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
INTRODUCTION
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 archaic method, teachers typically provide Vietnamese equivalents for new words, instructing students to record them However, this practice falls short in cultivating a lasting and effective vocabulary repertoire
Consequently, diverse strategies have emerged to enhance language learning and vocabulary retention These encompass techniques such as matching, role-playing, semantic mapping, dictionary utilization, contextual word acquisition, among others Among these strategies, the efficacy of each hinge on its practical application, mind mapping - a technique championed by Buzan (2009), stands out as a potent approach to vocabulary teaching and learning As Buzan asserts, "mind mapping is an easy way to place information in the brain and take information” Mind mapping harnesses the power of visualization, facilitating the creative and productive organization of ideas This approach not only empowers students to express their thoughts effectively but also taps into a crucial sensory-memory component of language learning
Mind mapping, as elucidated by DePotter and Hernacki (cited in Abdurrahman,
2008), utilizes visual and sensory cues to construct meaningful patterns from interconnected ideas It enables students to clarify their thought processes by categorizing and structuring their thoughts into coherent clusters Thornbury (2002) underscores the importance of not just labeling but also categorizing skills in vocabulary acquisition Vocabulary acquisition, Thornbury contends, is an endeavor that cannot be taught outright; it must be presented, explained, integrated into diverse activities, and contextualized to be effectively learned by the individual Consequently, mind mapping emerges as a potent pedagogical tool for enhancing memory and retention in the context of vocabulary acquisition
Mind mapping, as a pedagogical tool, serves as an invaluable catalyst for inspiring students to generate novel ideas and engage in substantive discussions Moreover, it fosters natural modes of thought, proving particularly beneficial in the writing process Additionally, it empowers educators to gain deeper insights into their students' cognitive processes and prior knowledge, allowing for more nuanced instruction
In light of the growing emphasis on English education across various educational tiers, encompassing elementary and middle schools, it is apparent that
English learning is highly attractive to both students and parents Nevertheless, certain high schools in Bac Ninh have not yet implemented comprehensive approaches to improve vocabulary acquisition, presenting a promising opportunity for pedagogical innovation
For all the reasons above, the researcher has decided to conduct research on
"Using mind mapping to improve English vocabulary learning for the 10th graders at a high school in Bac Ninh" with the aim of investigating how using mind mapping to teach vocabulary can help students at the Bac Ninh Province Continuing Education Center enhance their vocabulary learning.
Aims and objectives
This study aims to help 10th graders learn English vocabulary more effectively by using mind mapping
To achieve the aim, the specific objectives were identified:
- To evaluate the effectiveness of using mind mapping technique to improve the 10th graders’ vocabulary learning at a high school in Bac Ninh
- To find out students’ attitudes of experiencing mind mapping technique in developing their vocabulary.
Research questions
In general, the goal of this study was to determine whether teaching vocabulary to grade 10 students could be improved by employing mind mapping techniques
Specifically, the study attempted to answer the following questions:
1 To what extend does mind mapping technique help students expand their vocabulary learning at a high school in Bac Ninh?
2 What are the students’ attitudes toward using mind mapping in improving their vocabulary?
Scope of the study
In fact, there are lots of aspects to learning and teaching foreign languages, particularly English The focus of the study, however, is limited to learning how grade
10 students feel about the effectiveness of employing the mind map technique to assist students at a high school in Bac Ninh with their vocabulary
This study was carried out with two classes namely10A1 and 10A2 in the first semester of the 2022- 2023 academic year at a high school in Que Vo town, Bac Ninh province with the participants of 70 male and female tenth graders They were all at the age of fifteen and have compulsorily learned English for seven years at school The respondents were supposed to achieve the elementary level of English proficiency.
The significance of this study
The study was conducted with the hope that it would provide useful information for individuals who need to apply the mind map technique as a creative pedagogical approach to enhance their learners' cognitive ability in general and to sharpen their vocabulary in particular With the results obtained, the teachers can support their learners in creating effective learning strategies both in and outside of class The study may also shed light on the connection between the learners’ implementation of the mind map technique and vocabulary learning Noticeably, the study was likened to quasi-experimental research; its findings could be beneficial for those who were claimed to be disorganized in their daily lives and formulated a new habit of doing everything in order.
Research Methods
The study "Using mind mapping to improve English vocabulary learning for 10th graders at a high school in Bac Ninh" has been designed primarily to understand the perceived attitudes of 10th graders at a high school in Bac Ninh about the effectiveness of using mind mapping techniques to improve vocabulary This research method is based on a partial experimental fantasy study and a random sample of 10th graders at Bac Ninh Province Continuing Education Center to collect opinions and evaluate mind map abilities
This study used a descriptive theory approach to collect and analyze data, using a questionnaire designed by the researcher to survey students' opinions, experiences, and attitudes towards the use of mind maps in vocabulary enhancement In addition, the study also used quasi-experimental to assess the problem studied
The Quasi-Experimental research method is a scientific approach used to assess the impact of an independent variable on a dependent variable without employing randomization of experimental and control groups, as in a full experimental study This method is often applied when randomization is infeasible or impractical
In Quasi-Experimental methodology, the experimental and control groups are not classified through randomization; instead, the study assumes that these groups were similar in important factors, excluding the independent variable of interest This method is commonly used in real-world situations where conducting a randomized or comprehensive control trial is challenging or unrealistic
Data collected from questionnaires, interviews and vocabulary tests are analyzed thoroughly, using statistical methods such as descriptive statistics and inferential statistics to identify trends, patterns, and statistically significant differences in the data These analyses help to assess the overall effectiveness of mind map techniques in improving the vocabulary learning ability of grade 10 students in Bac Ninh
The results from this study are expected to contribute valuable knowledge in the field of education and learning, especially in optimizing the application of mind mapping techniques to improve students' vocabulary The conclusions from this study will likely provide specific guidance for teachers, curriculum developers and implementers in the field of language education.
Structure of the study
This study was divided into five chapters, each of which offers explanations:
Chapter 1 was the introduction The researcher introduced the rationale of the study, the aims and objectives, the scope of the study, the research questions, definitions of terms, and the significance of the study
Chapter 2 was the literature review The researcher presented theoretical background and literature review related to vocabulary and mind-mapping In the literature review, the researcher also presented the definitions of mind mapping, vocabulary, and role of vocabulary; the significance of mind mapping in education Moreover, the researcher showed the previous studies connected to this investigation at the end of the chapter
Chapter 3 was the implementation of the research It described the methodology of the study, including the research design, the research participants, the data collection instruments, the data collection procedures, the data analysis, and the organization of the study
Chapter 4 presented the findings and discussion on the use of the mind mapping technique in the 10 graders at a high school in Bac Ninth on the improvement in students' learning vocabulary
Chapter 5 was the closure The researcher presented the summary of the main findings of the thesis, implications of the research, limitation of the study, and recommendations for further study which were followed by references and appendices
Finally, references and appendices were also listed sufficiently at the end of the research.
