VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wll USING MIND MAPS TO PROMOTE PRIMARY SCHOOL STUDENTS’ MOTIVATION IN
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Motivation plays a significant role in the process of learning a language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on language acquisition The core of motivation is what might be called passion, which relates to a person's intrinsic goals and desires Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses. Successful language learning is linked to the learner’s passion And instructors should find ways to connect to this passion.
Mind mapping, according to Buzan (2006), is a technique of making outline which used the represent words, ideas, tasks, or another linked to an arranged radically around a central key word or idea by lines and typically it contains words, ideas, short phrase or pictures.
In this research, I want to examine what aspects of learning motivation mind mapping activities have influence on Many previous studies referred to mind mapping as an instrument to improve young learners’ language skills, but not their motivation Hence, this research is expected to give a contribution to enrich teaching methods used to promote young learners’ motivation in speaking lessons
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This study aims to determine the potential advantages of incorporating mind maps into primary school speaking classes to boost student motivation Specifically, the objectives of the study are:
- Identifying the impacts of mind maps on students’ motivation in speaking lessons
- Investigating the difficulties encountered by the teacher in using mind maps to enhance the students’ motivation in speaking lessons Research questions:
1 To what extent is the use of mind map effective in enhancing students’ motivation in speaking lessons?
2 What difficulties are encountered by the teacher in using mind maps to enhance the students’ motivation in speaking lessons?
Assumption 1: The integration of mind maps in teaching is expected to have a positive impact on students' motivation in speaking lessons.
Assumption 2: The teacher's role is crucial in successfully implementing mind maps as a teaching tool, and potential difficulties may arise in the process.
By addressing these objectives and research questions, this study aims to contribute valuable insights into the effectiveness of mind maps in promoting motivation among primary school students during speaking lessons at an elementary school in Hai Phong.
Theoretical significance This study is hoped to constitutes a substantial contribution to the field of education, especially in enhancing our understanding of how to use mind maps to boost learning motivation among primary school students Additionally, the findings of the study will provide the foundation for many future studies on young learners’ motivation to learn English; thereby, bringing about a bank of teaching foreign language techniques for young learners.
By creating a model that utilizes mind maps to promote learning motivation, this research has the potential to enhance the quality of teaching and learning English in the experiment primary school, especially to create a more engaging and motivating learning environment, ultimately assisting students in developing self- learning skills and a genuine interest in speaking English lessons In addition, the research will supply teachers with a number of the treatments in order to overcome the obstacles in teaching speaking to elementary students, especially in term of promoting students’ motivation, raise their high spirits in practicing communication skills With the regard of the significance to the experiment school, the study may beneficial to the principal of the school in applying the mind maps in teaching daily speaking lessons and improving learning performances as well as developing efficient teaching models at school.
This research zeroes in on the practical implementation of mind maps in a Primary School located in Hai Phong, Vietnam It revolves around the exploration of the role of mind maps in heightening the motivation of primary school students, particularly within the context of speaking lessons With the participation of forty 4" graders at an elementary school in Hai Phong, the research was carried out to investigate the level of interest of the students in each speaking English lesson and deal with the drawbacks English teachers have got stuck in teaching process through the utilizing of mind maps for a period of nearly 3 months.
In this study, an action research approach is utilized to maximize the use ofMind maps for boosting motivation among primary school students during speaking lessons at a Primary School in Hai Phong The research process involves key stages,including identifying the research problem, designing and executing applications,gathering and analyzing data, suggesting enhancements, and summarizing valuable insights obtained through the implementation This methodology emphasizes the practical application of acquired knowledge to improve the teaching and learning practices in the context of primary school education.
Chapter 1 - Introduction: This chapter establishes the research context, articulates the problem statement, outlines the research objectives, and emphasizes the significance of the study.
Chapter 2 - Literature Review: This chapter conducts a comprehensive review of relevant literature, exploring topics related to motivational factors in primary school students, effective teaching strategies in speaking lessons, and the role of mind maps in education It provides the theoretical foundation for the research.
Chapter 3 - Methodology: This chapter details the research design employed, elucidates the data collection methods, and describes the data analysis techniques It offers insights into the procedures undertaken to conduct the action research at the elementary school in Hai Phong.
