INTRODUCTION
Rationale for the research
In the context of increasing global integration, mastering English has become a critical factor for high school students English serves not only as a global lingua franca but also as a gateway to numerous educational and career opportunities Proficiency in spoken English is particularly crucial, enabling students to communicate effectively, build relationships, and access a vast array of knowledge worldwide However, empirical evidence indicates that many students encounter significant challenges in developing their speaking skills. The primary reasons include a lack of practical environments and suitable learning methods, resulting in low confidence and inadequate communication skills in English.
Mind-mapping, a visual thinking tool, is an effective educational strategy that assists students in organizing and systematizing knowledge visually and logically The use of mind maps not only enhances memory retention but also fosters creative thinking, particularly in developing speaking skills in English. Mind-maps enable students to express and interconnect ideas coherently and clearly, thereby improving their expressive and communicative abilities When applied to post-reading and post-listening activities, mind maps facilitate students in grasping and presenting ideas more easily, while also creating a positive and dynamic learning environment.
The present circumstances served as a catalyst for conducting an investigation titled "Using mind maps to design some post-reading and post- listening activities in English textbook 10 (Global Success) in order to motivate students to improve their speaking skills at Hau Loc 2 High School." This research not only seeks to enhance the quality of English teaching but also aims to encourage active and confident student participation in learning and communication activities By integrating mind maps into the design of post- reading and post-listening activities, this study aspires to develop innovative and effective teaching methods that contribute to improving students' English speaking skills.
Research objectives
The primary objective of this study is to explore and assess the effectiveness of utilizing mind maps in designing post-reading and post-listening activities within the English textbook 10 (Global Success) to motivate students in enhancing their speaking skills The research focuses on identifying methodologies and strategies for employing mind maps to aid students in organizing and systematizing knowledge in a scientific manner, thereby augmenting their memory and ability to articulate ideas coherently and logically. Through this approach, the study aims to provide practical and valuable solutions for educators to improve the quality of English teaching and learning, as well as to encourage students to be more proactive and confident in usingEnglish in daily communication.
Research subjects………………………………………… … … 1 4 Research methods
The research subjects for this study consist of 89 tenth-grade students from Hau Loc School The cohort is divided into two classes: 43 students from class 10A6 and 46 students from class 10A1 These students will participate in the implementation and evaluation of mind map-based post-reading and post- listening activities designed to enhance their English speaking skills.
The study employed the following research methods:
Survey method: Questionnaires were administered to students to gauge their interest in and the perceived effectiveness of using mind maps in post-reading and post-listening activities.
Document analysis method: Various instructional materials related to the integration of mind maps into post-reading and post-listening activities were reviewed and analysed.
Observation method: Direct observations of lessons incorporating mind maps were conducted to monitor student interaction, participation, and the development of speaking skills.
Statistical method: Data from questionnaires, tests, and observations were collected and analysed to draw conclusions about the effectiveness of mind maps.
Innovations of the research …………………………… ………… 2 II CONTENT
This study introduces several innovations in the application of mind maps to English language instruction for high school students Firstly, it represents the first systematic integration of mind maps into post-reading and post-listening activities within the English 10 (Global Success) curriculum, rather than using them merely as mnemonic aids Furthermore, the evaluation of these activities' effectiveness through experimental and survey methods provides empirical and reliable data, enabling the formulation of specific recommendations for teachers to enhance their instructional methods Consequently, this research contributes not only to the theoretical framework of language teaching but also offers high practical value in educational settings.
Theoretical background
A mind map is a visual tool for organizing information, developed by Tony Buzan in the 1970s It reflects how the human brain processes and organizes information, optimizing memory and learning Typically, a mind map starts with a central idea or topic, from which branches representing related sub-ideas extend, creating a network of logically and visually interconnected information. According to Buzan (1974), mind maps help learners organize and systematize knowledge while stimulating creative thinking and enhancing analytical and synthetic abilities The use of colors, images, and keywords in mind maps boosts memory retention and makes learning more engaging (Buzan, 2006)
To effectively use a mind map, learners begin by placing a central keyword or topic at the center of the page From there, they create main branches radiating outward, each representing an idea related to the central topic Further sub-branches can be developed to elaborate on the information Each branch should include keywords, images, symbols, or colors to enhance visual appeal and memorability Using different colors for branches helps distinguish ideas and clarify their relationships This process helps students logically organize and systematize knowledge while stimulating creative thinking, making learning enjoyable and effective.