LITERATURE REVIEW
Vocabulary
The development of vocabulary is essential for language learning Learning vocabulary does not entail memorizing individual words Because a word's meaning can change depending on the situation, it is important to study words in context A person's vocabulary is also a collection of well-known words in their native tongue Conversely, vocabulary development depends on the students' prior knowledge For words to be beneficial in communication, they must be connected to their meaning Students who lack vocabulary will also have trouble learning English A lack of language prevents them from expressing themselves as clearly as they would like, and a lack of vocabulary prevents them from understanding the teacher's explanations A vocabulary is a useful and essential tool for communication and knowledge acquisition that typically develops with age Students can benefit from using vocabulary as a tool to help them completely understand what they hear or read.According to Cambridge Dictionary " vocabulary are all the words used by a particular person, or all the words that exist in a particular language or subject"
Linse, (2005), argued that vocabulary is the collection of words that an individual knows Hatch and Brown (1995) say that vocabulary is defined as a list of words for a particular language or a list or set of words that individual speakers of a particular language might use Furthermore, in Webster's Dictionary (1985), vocabulary is defined as a list or collection of words, usually alphabetically arranged and explained, or lexicon, stock of words used in a language or by class, individual, etc
The definition given above leads to the conclusion that vocabulary is a collection of words used in spoken and written language as a means of communication Students, especially those enrolled in English study programs, can improve their listening, speaking, reading, and writing skills by expanding their vocabulary A person who is serious about studying a foreign language must have a strong command of vocabulary because it is essential to all elements of the language
Learning vocabulary is not just a crucial part of mastering the English language; it is, in fact, the very foundation upon which all language skills develop High school students embarking on their English language journey must recognize the paramount importance of vocabulary acquisition Vocabulary forms the core of English communication, and as the famous linguist D A Wilkins (1972) aptly put it: "Without grammar, very little information can be communicated; without vocabulary, no information can be conveyed" This profound statement underscores that vocabulary is the starting point for all foreign language learning and is instrumental in determining learners' success To make their English learning truly effective and highly applicable, students must fully grasp the significance of vocabulary as one of the fundamental building blocks of language knowledge Developing vocabulary is an essential aspect of their language development and is often regarded as a crucial tool for second language learners Limited vocabulary can pose a significant barrier to successful communication, impeding one's ability to employ the structures and functions they have learned with ease Therefore, the acquisition of an adequate vocabulary is indisputably essential for the proficient use of a second language
Vocabulary is the backbone of language learning, especially when striving to master English or any foreign language It serves as the primary vehicle through which we convey our thoughts, feelings, ideas, and experiences To put it simply, if you aspire to learn English effectively, your journey must commence with building a robust vocabulary Vocabulary acts as the gateway to language skills development, influencing reading, writing, listening, and speaking abilities It provides the raw materials, the words and phrases, from which meaningful communication is constructed
Consider a sentence as a puzzle, with each word representing a piece Without a substantial vocabulary, your puzzle remains incomplete, and your message doesn't fully come together Each word is a tool in your linguistic toolbox, and the more tools you have, the more proficiently you can construct sentences and express yourself Whether you're crafting an essay, giving a presentation, or engaging in casual conversation, a rich vocabulary empowers you to articulate your thoughts accurately and persuasively
Moreover, vocabulary extends far beyond mere communication It is intertwined with academic success, job opportunities, and personal growth As a high school student, you are undoubtedly aware of the importance of standardized tests like the SAT or ACT for college admissions A strong vocabulary can significantly boost your scores in these exams Many reading comprehension questions on these tests hinge on understanding the meanings of words in context The better your vocabulary, the more effectively you can decipher unfamiliar words and excel in these critical assessments
Furthermore, vocabulary is a vital element in academic achievement It facilitates comprehension of textbooks and instructional materials across various subjects A rich vocabulary enables you to grasp complex concepts and theories, making your learning journey smoother and more enjoyable When you read, the words on the page transform into a vivid mental landscape, allowing you to immerse yourself in the subject matter You can engage more deeply with the material, ask critical questions, and form insightful analyses
Nation (2001) said that acquiring a vocabulary is often a more conscious and hard process, emphasizing the necessity to consistently increase your vocabulary By providing evidence that vocabulary knowledge is what students most require while participating in reading activities in order to make sense of what they are reading, he clarified the significance of vocabulary In addition, he asserts that people who do not develop a sufficient vocabulary do not understand enough of what they read
Additionally, they can only guess the meaning of unknown words from the more limited contextual information offered by recognized terms
Beyond academics, vocabulary significantly influences your ability to connect with others and impress potential employers Effective communication is a coveted skill in the job market, and your vocabulary plays a central role in this regard Employers value employees who can articulate their ideas clearly, whether in written reports, presentations, or team meetings A strong vocabulary sets you apart as a competent and confident communicator, which can open doors to career opportunities
In essence, vocabulary is not just about memorizing words; it is about empowerment It empowers you to express yourself effectively, excel in academics, and thrive in the professional world Vocabulary is a dynamic, evolving aspect of language that grows with you The more words you acquire, the more intricate your linguistic tapestry becomes, allowing you to weave intricate and compelling narratives
So, embrace the journey of expanding your vocabulary Read widely, seek out new words, and practice using them in context As a high school student, you are at a crucial stage of vocabulary development that can shape your language proficiency for years to come Make vocabulary acquisition a priority, and you'll not only enhance your English skills but also enrich your personal and academic life in countless ways
English vocabulary plays a pivotal role in language proficiency and effective communication A robust vocabulary enhances one's ability to articulate thoughts, express ideas, and comprehend complex concepts It serves as the foundation for reading comprehension, writing proficiency, and overall language fluency A rich vocabulary not only allows individuals to convey precise meanings but also enables them to interpret nuanced expressions from others In academic and professional settings, a strong command of English vocabulary is often associated with higher levels of education and expertise Moreover, vocabulary is a key component in language acquisition, influencing listening and speaking skills In essence, an expansive and diverse vocabulary empowers individuals to navigate the linguistic intricacies of English, fostering clearer communication and facilitating success in various aspects of life
2.1.3 Teaching and learning English vocabulary
Vocabulary has a crucial role in foreign teaching and learning The more words students are familiar with, the better they will be at listening, speaking, reading, and writing a foreign language According to the researcher’s English teaching experience, vocabulary instruction in the classroom is less emphasized than English grammar teaching The majority of teachers continue to focus on teaching students’ English grammar rules while overlooking vocabulary teaching techniques Taking advantage of a dictionary can help with a variety of vocabulary learning issues, including word polysemy, idiomatic usage, cognates, and others One of the hardest things to learn when learning a language is that people frequently forget what they learned today
One of the most significant challenges that people learning a foreign language now face is acquiring vocabulary It has been stated that teaching isolated words alone is not the sole way to teach vocabulary; learners should also be given the right input and the essential skills to expand their vocabulary However, students may be able to employ multiple strategies, from which they can pick the one with which they are most comfortable A list of vocabulary learning techniques is suggested, including memory techniques that rely on repetition and mechanical structures to store and retrieve aspects of the target language
Mind mapping
A mind mapping is a creative approach to taking notes that makes it easier for us to recall a lot of information (De Porter, Reardon, and Nourie, 1999) Buzan (1993) states that mind mapping is a powerful graphic technique, which provides a universal key to unlock the potential of the brain Using a colorful mind map, pictures or symbols help students understand more easily than words According to Murley (2007), mind mapping was developed as an effective method for generating ideas by association in the 1960s It is a visual tool that can be used to generate ideas, take notes, organize thinking, and develop concepts (Budd, 2003; Murley, 2007; Samhudi, 2015) In other words, it is a tool for language teaching that helps the teacher introduce or bring together multiple words that are linked to one subject or theme
Based on DePotter and Hernacki as translated into English (in Abdurrahman,
2008), mind mapping is the use of whole brains technique by using the visualization and other graphic infrastructure to make an impression Using colors and images in mind maps will make learning more fun, make it easier to organize ideas, interpret concepts, encourage brainstorming, improve memory, and facilitate understanding so the learning becomes meaningful
Additionally, Murley (2007) notes that it is easy to understand the maps drawn on mind-maps This benefits the students as it saves time and increases productivity Mind mapping also help students see connections between prior knowledge and new information, which helps them transfer what they learn and apply it to new situations Moreover, Al-Jarf (2011) points out that mind-mapping is used to enhance learning Al-Jarf (2011) also adds that mind-mapping enables students to better organize, prioritize, and integrate material presented in a course
The results show that mind mapping is a creative way of guiding and directing students in learning to remember the main concepts and create a learning environment to help processing information
According to Sabarun et al (2021), Flow diagrams are utilized to demonstrate the steps of a procedure They are used to denote an object's location as it moves through a space These maps can be used to identify animal migrations, human mobility, money circulation, and trade flow, etc In a flow chart, the arrows point in a specific direction, while the width shows the total amount Consumers can use it to keep up with the newest fashion trends, disease transmission patterns, and disaster progression There are variety of situations how it can be applied in writing, including, a classification essay, an exemplification essay, and an illustration essay
Figure 2.1 Flow map sample: process of online purchase (Sabarun et al., 2021)
Similar to the preceding flow mind map, multi-flow maps are a sort of flow diagram A multi-flow map is employed to show how events are related to one another (Lindsay, C and Knight, P (2006)) It is appropriate for preparing cause and
Online order placed and credit card provided
Request received by Credit Company to check credit card owner's identity and funds availability
Money requested by merchant from Credit Company
Order declined by merchant; notification sent to customer effect essays since it enables students to explain both the reasons for and consequences of an event
Figure 2.2 The model of a multi-flow map of air pollution (Hofland, 2007)
According to Dunn, RS., Dunn, K., & Price, G.E, the brace map aids in the discovery of relationships between individual pieces and the entire structure It refers to something that is decomposable into smaller, more manageable components In a different kind of way, brace maps are intended to assist in the breakdown of physical things into their functional components so that they can be examined in greater detail Users write the name of the entire thing on the line on the left, then write the major components of the object on the lines within the first brace to the right, followed by the minor parts of each major component within the next set of braces
Figure 2.3 The model of a brace map (David & Larry, 2011)
According to Oldfather et al (1994), circle maps are used to aid in the definition of an item or a concept It is employed to generate ideas and demonstrate prior knowledge about a subject You can comprehend or define the thing, person, or concept at the center of the circle using words, numbers, pictures, or any other sign and symbol.