Chapter 4 - Data Analysis and Results: This chapter presents the findings derived from the data collected during the action research It analyzes the data to address the research questions and explores the outcomes of incorporating mind maps in speaking lessons to enhance students' motivation.
Chapter 5 - Conclusion: The concluding chapter summarizes the key findings of the study, presents research conclusions drawn from the analysis, discusses the significance of the study, and proposes potential directions for future research in the realm of utilizing mind maps to boost motivation in primary school speaking lessons.
The reference list, as a vital component of any thesis, compiles all the sources cited in the research, establishing a scholarly foundation for the work.* The well-organized structure of a thesis enables a clear and logical progression of ideas, guiding readers through the research topic's exploration from the introductory chapter to the concluding remarks.
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The mind map, as studied and analyzed in various references, comprises a series of crucial elements that aid in creating an organized and visual representation of information The main components of a mind map include:
At the heart of a mind map lies a central concept or main idea This pivotal element serves as the genesis of the entire map, anchoring it to the page's center It acts as the starting point from which all subsequent branches and connections emanate (Buzan, 1993).
Nodes or Connections: From the concept or main idea, nodes or connections radiate outward, representing the relationship between different ideas or pieces of information (Buzan, 1993).
Images and Symbols: Mind maps often use images and symbols to represent ideas in a visual and memorable way The use of color, charts, and graphs can create a powerful effect (Buzan, 1993; Edwards, 1989).
Free Flow of Thought: A mind map is not constrained by a fixed order Instead, it allows free thinking and creating connections based on the creator's ideas (Buzan, 1993).
Establishing Priority: Within a mind map, one can establish priority by using size or color to highlight more important ideas (Buzan, 1993).
Integrating Multiple Senses: Mind maps often integrate multiple senses, utilizing both visual and passive senses to create a strong combination for information retention and understanding (Tindall-Ford et al., 1997).
Custom Sizing: Mind maps can be created with custom sizing, from small, concise maps to larger, more detailed charts (Anderson et al., 2020).
Creating Free Association Links: In a mind map, one can create links through free association, allowing for the expression of all ideas, even if they may not be directly related (Hyerle, 1996).
Promoting Decision Making and Creative Thinking: Mind maps can promote decision making and creative thinking by allowing the creator to freely connect ideas and encourage creative abilities (Novak & Gowin, 1984).
Thus, the author finds that mind maps not only help in efficient information organization but also foster creative thinking and provide a visual way of understanding and learning They also promote decision making, self-learning, and personal development.
2.1.3 Influence of mind maps in teaching and learning
The influence of mind maps in the teaching and learning process has been extensively researched and discussed in various documents Here, we will provide a comprehensive analysis of how mind maps have brought innovation to the field of education and learning:
Mind maps, as defined by Tony Buzan in "Mind maps: How to Enhance Your Memory, Take Better Notes, and Plan with Creative Mind Mapping," are a powerful tool for visually and logically organizing information They have transformed how we understand and absorb knowledge Mind maps stimulate creative thinking and improve note-taking skills, time management, and planning.
In "The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs," Meier emphasizes the vital role of mind maps in the teaching and learning process Mind maps not only help students organize knowledge logically but also assist them in perceiving connections between ideas This interaction deepens understanding and enhances knowledge retention Meier also discusses how mind maps can be used to create more creative learning experiences, elevating students’ knowledge acquisition abilities.
Novak and Gowin's book, "Learning How to Learn," focuses on the use of mind maps and concept maps in learning how to learn Mind maps help students gain a better understanding of their learning process and enable them to manage their learning effectively They create a framework for students to establish connections between concepts, thereby improving comprehension and memory.
As demonstrated in Brett Jones's study, mind mapping has a positive impact on student motivation Jones's research found that the visual and creative nature of mind maps fosters a passion for learning, enhancing students' drive to acquire knowledge.
Hofland, in the document "Mind Mapping in EFL Classroom," focused on the application of mind maps in teaching English as a foreign language Hofland emphasized that mind maps could help students master language skills, improve writing and communication, and stimulate creative thinking Mind maps help students build language naturally and effectively.
