1: INTRODUCTION The aim of this chapter is to explain the necessities of the matter concerned, which is constructed to provide the context of the research by giving rationale, aims, research questions, significance of the study, scope of the study, and the organization of the study 1.1 Rationale In contemporary society, the indispensability of the English language is undeniable, permeating diverse domains such as medicine, engineering, education, aviation, and more It serves as the official language in numerous countries and holds sway as the language of choice in the realms of science and technology Consequently, English is widely regarded as a ubiquitous presence across all facets of life Within the context of acquiring a foreign language, vocabulary constitutes a pivotal dimension, serving as an intricate nexus interconnecting the four essential language skills: speaking, listening, reading, and writing As Wilkins (1972) astutely postulated, "Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed" In essence, the ability to express oneself and engage effectively in a foreign language hinge fundamentally on the acquisition and proficient utilization of an ample lexicon Thus, the study of vocabulary assumes a pivotal role in the process of language acquisition, particularly in the pursuit of mastering English Vocabulary, as an integral component of learning English, exerts a substantial influence on students' reading comprehension capabilities As Taylor (1990) aptly noted, "The development of a sufficient vocabulary is essential for successful second language learners because without an extensive vocabulary, they will be unable to use the structures and functions they may have learned for comprehensible communication" The acquisition of language and, by extension, an extensive vocabulary, is a formidable challenge for Vietnamese pupils, especially those in high school Various factors contribute to this challenge, including resource constraints and school infrastructure inadequacies Notably, the traditional instructional approach bears significant responsibility for this predicament, as it allocates a disproportionate emphasis to grammar instruction at the expense of vocabulary development In this 1