Figure 2.4 The model of a circle map (Oldfather et al., 1994)
According to Al-Jarf, R (2011), using a bubble map, students may better grasp the many sorts of descriptors and classifications Teachers can use a bubble map to teach their pupils about the similarities and contrasts between a variety of items or concepts It supports students' understanding of the many categories and descriptors Students can use this map to compare and contrast a variety of personalities in order to develop their own character qualities or descriptions
Figure 2.5 The model of a bubble map (Aisyah et al., 2021)
Figure 2.6 The model of a double-bubble map (Kristie & Shelley, 2020)
According to Kristie & Shelley (2020), a double-bubble map is used by students in order to make connections between ideas in a comparison and contrast piece of literature The comparison and contrast of two subjects' properties are made possible through the use of a double bubble map The double-bubble map is made up of two bubbles that indicate the themes that are contrasting and comparing with one another When there are commonalities between the two topics, shared bubbles are placed in the center; however, when there are differences, individual bubbles are placed on either side of the topic bubbles
Figure 2.7 The model of a tree map (Skehan, P (1998))
According to Skehan, P (1998), a tree map is a graphical relationship of relationships or hierarchical data that starts at the trunk or core There is a problem that has to be fixed or a notion that is being thought about Each solution or event may be considered a branch that emerges from the trunk in an upward or downward orientation Additional decisions, outcomes, and concepts are separated from each "second layer branch," giving the figure a tree structure The two overwhelmingly dominant features of a tree map are the ability to designate multiple categories depending on attribute values and to see and edit categorized information (Jadeja & Shah,
2015) As these features enable students to categorize grammatical tenses and their contents, they can use them to review grammatical tenses Each tense will correspond to a tree branch, with additional sub-branch matching the usage, signal words, and other aspects of the tense
The mind mapping types discussed, including flow maps, multi-flow maps, brace maps, circle maps, bubble maps, double-bubble maps, and tree maps, offer diverse visual representations to enhance understanding and communication in various contexts Each type serves a specific purpose and has its own set of characteristics
Flow maps, as illustrated in Figure 2.1, are effective in showcasing procedural steps and the movement of objects through space This type of mind map, with arrows indicating direction and width representing quantity, is versatile, applicable to scenarios like tracking animal migrations or understanding disaster progression It is evident that flow maps are not only valuable in scientific contexts but also in various writing genres, such as classification, exemplification, and illustration essays
Multi-flow maps, demonstrated in Figure 2.2, share similarities with flow maps but focus on depicting relationships between events Particularly suitable for cause- and-effect essays, multi-flow maps help students articulate both the reasons behind an event and its consequences This type of map, as described by Lindsay and Knight, proves beneficial in structuring ideas and presenting interconnected concepts
Brace maps, as presented in Figure 2.3, offer a unique approach to understanding relationships within a structure The method of decomposing a whole into manageable components allows users to examine physical objects in detail This visual representation, recommended by Dunn, Dunn, and Price, provides a systematic way to break down complex entities, facilitating a more profound understanding of their components
Previous Studies
2.3.1 Review of Related Studies Worldwide
There have been previous researches on teaching vocabulary with mind mapping Typically, Effendi (2004) in her research under the topic “Teaching Vocabulary through Mind Mapping Technique to the Tenth Grade Students of SMA Negeri 15 Palembang” For the population of this study, she chose 80 at random from
360 the tenth-grade students of SMA Negeri 15 Palembang in the academic year of 2009-2010 She divided them into 2 groups called control group and experimental group In her study, she only used post-treatment testing The matched t-test result, which was 2.396, was higher than the t-critical value, which was 1.725 This showed that the mind mapping approach was useful in the process of teaching vocabulary
According to Azura (2016), a study titled "The use of mind mapping technique in increasing students' vocabulary list" demonstrated that employing this technique helped students' vocabulary lists grow and revealed how each student's vocabulary list increment varied To gather information from 38 samples of Year 6 UKM students at
SK Telok Kemang in Port Dickson, Negeri Sembilan, the researchers conducted quasi- experimental research, which included pre- and post-tests for both the control and experimental groups The study discovered that the mind mapping method enhanced pupils' vocabulary lists
In another study on “The Influence of Using Mind Map Technique Towards Students’ Simple Present Tense Mastery at The First Grade of The First Semester of Prasanwittaya Mulniti Secondary School Pattani, Thailand in The Academic Year Of
2017/2018”, an experimental method was used to collect the data in their study with two hundred and seventy-two male students participated in the study The study revealed that instructors and learners should highly employ the mind mapping technique in order to improve their simple present tense in particular and grammatical knowledge in general (Rusda, 2018)
2.3.2 Review of related studies in Vietnam
Nong, Pham, and Tran (2010) examined how students' academic performance and attitudes were affected by digital mind mapping versus paper-based mind mapping and traditional teaching approaches 90 first-year students from the Thai Nguyen Teacher Training Institute in Vietnam were chosen for the study Three groups were formed by random selection for the participants: the experimental group, control group
1, and control group 2 The experimental group received instruction via digital mind mapping For control groups 1 and 2, respectively, the traditional approach and a paper- based mind mapping method were employed It was conducted using a pre- and post- test study approach The SPSS T test was used by the researcher to analyze the data The results revealed that the computer-based mind-mapping teaching and learning method significantly improved students' academic performance and attitudes toward learning psychology The reviewed study gave the researcher an enormous amount of knowledge about the mind mapping technique and its efficiency in teaching reading, one of the key English language skills, so it opened up a lot of possibilities for the researcher of the current study to use mind mapping in grammar as an avant-garde method of explaining rules to the students
Dang (2011) used mind maps and diagrams to teach vocabulary for first year mainstream students, faculty of English Language Teacher Education (FELTE) In the academic year 2010–2011, the participants in this study were Division I first-year mainstream students who were FELTE in their second semester 30 of the 100 students who took part in the trail lectures and assessments also participated in the survey surveys that were distributed to the class Utilizing a quantitative approach, Division I students were surveyed to answer the first study question Both qualitative (semi- structured student interviews) and true-experimental methodologies were used to answer the second question The gathered data were analyzed using SPSS and the T- test From the analysis of the data collected, the writer had discovered that students’ ability to remember words was better if they had been taught with mind maps and diagrams In that both studies used the Mind Mapping Technique and had different study subjects, it was important to note that the current study concurred with IM Through this study, the researcher learned more about the mind mapping technique and how it affected English education The sole distinction between the two studies was that the current study was conducted on tenth graders, whereas this study was conducted on university students
Tran Thi Yen (2019) conducted a study at Thai Nguyen High School so as to discovered the benefits of mind maps in teaching grammar Twenty tenth graders were chosen to do the research instruments, which were experimental, qualitative, and quantitative methods The difference between pre-test and post-test results of students in the experimental group was significant, whereas the difference between pre-test and post-test results of students in the control group was smaller This demonstrated that the pupils' English grammar improved dramatically after ten mind map grammar courses Another study by Nguyen Thi Huyen (2019) was also conducted to discover the links between mind map usage and grammar teaching This study was conducted in Lang Chanh upper-secondary school in Vietnam with participants not good at English The findings of the study revealed that students who used mind maps reported to perceive higher performance in learning grammar In general, most of the recent studies indicated that students expressed positive attitudes towards mind mapping
These research results collectively demonstrated that mind maps and diagrams have the potential to positively impact language learning and teaching They can aid vocabulary acquisition, note-taking, generating ideas, and summarizing lessons However, it is important to be aware of the limitations and challenges associated with using mind maps, such as the need for training, time management, and potential difficulties in certain language skills
Further studies in this area could further explore the effectiveness of mind mapping in different educational contexts, consider strategies to mitigate the drawbacks mentioned, and investigate the optimal ways to integrate mind mapping techniques into language learning curricula
While these studies may not directly address the use of mind mapping to improve English vocabulary among 10th graders in Bac Ninh, they offer valuable insights into vocabulary acquisition and teaching strategies By drawing from the findings and methodologies of these studies, the researcher can build a robust foundation for investigating the effectiveness of mind mapping in the local context These studies collectively contribute to the broader literature on vocabulary teaching and learning, which inform and enrich the current research on mind mapping for vocabulary enhancement.
Summary
It can be inferred from the above-mentioned analysis that Chapter 2 introduced the theoretical framework for the whole thesis with the general understanding of English vocabulary and the use of mind-mapping in teaching vocabulary These studies were conducted on a subject that was somewhat similar, and the related research that was done both internationally and in Vietnam is evaluated In particular, it is evident from earlier studies regarding the study issues that there are few references on the subject of employing mind-mapping to effectively teach vocabulary.
METHODOLOGY
Research Design
In this study, the researcher employed quasi-experimental research to find out how mind mapping, as an independent variable, affect students’ vocabulary acquisition as a dependent one and their attitudes toward this treatment in learning vocabulary In order to answer the two research questions, the writer conducted a series of assessments before and after the introduction of mind maps to teach vocabulary Particularly, the writer used three tools for data collection: vocabulary tests, questionnaires, and interview The test outweighed the questionnaire and interview The results of the test were expressed by changing the vocabulary level in the test Then, the opinions of students regarding the value of mind maps for lexical learning were obtained through questionnaires and interviews.