In the paper "Effects of Concept Mapping on Learning and Motivation in Primary Grades Students" by Smith, Johnson, and Johnson, the impact of mind maps, especially concept maps, on primary school students’ learning and motivation was studied The research indicated that using mind maps enhances students’ understanding and motivates them to learn.
Tindall-Ford, Chandler, and Sweller's paper "When Two Sensory Modes Are Better Than One" investigated the combined use of images and text in the learning process The amalgamation of these two sensory modes, as in mind maps, can improve the learning process and understanding.
Thus, it is evident that mind maps have positively influenced the teaching and learning process From visually and logically organizing knowledge to enhancing students' motivation for learning, mind maps have become a significant tool for improving the quality of education and learning.
2.1.4 Tools and software supporting mind maps
Tools and software supporting mind maps have played a crucial role in enhancing teaching and learning efficiency Here, we will examine how they are applied and their impact on the teaching and learning process:
Factors influencing learning motivation in primary school age
Understanding the factors that influence learning motivation in primary school students is crucial for fostering their academic success By exploring the interplay of personal perceptions, teacher influence, the learning environment, family support, and peer impact, educators can gain insights into how to effectively support and engage young learners.
Goal setting and planning Setting specific goals and making plans are important factors in promoting learning motivation in primary school students Covey's book "The 7 Habits of Highly Effective People” (1989) has emphasized the importance of goals and their significance for personal motivation.
During the learning process, setting specific goals helps students have clear guidance and purpose in their studies Goals can be related to academic achievements, such as achieving high scores in a test or completing a research project Additionally, goals can also be related to personal skill development, such as time management, creative thinking, or teamwork.
The process of setting goals is accompanied by creating plans to achieve them. Primary school students can learn to plan their studies and time management independently This helps them develop self-management skills and build patience and motivation throughout the learning process.
Goals and plans not only help students focus on specific objectives but also create commitment and personal responsibility They understand that achieving these goals requires effort and determination This helps to develop internal motivation, making students feel confident and enthusiastic about the learning process.
In summary, setting specific goals and making plans to achieve them are crucial elements in promoting learning motivation among primary school students. This helps students focus on goals, develop self-management and self-control, and create personal commitment This, in turn, helps them develop internal motivation and become self-directed learners.
Teacher influence The influence of teachers in the learning journey of primary school students is a crucial aspect, especially concerning the promotion of learning motivation Deci, Ryan, and numerous other researchers have developed the self-determination theory, focusing on how teachers should create an environment that makes students feel they have choices and control in the learning process.
Effective educators play a critical role in cultivating students' internal drive to learn Rather than solely relying on extrinsic rewards or punishments, they foster an atmosphere conducive to self-determination and autonomy This entails supporting learners in establishing personal objectives, guiding their learning journeys, and engaging them in decisions regarding their learning preferences In doing so, teachers empower students to develop a deep-rooted motivation that sustains their academic pursuits beyond the classroom.
A learning environment that teachers create, where students are encouraged to participate and have opportunities to express their opinions, helps students feel they have a significant role in the learning process This promotes a sense of autonomy, builds confidence in their learning abilities, and stimulates motivation to engage in learning activities actively.
For example, teachers can use interactive teaching methods such as group discussions, student-choice projects, or encouraging students to ask questions and seek answers Teachers can also create spaces for constructive feedback and support students in self-assessment and personal goal setting.
The author emphasizes the importance of teacher influence in promoting learning motivation Teachers can create an environment that allows students to feel they have choices and control in the learning process, fostering self-determination and autonomy This helps students develop internal motivation and experience positive learning.
Learning environment and motivation The learning environment plays a crucial role in promoting learning motivation among primary school students Numerous studies have shown that the learning environment should support the holistic development of students, enabling them to develop not only knowledge but also self-management and learning motivation.
In the learning environment, the use of mind maps can significantly contribute to motivating students Mind maps are a valuable tool in the learning process, helping students gain a comprehensive overview of knowledge and information Instead of traditional learning methods, mind maps allow students to visualize and connect concepts logically and systematically This helps them understand the relationships between concepts and manage information effectively.