Mind-maps offer significant benefits in learning and developing language skills, especially in enhancing English speaking skills They help students organize and systematize knowledge clearly and logically, making it easier to grasp and remember information The use of images, colors, and keywords in mind maps actively engages the brain, improving long-term memory retention. Additionally, mind maps encourage creative thinking and the ability to link ideas, helping students develop analytical and synthetic skills Specifically, when applied in post-reading and post-listening activities, mind maps enable students to present ideas coherently and confidently, thereby improving their expression and communication skills in English Consequently, this method makes learning more interesting and motivates students to engage and develop their language skills comprehensively.
1.2 Post-reading and post-listening activities
Post-reading and post-listening activities are educational tasks conducted after students have completed reading or listening to a passage, article, or audio. These activities are designed to reinforce knowledge, assess comprehension, and apply the learned information.
The purpose of post-reading and post-listening activities is to help students consolidate and expand the knowledge gained from the lesson They enhance students' understanding of content, vocabulary, and language structures, which are critical for language acquisition Additionally, these activities encourage critical thinking and the application of knowledge to real-life situations, fostering deeper cognitive processing (Nation & Newton, 2009).
Post-reading activities help students analyze and deepen their understanding of the content read These activities may include discussions, summaries, and answering comprehension questions, which help students reorganize information and connect ideas This process improves reading comprehension skills and aids in developing writing and presentation skills (Harmer, 2007) By engaging in these tasks, students can better grasp the material, making it easier to retain and recall information when needed.
Post-listening activities focus on developing listening comprehension and response skills Activities such as group discussions, role-plays, and answering questions after listening help students practice active listening and quick reflexes They also encourage students to express their opinions and thoughts clearly and confidently, which is essential for effective communication (Field,2008) These activities provide a platform for students to practice and improve their listening skills in a supportive environment.
Moreover, post-reading and post-listening activities allow teachers to assess students' comprehension and application abilities By observing how students interact with the material and with each other, teachers can identify areas where students may need additional support or instruction This formative assessment process is crucial for adjusting teaching methods to better meet the needs of students (Brown, 2004).
Application to Real-Life Situations: Engaging students in activities that require them to apply knowledge to real-life situations not only reinforces learning but also makes it more relevant and meaningful This practical application helps students see the value of what they are learning and how it can be used outside the classroom (Richards & Schmidt, 2010).
In conclusion, post-reading and post-listening activities are essential components of language instruction that support the consolidation and application of knowledge They enhance comprehension, foster critical thinking, and provide opportunities for assessment and feedback, ultimately contributing to a more effective and engaging learning experience.
1.3 Requirements for developing speaking skills for students using English 10 Global Success Textbook according to the 2018 General Education Curriculum
The 2018 General Education Curriculum emphasizes the development of comprehensive language skills, with a particular focus on speaking For students using the English 10 Global Success textbook, several requirements are set to develop their speaking skills.
Firstly, students should be able to understand and convey the main ideas in standard, clear spoken passages and speeches on familiar topics related to work, study, and leisure activities They should also be capable of handling and responding appropriately to most situations encountered in an English-speaking environment.
Secondly, students are expected to write and speak about familiar topics or personal interests They should be able to describe their experiences, events they have witnessed, their dreams, hopes, and ambitions This ability to express personal information clearly is a key component of effective communication.
Thirdly, students should be able to provide brief reasons and explanations for their opinions and plans They should participate in discussions, offering their viewpoints clearly and effectively This skill is essential for engaging in meaningful conversations and articulating thoughts coherently.
Lastly, through the English course, students should gain a deeper understanding of the countries, people, and cultures of English-speaking nations and other parts of the world They should develop an appreciation for cultural diversity and begin to reflect and express Vietnamese cultural values in English.This cultural insight is crucial for fostering a global perspective and cultural sensitivity.
Global Success Textbook according to the 2018 General
The situation before implementing innovative teaching practices 4 3 Initiatives used to address the problem
At the school, the implementation of post-reading and post-listening activities has encountered numerous difficulties and inadequacies among teachers Many educators still rely on traditional methods, primarily focusing on simple exercises such as answering questions or summarizing content, which lack creativity and interaction in teaching activities This approach often results in students feeling bored and unmotivated to participate Furthermore, many teachers struggle to design diverse and appropriate activities that match the students' proficiency levels Limitations in resources and time are significant obstacles, preventing teachers from effectively and diversely conducting activities Without modern support tools and necessary training skills, teachers sometimes fail to provide a stimulating and effective learning environment for students.