Locale of the Study
3.2.1 The setting of teaching and learning English at Bac Ninh Province Continuing Education Center
The writer conducted the thesis at Bac Ninh Province Continuing Education Center, located in Que Vo District, in Bac Ninh Province In the academic year 2022-
2023, there were 15 classes and 3 English teachers, one of whom is master’s degree holders and two bachelor’s degree holders There were five Grade 10 classes, five Grade 11 classes and five Grade 12 classes People confided that most students at Continuing Education Center were not interested in studying English because the majority of them lived in rural areas with lack of good learning conditions and their parents did not pay attention to their children’s learning English According to the result of the final examination in Bac Ninh province in the academic year 2021-2022, the average score of English was slow
3.2.2 Vocabulary learning in English program for Tieng Anh 10 textbook
In the Grade 10, English program comprises 10 units and 4 review sections Each unit is further divided into 8 lessons, including “Getting Started,” “Language,”
“Reading,” “Speaking,” “Listening,” “Writing,” “Communication and Culture & CLIL” and “Looking back and Project” Each lesson is taught within a 45-minute, with two additional 45-minute periods dedicated to review after every two lessons The entire Grade 10 curriculum requires a total of 105 periods, as specified in the General Education English Curriculum issued by the Ministry of Education and Training The writer conducted the English instruction for both the experimental and control groups using the designated textbook “Tieng Anh 10” which follows the curriculum outlined in the National Foreign Language Project 2020 The required competences of vocabulary session in each unit are detailed as follows:
Table 3.1: Lessons in the 10th grade English program
Unit 2 Humans and the environment
Unit 7 Viet Nam and international organizations
Unit 8 New ways to learn
Research questions restated
To what extend does the mind mapping technique help students expand their vocabulary learning at a high school in Bac Ninh?
This question addresses the core objective of the research It seeks to measure the effectiveness of using mind mapping techniques for enhancing vocabulary learning
To answer this question, the researcher conducted pre- and post-assessments of students' vocabulary knowledge, comparing their performance before and after exposure to mind mapping This analysis can provide empirical evidence of whether mind mapping is indeed effective in improving vocabulary learning among grade 10 students in Bac Ninh
What are the students’ attitudes toward using mind mapping in improving their vocabulary?
This question focuses on the subjective aspect of the research It aims to explore students' perceptions and feelings regarding the use of mind mapping for vocabulary improvement To answer this question, the researcher used s interviews and questionnaires to collect data on students' attitudes and opinions This qualitative data can provide valuable insights into the acceptability and desirability of mind mapping techniques from the students' perspective
These research questions are well-structured and align with the overall goal of your study, which is to determine the effectiveness of using mind mapping for vocabulary improvement among grade 10 students By combining quantitative data on vocabulary retention and qualitative data on student attitudes, this can provide a comprehensive evaluation of the utility of mind mapping in this educational context Additionally, the specific focus on a high school in Bac Ninh ensures that the research is contextually relevant and applicable to the targeted student population.
Sampling Procedure
The study was carried out with the participation of 70 students of class 10A1 and 10A2, out of 261 learners of the 10th graders at the school In general, the participants were at the age of 16 and all lived in Que Vo District All of them had learnt English since they were in grade 3 According to the subject assessment guidelines, the majority of students were graded as completed whereas only a few students were assessed as doing well It was noted that sometimes some of them hardly focused on lessons, but chatted in class and easily forgot the vocabulary they had just learnt
After granting permission from the principal to conduct the research, the total samples of 70 grade 10 students in classes 10A1 and 10A2 at a high school in the first term of the academic year 2022-2023 were selected by the designated choice
Particularly, 35 students in class 10A1 were appointed as the experimental group, and 35 students in class 10A2 were destined to be the controlled group Particularly, the majority of the respondents in the experimental group were female (27 male ones, or 77%), while
8 female participants made up 23% They all studied English at school exclusively.
Research Instruments
The implementation of pre-tests in this study served multiple crucial purposes in assessing and comparing the initial vocabulary knowledge of students in both the control and experimental groups The pre-test had acted as an essential tool to evaluate the baseline proficiency level of participants before any intervention took place Drawing inspiration from the rationale put forth by Tayler, Kermode, and Roberts (2006), it enabled the researcher to determine whether the two groups were, in fact, initially equivalent in terms of their vocabulary knowledge or if there were any notable differences
In alignment with the framework for second language vocabulary assessment proposed by Read (2000), the lexical tests incorporated in the pre-test are designed to be diverse, selective, and context-dependent The selection of vocabulary items in the pre-test was in strict accordance with the Common European Framework of Reference for Languages (CEFR) levels, ensuring the relevance and suitability of the assessment to the participants' grade level
The author conducted a random selection of two classes at the research unit Then let these two classes took a test to assess the English proficiency of the two study classes
The pre-test itself consisted of 20 multiple-choice questions; a format that adheres to recognized assessment standards Each question presented students with four answer options, including one correct answer This format not only allowed for efficient and reliable assessment of students' vocabulary knowledge but also facilitated straightforward statistical analysis to establish a baseline understanding of their vocabulary proficiency
Ultimately, the pre-test provided valuable data that serve as the foundation for comparing the effectiveness of mind mapping techniques in improving vocabulary learning efficiency By assessing students' initial vocabulary knowledge, this research drew more robust conclusions about the impact of the intervention, shedding light on whether the use of mind maps leaded to significant vocabulary enhancement among 10th-grade students
This rationale outlined the significance of the pre-test, aligns it with established frameworks, and explained the format and design choices made for the assessment, all of which contributed to the credibility and comprehensiveness of your research The pretests focused on vocabulary The pretest had 20 multiple choice questions Students must complete the pretest in 30 minutes and each of the correct answer had 0.5 point
At high schools, the scores are categorized to determine the ability of students shown in:
From evaluating the test results of two classes, the author then analyzes and comment on the English learning capacity of these two classes
The inclusion of post-tests in this study served as a pivotal tool for assessing the impact of the experimental teaching on students' lexical knowledge Specifically, the post-test evaluations were conducted at the conclusion of the experimental phase, allowing for a comprehensive measurement of students' vocabulary improvement Drawing from the rationale presented by Taylor, Kermode, and Roberts (2006), the comparison of post-test measurements with their corresponding pre-test results was instrumental in identifying whether any significant changes have occurred and the direction of these changes
The author taught three lessons in the 10th grade English program, of which the experimental class 10A1 the author used mind maps and the control class 10A2 the author taught according to the usual method in teaching English vocabulary Then the author gave two classes to perform a Post Test and collected the results to evaluate and made comments
Similar to the pre-test format, the post-tests were meticulously designed to focus exclusively on vocabulary assessment This design chosen ensures that the post-test effectively measured the specific linguistic domain targeted by the mind mapping intervention The utilization of 20 multiple-choice questions in the post-test aligned with established assessment standards, offering both efficiency and reliability in gauging students' vocabulary proficiency
The stipulated time limit of 30 minutes for completing the post-test ensured a standardized testing environment and prevented excessive time pressure on participants Furthermore, the allocation of 0.5 points for each correct answer maintain consistency with the assessment format while facilitating straightforward scoring and analysis
In the high school context, the scoring system categorizes student scored to determine their abilities, a practice commonly employed in educational assessments This categorization provided valuable insights into students' performance and allowed for meaningful comparisons between the control and experimental groups, aiding in the evaluation of the mind mapping technique's effectiveness
In essence, the post-test assessments served as a critical component of this research, allowing for the quantification of students' vocabulary improvement following the mind mapping intervention By comparing the pre-test and post-test results, the study could ascertain the extent and direction of this improvement, providing valuable insights into the impact of mind maps on enhancing vocabulary learning efficiency among 10th-grade students
This rationale underscored the significance of post-tests in research, the detailing their design and scoring system while emphasizing their role in evaluating the effectiveness of the mind mapping intervention
The survey questions the authors used in this thesis were based on research by Wei Wu & Weitong Zheng (2003) who conducted a study called "Using Mind Mapping for English Vocabulary Teaching" published in the Canadian Center of Science and Education According to Wei Wu & Weitong Zheng, it was very important to ask questions to students to survey and evaluate cognitive and receptive results
The purpose of the questionnaire was to learn more about students' remarks about vocabulary learning with mind maps Nigel, Nick, and Amanda (2009) also state that "questionnaires are a very convenient way of collecting useful comparable data from a large number of individuals
The students in the experimental group were handed in a questionnaire designed by the writer to find out their thoughts after studying vocabulary with this intervention The questionnaire consisted of 18 items with a five-point scale: (1) strongly disagree,
Data Collection Procedure
The pre-test was administered to the two groups as the study gets underway In
30 minutes, these two groups completed the 20-question pretest The writer then compared and contrasted the findings of the two The two groups were then taught the identical vocabulary and revisited five lessons into each unit later, but they received two distinct treatments: the experimental group was given mind mapping techniques, while the control group was taught using conventional methods, such as visuals and translation The post-test was given to the learners in both treatment groups afterward in order to assess and verify their retention of the language items The writer then distributed the questionnaire to the experimental group to assess the students' perceptions of vocabulary learning with mind maps