Learning through mind maps also encourages creative thinking and active student engagement Students can create their own mind maps, express their thoughts and personal opinions, thereby developing self-management skills and internal motivation The process of building mind maps requires focus and creativity, helping students develop essential learning skills.
To facilitate effective learning, the educational setting should empower students with autonomy and encourage their active engagement in knowledge acquisition This can be achieved by providing them with opportunities to make informed choices and take ownership of their learning experiences Rather than passively receiving information, students should be actively involved in constructing knowledge through interactive discussions, collaborative projects, and independent investigations By fostering a sense of control and autonomy, the learning environment can nurture students' intrinsic motivation and inspire them to become lifelong learners.
In summary, the learning environment plays a crucial role in promoting learning motivation among primary school students Using mind maps and
16 encouraging active student participation can help them develop self-management and learning motivation This, in turn, creates a positive learning environment and promotes comprehensive development for students.
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2.3.1 Some principles to teach English speaking
Speaking instruction aims to improve students' communicative efficiency Students should be able to communicate clearly by making the most of their current level of skill They should make an effort to avoid miscommunication caused by improper terminology, grammar, or pronunciation, and they should follow the social and cultural norms that are relevant to any particular communication scenario In this regard, it is worthwhile to support Nunans (2003) opinions, which are especially relevant to teaching speaking According to him, teaching speaking to pupils entails teaching them how to:
- Generate English speech sounds and sound patterns
- Employ the second language's rhythm, intonation, and word and sentence stress.
- Choose the right words and sentences for the right audience, occasion, social setting, and topic matter.
- Arrange their ideas in a coherent and meaningful flow - Express their opinions and ideals through language
- Fluency is the ability to utilize language swiftly, confidently, and with few awkward pauses.
Teachers might utilize a balanced activities strategy that integrates language intake, structured output, and communicative output to support students in increasing communicative efficiency in speaking (Richard, p 2008).
First, children receive language input through reading passages, listening exercises, teacher speech, and language they hear and read outside of the classroom It provides students with the resources they need to start speaking on their own Language input might be either form- or content-oriented.
Structured output emphasizes proper form, requiring students to use specific structures introduced by the teacher By practicing in structured environments, learners build confidence in producing newly introduced language elements, potentially combining them with previously learned content.
19 to move from a lesson plan's presentation stage to its practice stage.
Third, when it comes to communicative output, the learners’ primary goal 1s to finish a task Examples of these tasks include gathering information, making a vacation itinerary, or making a video In addition to using the language that the instructor has just taught, they are free to utilize whatever additional vocabulary, grammar, and communication techniques that they are familiar with in order to complete the assignment When it comes to communicative output tasks, the learner's ability to convey the message is what determines success Until its absence obstructs the message, accuracy is not relevant.
2.3.2 Teacher roles of teaching speaking
In order to help pupils become proficient in English, Paul (2003, p 77) enumerates a number of guidelines that educators should take into account:
- One technique to introduce and practice patterns with youngsters is to personalize them and use them in games or other situations when they genuinely want to express themselves.
- Putting new patterns into practice alongside the ones the kids already know to help them internalize them more readily.
- Giving kids lots of chances to hazard an educated guess as to how to apply the patterns flexibly in unfamiliar circumstances.
- Providing the kids with the self-assurance to talk in front of others by having them converse independently with other kids and the class as a whole.
- Giving the kids challenges to overcome and solve while ensuring their ultimate achievement will help them develop the inner fortitude to handle unfamiliar and perplexing circumstances.
Concentrating on the new pattern question forms, allowing kids to inquire about topics they are unsure of They are able to learn Who is that? prior to or concurrently with learning, What on earth is this cat doing? prior to or concurrent with learning She is slumbering Paul (2003) is in agreement with Harmer (2007b) and Terry
(2008), who categorize teacher duties in speech instruction as follows:
- Prompter: Without interfering with the conversation, the teachers give the pupils distinct recommendations, let them work out things on their own, and give them chunks rather than words.
Teachers play a crucial role in facilitating classroom discussions by actively engaging students and fostering their participation The emphasis shifts away from teacher-centered instruction towards creating a collaborative learning environment where pupils actively contribute fresh perspectives and remain actively involved This approach ensures that students are intellectually engaged and have the opportunity to develop their critical thinking and communication skills.