For students, current post-reading and post-listening activities often lack appeal and interactivity, leading to reluctance in communication and a lack of confidence when expressing ideas in English Students tend to participate passively, not fully utilizing their creativity and potential The lack of motivation is a concerning issue, especially when teaching activities do not encourage student interest and active participation Additionally, difficulties in grasping and following lesson content reduce the effectiveness of post-reading and post-listening activities, causing students to feel fatigued and less effective in developing their English-speaking skills These shortcomings not only diminish learning enthusiasm but also limit the comprehensive development of students' language skills.
Teachers who frequently integrate post-listening and post- reading activities into their lessons
Teachers facing difficulties when teaching post-listening and post-reading activities
Teachers who believe post-listening and post-reading activities can improve speaking skills
Students showing interest when teachers conduct post-listening and post-reading activities
Survey on the current state of teaching post-listening and post-reading stage at Hau Loc 2 High School
The survey results highlight several critical issues in the teaching of teachers believe that post-listening and post-reading activities can enhance students' speaking skills, only 30% of them frequently incorporate these activities into their lessons This significant discrepancy may be largely attributed to the 63% of teachers who experience difficulties when teaching these activities These challenges could stem from a variety of factors, such as a lack of adequate training, insufficient resources, or time constraints within the curriculum.
Moreover, the low frequency of integrating these activities directly impacts student engagement Only 27% of teachers report that their students show consistent interest when participating in post-listening and post-reading activities This lack of student engagement could further discourage teachers from regularly implementing such activities, creating a cyclical problem where neither teachers nor students fully benefit from these potentially valuable instructional strategies.
Students actively participating in post-listening and post-reading activities
Students confident in using English during post- listening and post-reading activities
Students believing that post-listening and post- reading activities can improve speaking skills
Students flexibly using vocabulary and structures in English speaking during post-listening and post- reading activities
Survey on student’s engagement in post-listening and post-reading activities and their English-speaking ability at Hau Loc 2 High School
The survey results indicate that students have low engagement and relatively poor English-speaking skills Specifically, the number of students actively participating in English speaking during post-listening and post-reading activities is only 20 out of 89 (23%) The number of students confident in using English during these activities is just 18 (20%) Additionally, only 19 students (22%) believe that post-listening and post-reading activities can improve their speaking skills Moreover, only 15 students (17%) are able to flexibly use vocabulary and structures in English speaking during these activities These figures highlight the need for more effective strategies to enhance student interest and proficiency in English speaking.
3 Initiatives used to address the problem
3.1 Teachers enhancing skills to guide students in preparing to use mind maps for reading and listening activities
The purpose of this measure is to assist teachers in honing their skills and mastering the process of guiding students in preparing and using mind maps in their lessons By doing so, teachers will help students organize information visually, stimulate creative thinking, and enhance memory retention This approach not only deepens students' understanding of lesson content but also motivates them to express their ideas confidently and improve their English- speaking skills.
It is crucial for teachers to develop and refine their mind-mapping skills to improve the quality of instruction and the effectiveness of student learning Mind maps are tools that help organize information logically and visually while encouraging creative thinking and memory retention When teachers are proficient in using mind maps, they can effectively guide students in applying this tool to various learning activities, particularly in reading and listening tasks
Moreover, guiding students through the steps of preparing and applying mind maps to listening exercises is also important for their learning process Firstly, it helps students organize auditory information clearly and systematically, making it easier to identify main ideas and supporting details Secondly, mind maps stimulate creative thinking and information linkage, aiding students in understanding and retaining lesson content more effectively Moreover, the ability to use mind maps supports the development of critical thinking and logical expression, enhancing speaking skills and English communication proficiency Thorough preparation and application of mind maps in listening exercises provide a solid foundation for students to learn English more efficiently.
In this approach, I proactively sought various resources on mind mapping to understand its essence and develop a specific process for designing and applying it Some of the resources I used include:
The book "The Mind Map Book" by Tony Buzan, which provides fundamental principles and effective mind mapping techniques.
Articles and guides on the website MindMapping.com, focusing on the application of mind maps in teaching and learning.
Scientific studies published in educational journals, discussing the effectiveness of mind maps in improving students' thinking and memory skills.