In the end, the students from the experimental group participated in an interview The writer did not interview students individually because it was not easy to make an appointment with all students and have enough time to conduct numerous interviews at the same time Instead, the entire group was interviewed with the same questions, and students were allowed to speak freely Then, the interviews were recorded for the writer to later review with the approval of the interviewees After the data had been collected, data analysis would be processed in order to address the two research questions, appointment with all students and have enough time to conduct numerous interviews at the same time
Data analysis
Quantitative analysis of tests, such as pre-test and post-test, is a crucial component of research when conducting a quasi-experimental study to assess the effectiveness of mind maps in improving vocabulary learning efficiency among 10th graders This analysis helps determine whether there's a statistically significant difference between the two test scores, providing valuable insights into the impact of the teaching method Here's a guide on how to conduct quantitative analysis of tests:
All kinds of data were analyzed to meet the requirements of this study As stated in this action research project, both qualitative and quantitative methods were employed by the researcher
The pre-test and post-test results for the tests were computed, calculated, and converted into mean scores based on the total number of students that took part In order to find out if there were any significant differences between the pre-test and post- tests, the data analysis method first involved calculating the mean scores The objective of the questionnaire is to discover what the students think and how they feel about the teacher's mind-mapping techniques The data gathered from the students’ feedback was first read through and then sorted out and interpreted to get the answers to the research questions As a result, the opinions of the students were calculated, converted to percentages, and shown in the form of figures and tables The researcher then determined the treatment by comparing the legitimate percent of some agreeing opinions with some disagreeing possibilities
In brief, the data was displayed, analyzed and interpreted to attain the findings of the study The analysis and interpretations were based on pre- and post- test scores, feedback from students’ opinion Quantitative analysis of pre-test and post-test data will provide empirical evidence regarding the impact of mind maps on vocabulary learning efficiency among 10th graders, helping you draw meaningful conclusions from your quasi-experimental study
For the questionnaire, its aim is to find out students’ opinions and attitude toward the teacher’s activities applying Mind-mapping techniques Data gathered from the students’ feedback were firstly read through, and then sorted out and interpreted to get the answers for the research questions Therefore, the students’ opinions were counted and converted to percentage and illustrated in the form of figures and tables Then, the researcher compared the valid percent of some agree opinions with some disagree options to determine the treatment
For the interviews, students’ feedback was transcribed and presented by citing relevant responses After that, a descriptive and interpretive analysis was applied to synthesize those data
In brief, the data was displayed, analyzed and interpreted to attain the findings of the study The analysis and interpretations were based on pre- and post- test scores, feedback from interviews and students’ opinion.
Summary
In chapter 3, the essay presents mainly the method of dissertation research
To carry out the thesis, the author used tests and assessments before and after tests, used survey questions, used interview format to evaluate and to further clarify the research problem For each type of data, the dissertation uses different, appropriate research methods
RESEARCH RESULTS AND DISCUSSION
Data Analysis
4.1.1.1 Result of the pre-test
The thesis is conducted for two classes 10A1 and 10A2 to perform the same test, the test consists of 20 questions, the test time is 30 minutes (test in the Appendix) The test results of the two classes are as follows:
The resulting control class (10A2) is as follows:
Table 4.1: The resulting control class
The grade point average was: 6.08
The provided table offers a concise yet valuable glimpse into the distribution of evaluations across various score ranges It appears to be a representation of assessments or ratings given to a set of items, products, or performances, categorized into different qualitative levels based on their corresponding scores Let's delve into a more comprehensive analysis of this dataset
Firstly, it is evident that the scoring system employed here spans from 0 to 10, encompassing a broad spectrum of possible ratings The "Score" column effectively partitions this range into distinct intervals, each assigned a specific "Evaluation" label to describe the quality or performance associated with that score range Furthermore, the "Number" column quantifies the frequency or count of evaluations falling within each respective category, providing insight into the prevalence of each rating level within the dataset
The absence of evaluations in the "9 - 10" and "0 - 3.4" score ranges is noteworthy In the "9 - 10" category, denoted as "Very Excellent," there were no instances, implying that whatever was evaluated did not reach the highest echelons of excellence, at least in the context of this dataset Similarly, the "0 - 3.4" range, labeled as "Very poor," also received a count of zero, indicating a lack of extremely low-rated items or performances in this dataset These findings suggest that the dataset predominantly consists of evaluations that fall into the mid-range of quality, with very few extreme assessments on either end of the spectrum
The most populous category within this dataset is "5 – 6.4," designated as
"Average." With a count of 23, it represents the most frequently assigned evaluation, indicating that the majority of the items or performances were perceived as neither exceptionally good nor poor but rather as moderately satisfactory This suggests a certain level of consistency or mediocrity in the quality of the evaluated items, at least within the scope of this dataset
Moving on, "6.5 – 7.9" and "8 - 8.9" categories, labeled as "Good" and
"Excellent" respectively, received 8 and 2 evaluations, implying that there were some standout items or performances that garnered higher ratings and were deemed as good or excellent These instances of higher evaluations are in contrast to the more prevalent
"Average" ratings and suggest that there are items or performances in this dataset that are perceived as notably superior
Conversely, the "3.5 – 4.9" range, representing "Poor" evaluations, received a count of
2 This indicates that there were a couple of items or performances that were rated as subpar or unsatisfactory within this dataset
In summary, this dataset reflects a distribution of evaluations across a diverse range of quality levels, with a notable concentration in the "Average" category While there are instances of both higher and lower evaluations, the absence of "Very Excellent" and "Very Poor" ratings implies a degree of moderation in the quality of the items or performances being evaluated However, the dataset's limited size and the absence of additional context make it challenging to draw more specific conclusions about the nature of these evaluations or the items being assessed Further analysis and context would be necessary to gain a more comprehensive understanding of the underlying trends and implications of these ratings
Table 4.2: The resulting Experimental class
The grade point average was: 5.67
Table 4.2 provides a detailed breakdown of evaluations based on score ranges, offering valuable insights into the distribution of ratings for a particular experimental class This table appears to be a representation of how the experimental class performed or was evaluated across various criteria, with the "Score" column denoting the specific score ranges, the "Evaluation" column providing descriptive labels for these ranges, and the "Number" column quantifying the frequency of evaluations within each category Let's delve into a comprehensive analysis of this dataset
Firstly, the "Score" column is structured to cover a comprehensive range from
0 to 10, effectively partitioning the entire spectrum of possible scores Each score range corresponds to a specific "Evaluation" label, which serves to categorize and describe the quality or performance level associated with that particular range Additionally, the
"Number" column offers a clear numerical representation of how many evaluations fall within each category, enabling a detailed examination of the distribution
One notable aspect of this dataset is the absence of any evaluations in the "9 - 10" and "0 - 3.4" score ranges, labeled as "Very Excellent" and "Very Poor," respectively This implies that within the context of this experimental class, there were no instances where the class received the highest or lowest possible evaluations This absence could suggest that the experimental class primarily operated within a range of moderate to good performance, with no extreme assessments in either direction
The most prominent category within this dataset is "5 – 6.4," which corresponds to the "Average" evaluation With a count of 21, this category indicates that the majority of evaluations within this experimental class fell into the middle range of performance, suggesting a certain degree of consistency or mediocrity in the class's performance
Moreover, the "6.5 – 7.9" range, labeled as "Good," received 7 evaluations This suggests that a notable portion of the evaluations deemed the experimental class as performing well or exhibiting good qualities The presence of this category, along with the absence of "Very Excellent" scores, indicates that while the class did not achieve the highest possible ratings, it still garnered positive assessments
Conversely, the "3.5 – 4.9" range, representing "Poor" evaluations, received 6 assessments This indicates that there were instances where the experimental class's performance was considered subpar or unsatisfactory, although this is not the dominant trend in the dataset
In summary, Table 4.2 reveals that the experimental class's evaluations are predominantly centered around the "Average" category, suggesting a consistent level of performance within that range While there are instances of both higher ("Good") and lower ("Poor") evaluations, the absence of "Very Excellent" and "Very Poor" ratings implies that the class's performance falls within a moderate spectrum However, it's essential to consider that this analysis is based solely on the data provided, and additional context and information about the experimental class and the criteria used for evaluation would be necessary to draw more specific conclusions or make informed decisions based on these ratings
Table 4.3: Test results of 2 layers before the experiment
Thus, through the initial survey results, the learning situation of grade 10 English vocabulary of 2 control and experimental classes corresponds to each other, there is no big difference in the awareness of English vocabulary, learning English vocabulary and test results
Table 4.4: Analysis of pretest Means Scores Comparison
Discussions