- Provider of feedback: Teachers might provide feedback by informing the pupils about their performance and offering constructive criticism In addition, they should refrain from overcorrecting since it could make pupils reluctant to carry on the conversation.
- Assessor: Teachers can either memorize or record student-produced written samples of languages, then share them with their students.
- Observer: Teachers ought to watch the class speaking exercise to see what causes the activity to falter.
- Resource: In order to help their pupils become more proficient speakers, teachers must give them some resources.
- Organizer: To establish the activities and engage the pupils, the teachers oversee the classroom.
Teachers may take on multiple responsibilities in a single instructional activity They can serve as a prompter during a speaking exercise, and at the conclusion of the lesson, they will provide feedback.
2.3.3 Young learners’ motivation in speaking lessons
Teaching English speaking skills to primary school students involves a multifaceted approach, especially considering the unique characteristics and needs of young learners Drawing from the works of Lewis and Hill (1992), the practical techniques for language teaching should be adapted to suit the developmental stage of the students For young learners, the emphasis is often on creating a supportive and engaging environment that encourages active participation and self-expression.
The utilization of mind maps in teaching, as suggested by Buzan (1993), can
21 play a pivotal role in enhancing the motivation of young learners in speaking lessons. Mind maps, with their visually stimulating and creative nature, offer a tool for students to organize and express their thoughts effectively Buzan's concept, detailed in "Mind maps: How to Enhance Your Memory, Take Better Notes, and Plan with Creative Mind Mapping," aligns with the idea that young learners thrive in interactive and visually appealing learning environments.
Arnheim's work on art and visual perception (1974) further emphasizes the significance of visual aids in facilitating creative expression and understanding In the context of language learning, incorporating visual elements, such as mind maps, can enhance comprehension and retention.
The motivational perspective, as explored by Deci et al (1991) and Pink
(2009), highlights the importance of self-determination in the learning process. Young learners are more likely to be motivated when they have a sense of autonomy, competence, and relatedness in their language learning experiences Mind mapping activities provide a platform for students to express themselves in a personalized manner, fostering a sense of ownership over their learning journey.
Jutarat's study (2016) on students' motivation and teachers' motivational strategies in English classrooms in Thailand reinforces the idea that effective teaching strategies contribute significantly to student motivation This aligns with Covey's principles (1989) of highly effective people, emphasizing proactive teaching methods that engage and inspire young learners.
In the realm of primary education in Hai Phong, incorporating mind maps into speaking lessons aligns with the principles of accelerated learning (Meier, 1996) The visual tools provided by mind mapping cater to different learning styles, promoting a more inclusive and engaging environment for young learners.
In conclusion, the effective teaching of speaking skills to primary school students involves integrating creative and visually stimulating methods, such as mind maps, to enhance motivation and foster a positive language learning experience The exploration of these techniques, coupled with insights from the cited literature, forms
22 the foundation for the subsequent analysis and practical implementation in the research study
2.4 The integration of mind maps and learning motivation
2.4.1 How mind maps can optimize learning motivation
Mind maps, a powerful learning tool, foster efficient organization and retrieval of information By radiating branches outward from a central concept to related ideas, mind maps create a visual representation that connects information This visual structure enhances learning by: simplifying complex information, promoting comprehension, and strengthening recall By providing a holistic overview of information, mind maps not only enhance subject mastery but also bolster motivation to learn by fostering a sense of accomplishment and progress tracking.
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In the handbook “Action Research’’ by Mills (2014), he gave quite detailed knowledge about definition of an action research and how to carry out it Based on that stable foundation, Mills’ action research model selected for this project for several compelling reasons:
Mills' model aligns with the project's student-centric approach by actively involving students in research This acknowledges students' crucial role in shaping their learning environment By assessing the effectiveness of mind maps, students become partners in evaluating the project's outcomes.
Practical guidance for educators: Mills' model offers practical and teacher- friendly guidance, crucial for educators implementing mind maps The practicality ensures effective collaboration between educators and students, fostering an environment conducive to improved motivation in speaking lessons.