Using MindMapping.com to create the Mind-maps for Post-listening activity of Unit 2: Humans and the environment and for Post-reading activity of Unit 6: Gender equality in English Textbook 10 (Global Success)
After thoroughly developing mind-mapping skills, I guided students through the steps necessary to apply mind maps to reading and listening activities.
Step 1: Introducing mind maps to students
Initially, I introduced the concept and benefits of mind maps to students (e.g., explaining what mind maps are, how they work, and why they are effective learning tools).
Once students understood the basic concept, I guided them through the preparation steps for creating a mind map First, students read or listened to a passage, article, or audio clip and noted or underlined the main ideas and keywords Next, students began creating a preliminary mind map by placing the main idea at the center of the paper and adding branches for related keywords and main points To make the mind map more engaging, I encouraged students to use symbols and images to clarify their ideas further.
Step 3: Practicing mind map creation
In this step, students practiced creating mind maps with various passages and audio clips They could work in groups or individually to apply the skills they had learned.
Students in class 10A1 at Hau Loc 2 High School are working in groups and practicing mind map creation
Step 4: Finalizing mind maps and providing feedback
After completing their mind maps, students presented them to the class or in groups I provided specific and constructive feedback, highlighting strengths and areas for improvement This process helped students better understand how to organize information and develop their ideas effectively Teachers also acquired a thorough understanding of mind maps' definition and correct application, enabling them to offer detailed guidance that saved time in future activities involving mind maps.
The innovative aspect of this approach is the proactive effort by teachers to seek out and refine their mind-mapping skills, not only to organize information but also to effectively guide students in applying them to reading and listening tasks This approach emphasizes that teachers should not only impart knowledge but also equip students with a powerful learning tool, enabling them to confidently grasp and present information.
3.2 Using mind maps to require students to summarize the content of reading and listening activities
The purpose of this method is to help students effectively grasp and remember the content of reading and listening materials by using mind maps to summarize information By having students create their own mind maps, teachers encourage them to analyze, select key points, and organize them logically This not only deepens students' understanding of the content but also enhances their critical thinking and ability to present information clearly and coherently Additionally, this method provides opportunities for students to practice their speaking and writing skills, thereby improving their overall language and cognitive abilities Moreover, after students complete a reading or listening exercise, I extend the lesson by dividing the class into small groups to summarize the content using mind maps This collaborative approach further reinforces their learning and promotes teamwork.
After students complete a reading or listening exercise, I extend the lesson by dividing the class into small groups to summarize the content using mind maps
Step 1: Group formation: Divide the class into small groups of 5-6 students, ensuring all students participate in selecting the main ideas of the lesson Initially, students work individually for 1 minutes to identify key points.
Step 2: Discussion and consensus: After the individual work, each student shares their identified key points with the group The group then collaborates to agree on the main points to include in the mind map in 4 minutes.
Step 3: Mind map creation: Students collaboratively design the mind map Encourage creativity to make the mind map visually appealing and engaging Allocate a maximum of 3 minutes for this task.
Step 4: Presentation preparation: Each group prepares a brief presentation based on their mind map Select 2-3 representatives from each group to present their summary Allocate a maximum of 5 minutes for this task
Step 5: Presentation and evaluation: Groups present their mind maps, while the remaining groups evaluate the presentations and mind maps using the following criteria:
Students in class 10A6 at Hau Loc 2 High School are presenting their mind maps of Unit 5: Invention in English
Textbook 10 (Global Success) Presentation evaluation criteria
Accuracy and Completeness 10 Covers all main points of the reading/listening material thoroughly
Clarity and Coherence 10 Presentation is well-structured, with clear and understandable ideas
Confidence and Fluency 10 Presenter is confident, fluent, and clear in their speech
Use of Body Language 5 Appropriate use of body language to engage the audience
Responsiveness to Feedback 5 Ability to listen and respond to questions or feedback from peers
Content Accuracy 10 Mind map accurately reflects key points and important details
Logical Structure 10 Ideas are logically organized and clearly connected
Aesthetics 5 Mind map is creatively designed, using colors and images to highlight key points
Group Collaboration 5 All group members contribute and participate in creating the mind map
The evaluation results are averaged The group with the highest total score receives a small reward from the teacher.
After completing the reading section of Unit 1: Family Life (page 11) from the Global Success textbook, I implemented this post-reading activity.