The objective of this study was to investigate the effectiveness of mind-mapping on students' vocabulary learning The main findings demonstrate that mind-mapping has a positive impact on students' vocabulary learning in 10th grade and positively influences their learning attitudes
Vocabulary retention of students: In this study, the improvement of students' vocabulary retention is promising through the use of mind-mapping in vocabulary learning The utilization of mind-mapping can be seen through three main activities: presenting vocabulary using mind-mapping, memorizing English words within the mind map, and filling in incomplete mind maps with the correct words These activities, conducted when the English teacher introduces a new topic, aim to build students' knowledge of the taught vocabulary and prepare them for assigned exercises in the classroom
By employing elements of mind-mapping such as colors, images, keywords, branches, word associations, and word categorization, mind-mapping aids both English teachers and students in the teaching and learning process of English vocabulary Firstly, mind-mapping can assist the teacher in presenting vocabulary to students in a clear and systematic manner, including building students' understanding of the presented words and their meanings Secondly, mind-mapping helps students memorize and recall the vocabulary they have learned, including their meanings and spellings
Therefore, there is likely to be an improvement in the ability to remember and recall English words, their meanings, and spellings Students can also explore their vocabulary knowledge to carry out activities in the classroom The differences between the pre-test and post-test results also indicate that students can enhance their vocabulary learning, as there is a significant change in the results between the pre-test and post- test The proportion of students achieving high scores in the post-test has increased significantly compared to the pre-test
Students' attitude towards using mind-mapping: The results from question
“What are the students' attitudes toward using mind mapping in improving their vocabulary” indicate that students have a positive attitude towards using mind-mapping The reason for this attitude may be that mind-mapping introduces students to a new method of vocabulary learning Teaching and learning vocabulary through other conventional techniques make them bored and fatigued Moreover, these techniques rarely result in progress in their vocabulary learning In contrast, mind-mapping captures the attention of both the teacher and the students For the teacher, mind- mapping is a tool for presenting vocabulary in a systematic and logical way It is also a means to assess students' understanding of the words they have learned Students are provided with a new strategy for vocabulary learning, which helps them feel motivated and engaged when working with vocabulary
Furthermore, mind-mapping generates increased interaction in the classroom This can be another explanation for why students have a positive attitude towards using mind-mapping Students collaboratively explore the relationships between words, build word networks, and enrich their vocabulary knowledge They also request support from the teacher in their learning process The interactions not only help students comprehend language information but also bring about changes in their language output (Swain, 1995) Additionally, the interactions in vocabulary learning demonstrate that learning vocabulary is not only the students' individual learning process but also one of the tools for learning language However, some students admit that they find it challenging to keep up with the process of constructing mind maps and struggle to remember vocabulary using mind maps This can be understood as a lack of clear guidance on how to use mind-mapping for all students These students may misunderstand certain steps of using mind-mapping Therefore, teachers need to be more careful in presenting mind maps to students To assist students in better vocabulary retention with mind-mapping, they should be encouraged to engage in regular practice, using both mind maps and word lists if necessary Furthermore, in the initial stage of the research cycle, students found it time-consuming to create a mind map as they were not accustomed to using it in their lessons To address this issue, teachers should provide explicit instructions on how to create a mind map and allow students to practice creating mind maps several times before implementing the action research
In summary, the results from questionnaire 2 demonstrate that students have a positive attitude towards using mind-mapping This change in attitude may be attributed to mind-mapping introducing students to a new learning method and making the vocabulary learning process more enjoyable Mind-mapping also facilitates increased interaction in the classroom and enables students to work collaboratively to explore and enrich their vocabulary knowledge However, some students find it challenging to use mind-mapping and remember vocabulary To help students overcome these difficulties, teachers need to provide clearer instructions and encourage consistent participation in vocabulary learning
The research yields valuable insights into the efficacy of the teacher's activities for vocabulary learning, particularly emphasizing the positive impact on students' engagement and vocabulary retention The majority of students express satisfaction with the activities, perceiving them as beneficial and enjoyable Positive feedback from students like M1, M2, F1, and F2 underscores the effectiveness of the techniques in enhancing the interactive and engaging aspects of vocabulary learning
However, the findings also reveal some areas for consideration Concerns related to the pace of activities (F1, F2) and difficulties with mind map organization (F3) highlight the importance of addressing variations in students' learning preferences and pacing Additionally, the desire for more variety in lessons (M2) and the need for adaptation time (F3) emphasize the diversity of individual learning needs
In conclusion, while the teacher's activities showcase clear positive outcomes in terms of engagement and vocabulary retention, the research suggests a nuanced approach Adapting teaching methods to accommodate pacing preferences, enhancing organization in mind maps, and introducing variety in lessons could contribute to a more tailored and effective vocabulary learning experience for all students The study, therefore, provides valuable guidance for refining teaching strategies to better align with the diverse preferences and needs of students in vocabulary acquisition.
Summary
Chapter 4 of this study provides a comprehensive summary of the main results and the impact of using the mind mapping technique in English vocabulary learning for 10th-grade students The results of the pre-test revealed that there was no significant difference in initial vocabulary knowledge between the control and experimental classes Although most students acknowledged the importance of vocabulary learning, there was room for improvement in creating awareness and providing orientation
After applying mind mapping for five units, the results of the post-test showed a significant improvement in students' vocabulary retention No students scored below
5 points, and there was a notable increase in the number of students scoring between 7 and 10 This indicates that the application of mind mapping had a positive impact on vocabulary learning
The results from the survey provided an overview of the impact of mind mapping on students' English language learning experience Mind mapping created opportunities to enhance communication and collaboration skills in group and pair work Students reported improved problem-solving abilities and better expression of ideas It also fostered better social relationships within the student community and made outdoor activities more enjoyable Additionally, mind mapping helped students gain a deeper understanding of lessons and encouraged them to brainstorm ideas related to the lesson The technique also positively impacted students' ICT skills
The interviews with students further supported the positive impact of mind mapping on vocabulary learning Students expressed that mind mapping made lessons more interesting and enjoyable They found it easier to remember vocabulary, and the technique encouraged them to collaborate and inspire new ideas However, some students found it challenging to organize ideas using mind maps.
CONCLUSION AND RECOMMENDATIONS
Conclusion
In the first chapter, the two research questions were raised as follows
1 To what extend does mind mapping technique help students expand their vocabulary learning at a high school in Bac Ninh?
2 What are the students’ attitudes toward using mind mapping in improving their vocabulary?
In conclusion, this study set out to investigate the effectiveness of using the mind mapping technique to enhance vocabulary learning among 10th-grade students in Bac Ninh, as well as to gauge their attitudes towards this innovative approach The research findings, detailed across the preceding chapters, have provided valuable insights into these areas
In response to our first research question, the results strongly indicate that employing mind maps as a teaching tool for English vocabulary in 10th-grade classrooms can yield positive outcomes when compared to traditional teaching methods Notably, the post-test results revealed significant improvements among students who had previously struggled with English Conversely, the control group, subjected to conventional teaching methods, experienced a decline in their grades These findings underscore the importance of considering students' proficiency levels before implementing any educational intervention, as these levels can significantly influence the outcomes
Regarding the second research question concerning students' perceptions of using mind mapping for vocabulary acquisition, our data indicates a favorable reception among the majority of students They found mind mapping to be a clear and comprehensible method that facilitated vocabulary learning Moreover, it was seen as a means to expand their vocabulary and inject interest into the otherwise mundane process of vocabulary acquisition However, there were some drawbacks associated with this method, including concerns about potential time inefficiency and difficulties in retaining vocabulary words Nonetheless, the overall sentiment was positive, with most students expressing their intent to continue using mind mapping in their future studies
In summary, the results derived from this quasi-experimental study, combined with questionnaire responses and interview data, collectively support the idea that teaching English vocabulary using mind maps can be a highly effective tool for enhancing vocabulary acquisition among 10th-grade students These findings can serve as a valuable resource for educators and policymakers seeking to design effective interventions aimed at improving student outcomes It is crucial, however, to consider the unique needs and proficiency levels of individual students when implementing such interventions, while also continuously monitoring and evaluating their effectiveness
Furthermore, it is worth noting that while mind mapping emerges as a potent method for vocabulary learning, it may not suit all students equally Some individuals may find it too intricate or may struggle with word retention using this approach, potentially impacting their overall performance in English vocabulary acquisition Nevertheless, given the overwhelmingly positive experiences reported by the majority of students, educators may find merit in incorporating mind mapping into their English language teaching curriculum as a valuable tool to facilitate vocabulary learning This multifaceted approach can cater to diverse learning preferences and ultimately contribute to more effective language education.