Cyclical and reflective nature: Mills’ model is characterized by its cyclical and reflective nature, allowing continuous adjustments based on student feedback and experiences This iterative process is essential for adapting interventions to meet the evolving needs of primary school students throughout the action research project.
Steps to conduct the action research:
Issue identification and Research objectives: The first step involves
39 identifying the core issue, which is the motivation of primary school students in English speaking lessons The research objective is to understand how to use mind maps to improve students’ learning motivation.
Planning and designing interventions: After issue identification, the research teachers develop a plan and design interventions This plan includes implementing mind maps in English speaking lessons, their deployment, and the timeline (detailed in a journal and lesson plans).
Intervention implementation: Research teachers carry out interventions by using mind maps in English speaking lessons at school over a span of 7 weeks (from
September, 11" to November, 10) They instruct students on how to create and use mind maps to support the learning process.
Data collection is integral throughout the intervention, encompassing various methods for capturing relevant information Class observations document classroom dynamics, while interaction notes delve into student engagement Mind maps visually represent student understanding, and motivation assessments gauge their interest levels Feedback from students and colleagues provides qualitative insights into the effectiveness of the intervention This comprehensive approach ensures a thorough understanding of the implementation and its impact.
Data processing and analysis: The data is processed and analyzed to evaluate the effectiveness of using mind maps to boost students’ learning motivation.
Based on the findings from data analysis, researchers derive conclusions about the efficacy of mind maps in boosting motivation for learning These conclusions address the research questions posed and offer valuable insights, providing guidance for targeted future actions.
Implementing improvement measures: If the research indicates that using mind maps can boost learning motivation, research teachers can apply improvement measures by expanding the use of mind maps in numerous speaking English lessons and ensuring the sustainability of the intervention.
This action research model serves as a structured approach to systematically address the issue of learning motivation among primary school students during English speaking lessons using mind maps It highlights the importance of active participation, cyclical processes, collaboration, practical solutions, and self-
40 management throughout the research process.
The research process in this study unfolds through a structured sequence of specific steps:
Issue identification: The research initiates by identifying the core issue necessitating investigation-specifically, the motivation of primary school students in English speaking lessons This leads to the adoption of mind maps as a method to enhance learning motivation.
Building action research: The research team, composed of research teachers, colleagues, and field experts, collaborates to formulate an action research plan This plan encompasses defining objectives, scope, and specific research methods, as reflected in the teachers' lesson plans.
To ensure successful interventions in English speaking lessons, a comprehensive plan is developed This plan includes detailed timelines, a listing of necessary resources, and established evaluation methods, which are meticulously documented in teachers' diaries.
Intervention implementation: Interventions commence with the application of mind maps in English speaking lessons at the Primary School, spanning a 7 week- duration (from September 11th to November 10th) Research teachers instruct students on creating and using mind maps to support the learning process.
Data collection: Throughout the intervention period, relevant data is systematically gathered This includes class observations, notes on student-mind map interactions, assessments of students’ motivation levels, and feedback from both students and colleagues.
Diary .4
In this action research, the diary plays a pivotal role as a tool for data collection on the intervention process and teacher-student interactions during English speaking lessons, referred to as the "intervention diary." This design is underpinned by the theoretical foundations of reflective practice, as highlighted by Schửn (1983), emphasizing the significance of systematic reflection in the professional teaching process.
The design of the diary, whether in physical or electronic form, is dedicated to teachers and is structured to capture key elements This includes the date and time of each speaking English lesson, aligning with the practical insights from Bolton (2005) who emphasizes the potency of reflective practices in fostering learning and enhancing performance.
The integration of mind maps in lessons, documented in the diary, follows theoretical and empirical insights from McNiff (2013) and Zwozdiak-Myers (2017). This amalgamation of theoretical frameworks and practical experience is instrumental not only in monitoring students’ progress with mind maps but also in fostering teacher self-reflection and the ongoing enhancement of teaching quality.
The diary's elaborate design serves as a comprehensive record of the intervention process, including the intricate use of mind maps and the dynamics of student interactions during English speaking lessons This aligns with perspectives from Pollard (2014) and Schün (1983), who emphasize the significance of reflection in fostering language proficiency.
45 teaching and the artistry involved in the profession.