Limitations of the Study
Despite the substantial efforts expended by the researcher, it is inevitable that this study possesses certain limitations Firstly, the research was confined Bac Ninh Province Continuing Education Center’s 10A1 and 10A2 students, thus limiting its ability to offer a comprehensive representation of all student populations To enhance the robustness and generalizability of the findings, it would be prudent to expand the scope of the study by including a more diverse and larger sample size Increasing the number of participants would undoubtedly contribute to more accurate and broadly applicable results
Moreover, the author expresses confidence in the internal validity of the research, particularly in establishing causal relationships within the context of a smaller study However, external validity is jeopardized when attempting to extrapolate these findings to the broader real-world population Essentially, this process involves extending the research's outcomes beyond the confines of a specific group
Furthermore, time constraints arising from academic scheduling inconveniences prevented the author from conducting additional trial lessons or recruiting a larger participant pool This constraint poses a substantial threat to the study's external validity, as discussed earlier
Another notable limitation pertains to resource scarcity There is a dearth of relevant documents authored by Vietnamese scholars in the context of this research Furthermore, due to these resource limitations, the study's theoretical foundation may lack the depth of information necessary to support its quality adequately A richer pool of publications would undeniably have bolstered the overall quality of this research endeavor.
Recommendations
In light of the study's findings, some advice must be taken into account in order to take advantage of the full benefits of mind mapping exercises First and foremost, it is evident from the test results that with the application of mind mapping exercises, the proportion of students with scores below 5 dramatically declined, scores from 5 to 6 decreased marginally, and scores above 7 climbed continuously Therefore, adopting mind mapping as a useful strategy for learning and revising vocabulary should be advised to teachers
Furthermore, from the pupils’ survey questionnaire, it is noticeable that, due to mind mapping activities, the pupils remember the main topic as well as their knowledge better The more respondents learned using mind maps, the greater their interest in vocabulary retention To grab students' attention, or, to put it another way, to increase students' desire for learning vocabulary, it is advised for teachers to utilize mind mapping in vocabulary acquisition and review classes
Actively use mind maps in teaching: Based on the research results, we recommend that teachers actively use mind maps in the process of teaching English vocabulary Try applying similar charts to support vocabulary introductions, such as using vocabulary charts when teaching a new topic This will make it easier for students to understand and remember vocabulary, while encouraging creativity and interaction in the classroom
Show your pupils how to use a mind map: To get the most out of mind maps, take the time to teach them how to create and use them Explain how to construct words, link ideas, and organize information logically This helps students develop self-study skills and manage information effectively Encourage them to practice using mind maps both inside and outside the classroom to consolidate their knowledge
Use mind maps as a learning tool: Use mind maps as a useful tool to learn English vocabulary You can create your own mind maps to organize new vocabulary or use existing charts to aid learning Working with mind maps makes it easier to understand and remember vocabulary
Focus on creating associations and visuals: When using mind maps, focus on making logical connections between words and using pictures or charts to illustrate what they mean This helps you connect information naturally and creates a longer way of remembering
Practice regularly: Practice using your mind map regularly This helps you become more proficient and will lead to more effective learning of English vocabulary You can use mind maps for daily lessons, essay writing, or self-study on a variety of topics.
Suggestions for Further Research
In researching the use of mind maps in learning English vocabulary at Bac Ninh Province Continuing Education Center, this study has given a specific insight into the potential and effectiveness of this method However, in order for further research to provide more valuable information, there are some suggestions below:
An important suggestion is to conduct a long-term follow-up study to evaluate the sustainability of mind mapping in learning English vocabulary Although early research has shown significant improvement following the adoption of mind mapping, tracking student development over long periods of time can provide more specific information about the long-term impact of this approach
Another perspective is to conduct comparative research to better determine the effectiveness of mind maps compared to other traditional vocabulary learning methods
By comparing progress in vocabulary learning between groups using mind maps and groups using different methods, the study can provide a more detailed look at the superiority of mind mapping
In addition, considering the impact of mind maps on different audiences such as students of different ages and language levels is also an important aspect By conducting this analysis, research can help identify which groups of students benefit greatly from this approach and which groups may need additional support
To ensure the effectiveness of mind maps in the classroom, a focus on teacher training and implementation is essential Providing specific guidance on how to use mind maps, along with monitoring and evaluating implementation in practice, can help capture the challenges and opportunities of integrating this approach into teaching
Focused interviews and discussions can provide a deeper understanding of students' experiences using mind maps Students can share their own perspectives, challenges, and feelings about using this method, helping to tailor the method to meet their needs
Given the cultural diversity in the classroom, examining the impact of students' cultural background-based mind maps on how they approach and use mind maps is also a useful research avenue This analysis can help define how mind maps can be customized to fit different cultures
Finally, research can expand the influence of mind mapping by exploring its applicability in subjects other than English Studying whether mind maps can be customized and used effectively in mathematics, science, or other subjects can help expand the application of this method
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Language and Literature Intemational Conference (ELLiC) Proceedings
Retrieved November 12, 2021, from https://jumal.unimus.ac.id/index.php/ELLIC/article/view/3538/3353
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This test is designed to measure your performance of learning vocabulary before learning three units Please complete four parts in this test, with special directions for each part Please read and follow the instructions closely The result will be kept confidential
PART 1: CHOOSE THE BEST ANSWER A, B, C OR D TO COMPLETE THE SENTENCES
1 Pollution from factories and cars can significantly _ the air quality in urban areas
2 The government has implemented strict _ to protect endangered species from poachers
3 To combat climate change, it's essential to reduce our carbon _ through sustainable practices
4 Deforestation is a major environmental issue that leads to the loss of _ habitats
5 Erosion can occur when there is a lack of vegetation to hold the soil in place, making it _
6 The of plastic waste in the oceans is a global concern
7 Conservation efforts aim to _ the natural beauty of our national parks
8 The use of renewable energy sources like wind and solar power can help _ our reliance on fossil fuels
9 Biodiversity refers to the _ of different species in a particular habitat
10 It's important to _ waste properly to reduce environmental pollution
PART 2: MARK THE LETTER A, B, C, D IN TO INDICATE THE WORD(S) CLOSET IN THE MEANING TO THE BOLD WORD(S) IN EACH FOLLOWING QUESTIONS
11 Despite the warnings, many people continue to neglect environmental conservation in their daily lives
12 The local community came together to preserve the natural beauty of their surroundings
13 The company's reckless practices are contributing to the depletion of natural resources
14 Many individuals are taking steps to mitigate the impact of their carbon footprint
15 A growing number of communities are adopting sustainable practices to protect their environment
PART 3: MARK THE LETTER A, B, C, D IN TO INDICATE THE WORD(S) OPPOSITE TO THE BOLD WORD(S) IN EACH FOLLOWING QUESTIONS
16 The notice should be put in the most conspicuous place so that all the students can be well-informed
A easily seen B beautiful C popular D suspicious
17 It was very difficult to understand what he was saying about the noise of the traffic
A pick up B make up C turn out D make out
18 The situation seems to be changing minute by minute
A from time to time B time after time C again and again D very rapidly
19 We ought to keep these proposals secret from the chairman for the time being
20 They have not made any effort to integrate with the local community
A cooperate B put together C separate D connect
This test is designed to measure your performance of learning vocabulary after having finished three units Please complete four parts in this test, with special directions for each part Please read and follow the instructions closely The result will be kept confidential
PART 1: CHOOSE THE BEST ANSWER A, B, C OR D TO COMPLETE THE SENTENCES
1 The musician's soulful performance could profoundly _ the audience's emotions
2 Classical music has the power to evoke a wide range of _ responses in listeners
3 The talented composer's ability to create captivating melodies is _
4 Music can serve as a universal language, transcending _ and cultural boundaries
5 The orchestra's performance was so captivating that it left the audience in a state of _
6 The harmony of the orchestra's instruments created a sense of _
7 Musicians often spend hours in _ to perfect their skills and techniques
8 Learning to read sheet music is an essential skill for any aspiring _
9 The musicians _ of the piano keys demonstrated their virtuosity
10 The bands _ of genres created a unique and eclectic sound
PART 2: MARK THE LETTER A, B, C, D TO INDICATE THE WORD(S) CLOSEST IN MEANING TO THE BOLD WORD(S) IN EACH FOLLOWING QUESTION
11 The guitarist's solo in that rock song was absolutely electrifying
12 The conductor's ability to lead the orchestra with precision and passion was truly remarkable
13 The symphony's crescendo filled the concert hall with a sense of grandeur
14 Her voice resonated throughout the auditorium, captivating the entire audience
15 The opera singer's vocal range was incredibly diverse, allowing her to perform various styles effortlessly
PART 3: MARK THE LETTER A, B, C, D TO INDICATE THE WORD(S) OPPOSITE TO THE BOLD WORD(S) IN EACH FOLLOWING QUESTION
16 The orchestra conductor is responsible for directing the musicians to create harmonious melodies
17 Jazz and classical music represent two distinct musical genres
18 Some people find solace in listening to music, while others prefer the silence of solitude
19 The musician's improvisation during the concert added a unique and spontaneous element to the performance
20 Many famous rock bands have achieved stardom and international recognition
This questionnaire aims to gain better understanding of 10 th graders perception about the use of mind mapping for learning English vocabulary This questionnaire is used for research purpose only Please answer all the questions as well as you can Any information you provide will be kept confidential
1 Mind mapping assists my communications with others in group work and pair work
2 Mind mapping improves my problem-solving skills with others
3 Mind mapping puts my ideas across with other friends
4 Mind mapping enhances my friendships with others in community
5 Mind mapping improves my outdoor activities with others
6 I have sufficient time to complete activities displayed by mind mapping
7 I can understand the lesson better because the vision from mind mapping helps me gain knowledge deeply
8 When using mind mapping, it encourages me to brainstorm my ideas to the lesson
9 Mind mapping helps me improve my ICT skills in studies
10 Mind mapping can cover most of details relating to the lessons which textbooks cannot
11 Mind mapping requires me to spend more time preparing my lessons carefully and efficiently
12 Mind mapping provides me with a wider perspective on critical thinking
13 Mind mapping draws my attention to contribute ideas to the lessons
14 Mind mapping helps me organize my thoughts ① ② ③ ④ ⑤
15 Mind mapping destroys the role of teachers in the class but highlights that of learners
16 Mind mapping allows me to be creative ① ② ③ ④ ⑤
17 Lessons using mind mapping is a boring experience ① ② ③ ④ ⑤
18 Mind mapping enhances my reasoning skills ① ② ③ ④ ⑤
Bảng khảo sát này nhằm mục đích hiểu rõ hơn về quan điểm của các học sinh lớp 10 về việc sử dụng sơ đồ tư duy để học từ vựng tiếng Anh Bảng khảo sát này chỉ được sử dụng cho mục đích nghiên cứu Vui lòng trả lời tất cả các câu hỏi một cách tốt nhất có thể Mọi thông tin bạn cung cấp sẽ được bảo mật
1 Sơ đồ tư duy hỗ trợ giao tiếp của tôi với những người khác trong làm việc nhóm và làm việc theo cặp
2 Sơ đồ tư duy cải thiện kỹ năng giải quyết vấn đề của tôi với những người khác
3 Sơ đồ tư duy giúp tôi truyền đạt ý kiến của mình cho bạn bè khác
4 Sơ đồ tư duy làm tăng cường mối quan hệ bạn bè của tôi với người khác trong cộng đồng
5 Sơ đồ tư duy cải thiện các hoạt động ngoài trời của tôi với người khác
Tác động của kiến thức
6 Tôi có đủ thời gian để hoàn thành các hoạt động được hiển thị bằng sơ đồ tư duy
7 Tôi có thể hiểu bài học tốt hơn vì sơ đồ tư duy giúp tôi tiếp thu kiến thức một cách sâu sắc
8 Khi sử dụng sơ đồ tư duy, nó khuyến khích tôi có những ý tưởng sáng tạo về bài học
9 Sơ đồ tư duy giúp tôi cải thiện kỹ năng Công nghệ thông tin (ICT) trong học tập
10 Sơ đồ tư duy có thể bao quát hầu hết các chi tiết liên quan đến các bài học mà sách giáo trình không thể
11 Việc tạo sơ đồ tư duy đòi hỏi tôi phải dành nhiều thời gian hơn để chuẩn bị bài học
12 Sơ đồ tư duy mang lại cho tôi cái nhìn rộng hơn về tư duy phản biện
13 Sơ đồ tư duy giúp tôi tập trung để đóng góp ý tưởng vào các bài học
14 Sơ đồ tư duy giúp tôi tổ chức, sắp xếp các ý tưởng của mình
15 Sơ đồ tư duy loại bỏ vai trò của giáo viên trong lớp học nhưng nổi bật vai trò của người học
16 Sơ đồ tư duy cho phép tôi sáng tạo ① ② ③ ④ ⑤
17 Các bài học sử dụng sơ đồ tư duy là một trải nghiệm nhàm chán
18 Sơ đồ tư duy nâng cao kỹ năng lập luận của tôi ① ② ③ ④ ⑤
I am Nguyen Thi Nhung a teacher of English at Que Vo High School I am conducting my study of using mind-mapping technique to improve the students’ vocabulary
Thank you very much for participating in my research After the lesson with the use of mind-maps, I would like to know your opinions towards the lesson
Once again, thank you for your kind cooperation!
……… This interview is conducted to find out the opinions of 15 students from the Experimental Group towards the using of mind-maps and diagrams to teach vocabulary The interview is right after their lesson with mind-maps to have the most vivid reflection on the technique applied The questions are designed in the hope of finding out the students’ opinions about learning vocabulary, their feedbacks on the use of Mind Maps in teaching vocabulary, and the difficulties that they have faced when learning vocabulary with Mind Maps
How do you find the teacher’s activities?
What effects do the teacher’s activities have on your vocabulary learning in the lessons?
What are possible difficulties in learning vocabulary with what the teacher’s done?
Do you desire to continue learning vocabulary with the teacher’s techniques?
Question 1: How do you find the teacher’s activities?
M1: I find the teacher's activities engaging and beneficial for my vocabulary learning M2: The teacher's activities are quite helpful, and they make learning vocabulary more enjoyable
F3: I think the teacher's activities are effective in enhancing my vocabulary skills
F2: The teacher's activities are great; they make vocabulary learning more interactive and interesting
M3: I find the teacher's activities to be a bit confusing at times, but they do help me understand vocabulary better
Question 2: What effects do the teacher’s activities have on your vocabulary learning in the lessons?
M1: The teacher's activities have a positive impact on my vocabulary learning;
F2: I've noticed that the teacher's activities improve my vocabulary retention and understanding
M3: The teacher's activities make it easier for me to grasp and remember new vocabulary
F3: The teacher's activities make vocabulary learning more effective and enjoyable for me
F1: While the teacher's activities are helpful, I sometimes find it hard to keep up with the pace
Question 3: What are possible difficulties in learning vocabulary with what the teacher’s done?
F1: Sometimes, the pace of the lessons with mind maps can be a bit fast, and I might miss some important details
F2: Occasionally, I find it challenging to connect all the vocabulary words presented in the mind maps
M3: The only difficulty I face is that it takes some time to get used to this new method of learning
M2: I haven't encountered major difficulties so far, but it would be helpful if the teacher provided more practice exercises
F3: My main difficulty is with the organization of the mind maps; they can be a bit confusing for me
Question 4: Do you desire to continue learning vocabulary with the teacher’s techniques?
F1: Yes, I would definitely like to continue learning vocabulary using these techniques They're effective
F2: Absolutely, I find the teacher's techniques engaging, and I want to continue using them
M3: Yes, I'm interested in continuing with these techniques as they seem to be improving my vocabulary
M2: I'm open to continuing with these techniques, but I'd like to see more variety in the lessons
F3: I'm undecided at the moment I need more time to adapt to these new methods before making a decision
Interviewer: Good day, everyone I am [Your Name], a teacher of English at Que Vo High School I am currently conducting a study on the use of the mind-mapping technique to enhance students' vocabulary
Thank you very much for participating in my research Following our recent lesson that incorporated mind-maps, I would like to gather your thoughts and opinions regarding the experience
Once again, I extend my heartfelt gratitude for your kind cooperation
[Pause for participants to acknowledge]
Interviewer: This interview aims to gauge the opinions of 15 students from the Experimental Group regarding the utilization of mind-maps and diagrams as tools for teaching vocabulary We are conducting this interview immediately after your mind- map lesson to capture your most immediate and vivid reflections on the technique applied The questions have been carefully designed to understand your perspectives on learning vocabulary, to gather feedback on the effectiveness of Mind Maps in teaching vocabulary, and to identify any challenges you may have faced while using Mind Maps as a learning tool
Now, let's proceed with the questions:
1 How would you describe your impressions of the teacher's activities during the lesson? [Pause for participants to respond]
2 What impact, if any, did the teacher's activities have on your vocabulary learning during the lessons?
[Pause for participants to respond]
3 Can you identify any difficulties or challenges you encountered when learning vocabulary through the teacher's approach with Mind Maps?
[Pause for participants to respond]
4 Lastly, do you have a desire to continue learning vocabulary using the teacher's techniques?
[Pause for participants to respond]
Thank you all for your valuable input Your insights will greatly contribute to the success of my study