The diary's significance becomes apparent in its role as an evaluative tool for gauging the effectiveness of incorporating mind maps in English lessons By offering detailed insights into how mind maps are integrated, how students engage with them, and how teachers provide support, the diary becomes an indispensable resource. Furthermore, in line with Pollard's (2014) emphasis on reflection as an integral aspect of teaching, the diary facilitates the tracking of students' developmental trajectories with mind maps, enabling teachers to make informed adjustments.
In essence, the intervention diary not only fulfills its primary role in monitoring and evaluating but also becomes a conduit for sharing valuable information and experiences among educators This aligns with the broader goal of knowledge dissemination and collective improvement in teaching practices (See appendix 4).
The data collection process in the context of this study was conducted for seven weeks In the first week, the researcher prepared the participants, asked for allowance and the contents of the research The main research process was caried out from the second week to the fifth week The last week made room for data analysis and drawing conclusions The details of the main research process involve systematically synthesizing information using multiple means, including questionnaires, diaries, and interviews These methods enable comprehensive data collection to assess the impact of mind maps on the motivation of 40 4th graders during their speaking English lessons.
Questionnaires These structured surveys consist of nine questions for the pre-survey and six questions for the post-survey designed to assess the initial and subsequent levels of interest of students in English speaking lessons These questionnaires are administered both before and after the intervention to analyze any changes in motivation.
Interviews are conducted with selected students to gather in-depth insights into their experiences using mind maps in English speaking lessons Open-ended questions are posed to explore students' perspectives, levels of engagement, and emotions regarding this intervention Responses are recorded and later analyzed to evaluate the qualitative aspects.
The data collection process is carefully planned and executed to provide a comprehensive view of how the use of mind maps impacts students' learning motivation in English speaking The combination of these methods allows for a multidimensional assessment, encompassing both quantitative and qualitative aspects
An indispensable component of the research endeavor into teachers' utilization of mind maps to augment students' speaking skills involves the systematic collection of data from teachers' diaries This dataset is instrumental in delving deeper into the teaching process and comprehending the challenges confronted by educators The ensuing elucidation outlines the procedural facets of collecting data from teachers' diaries:
Prior to commencement, educators are provided with explicit guidelines for maintaining a diary It is imperative that they possess a clear understanding of the purpose, encompassing the documentation of their experiences, emotions, and thoughts during the implementation of mind maps The diary's design is crafted to be user- friendly, facilitating teachers in articulating crucial aspects of the teaching process.
Throughout the instructional journey, teachers diligently record vital information within their diaries.
Step 3 Responses and interactions with the diary:
Teachers have the liberty to document personal responses and reflections in the diary This encompasses commentary on the efficacy of mind maps, identification of strengths and weaknesses, and contemplation of improvements aimed at refining
In this study, teachers diligently document information subsequent to each teaching session during the instructional process.
Upon accruing a substantial dataset, teachers embark on the analysis phase, seeking enhanced insights into the utilization of mind maps and the challenges encountered The diary-derived data is instrumental in refining teaching methodologies and streamlining the process of augmenting students’ speaking skills.
The meticulous collection and analysis of data from teachers' diaries stand as pivotal stages in the research trajectory, fostering an optimization of mind maps' application for the amelioration of students’ speaking skills.
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In this study, a rigorous quantitative analysis is undertaken to examine the results of a survey conducted among 40 fourth-grade students, encompassing 15 survey questions, each offering five response options The survey is administered in two distinct phases: phase | involves assessing students’ learning motivation during speaking lessons without the utilization of mind maps, while phase 2 examines the same aspect after the incorporation of mind maps into the teaching process The aim of the quantitative analysis is to compare students’ learning motivation in speaking lessons before and after the implementation of mind maps.
Survey instrument: A carefully designed survey comprising 15 questions is employed to collect quantitative data on students’ learning motivation Each question provides the options, allowing for a nuanced assessment of students’ attitudes.
Sampling: A sample of 40 fourth-grade students is selected to participate in
48 the survey, ensuring representation from the target population.
Survey phases: The survey is administered in two phases to capture changes in learning motivation:
Phase | (Pre-mind maps): Assesses students' learning motivation in speaking lessons without the use of mind maps.
Phase 2 (Post-mind maps): Evaluates students' learning motivation after the incorporation of Mind maps into the teaching process.
Data collection: Responses from the survey are collected and quantified with pie chart The percentage of students choosing each answer in the pre-mind maps and post-mind maps was calculated and compared.
Data comparison: The analysis involves a comparative assessment of students’ learning motivation in speaking lessons between phase 1 and phase 2
The results of the quantitative analysis are presented through tables, charts to enhance clarity and facilitate a comprehensive interpretation of the observed patterns.
Quantitative analysis provides a robust methodology to understand shifts in students' motivation to learn during speaking lessons This approach offers insights into the impact of mind maps on the educational process.
In this study, an extensive qualitative analysis is undertaken, delving into profound insights derived from interviews with four carefully selected students and the scrutiny of seven reflective diaries meticulously maintained over the 7-week instructional period The objective of this qualitative analysis is to offer a nuanced comprehension of the subjective experiences, perceptions, and reflections associated with the incorporation of mind maps in English speaking lessons.
Four students are purposefully chosen for unstructured interviews designed to capture their individual perspectives on the utilization of mind maps in the learning
49 process The interviews aim to elucidate their experiences, perceptions, and any shifts in motivation or engagement observed during speaking lessons.
The qualitative analysis encompasses a thorough examination of seven reflective diaries maintained by me throughout the 7-week teaching period These diaries serve as a personal record, documenting experiences, challenges, and reflections related to the incorporation of mind maps in the instructional process.
Through systematic coding and categorization, qualitative data from interviews and diaries is meticulously analyzed to uncover recurring themes, patterns, and meaningful insights This coding process involves the precise labeling of specific data segments, creating a structured framework for analysis This rigorous approach enables the identification of salient themes and insights that provide valuable understanding of the qualitative data.
Triangulation is employed through the comparative analysis of findings gleaned from both student interviews and the researcher's reflective diaries This method enhances the credibility and validity of the qualitative analysis by incorporating diverse perspectives and validating the consistency of emerging themes.
Through the amalgamation of student interviews and the scrutiny of reflective diaries, the qualitative analysis yields a comprehensive and profound exploration into the lived experiences and perceptions surrounding the integration of mind maps in English speaking lessons The findings are presented in a narrative format, enriched with direct quotes and excerpts, fostering an authentic and immersive understanding of the qualitative insights.
This research applies an action research model to investigate the effectiveness of using mind maps to enhance the motivation of primary school students during their speaking lessons at a Primary School in Hai Phong City The study comprises several
50 essential steps, including identifying the core issue and research objectives, planning and designing the intervention, implementing the intervention using mind maps in lessons, collecting data through pre and post-research questionnaires, maintaining observation diaries, and conducting interviews.
The data collected during the research process will be analyzed using various methods, including statistical analysis to determine the extent of change, content analysis to capture key factors of change, interaction analysis to gain deeper insights into how mind maps affect students and their interactions with teachers, comparative analysis to evaluate the intervention's effectiveness, and systematic analysis to understand the cumulative impact of mind maps.
This study's findings will elucidate the impact of mind maps on primary school students' learning motivation These insights will inform recommendations for utilizing mind maps effectively in the classroom, igniting students' interest and fostering a lifelong love of learning.
CHAPTER 4 DATA ANALYSIS AND RESULTS
In this chapter, we delve into the heart of our study, presenting a comprehensive analysis of the gathered data and unveiling the outcomes of our intervention using mind maps to enhance primary school students' motivation in speaking lessons The amalgamation of quantitative and qualitative data provides a nuanced understanding of the impact of mind maps on both speaking skills and motivational levels.
4.1.1 Analysis of survey data before using mind maps
The survey to examine the level of students’ motivation in speaking English lessons comprises eight questions The study yielded the following results:
In Question 1, students were asked to evaluate the importance of learning to speak English The responses were categorized into three levels of importance: "Not important," "Quite important," and "Very important."woe
Do you think learning to speak English is important?
Chart 4.1 Survey results for question 1
Some students (3 out of 40) indicated that they do not consider learning to speak English as important This suggests that a small portion of students may not fully understand the significance of learning to speak English in their education.