VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlll BUI THI NHO USING MIND MAPS TO IMPROVE STUDENTS’ ENGLISH ESSAYWRI
INTRODUCTIONN ng HH HH giết 9
Rationale for the Study G- 5G 2s 1S 9H HT HH nh 9 1.2 Aims and objectives of the SfUy - - - - G1 SH HH ng 10 1.3 Research Questions anh hố
For many students, writing generally and writing in a second language particularly can challenge The fact that authors must overcome numerous obstacles from the outset is the rationale behind why writing might be a difficult skill to learn. The difficulties may arise from assembling the thoughts to be written, organizing the outline, concentrating on sentence structure, selecting the right terminology, and ensuring organization Furthermore, these difficulties may make kids feel negatively about writing.
As an English teacher at the school, over the years the researcher has used several methods and techniques to teach subject such as explaining and listing sentence patterns and formulas to help students apply in doing exercises, and then asking students to memorize them Despite great efforts, students are also not very interested in learning writing skill The researcher always wonder how to make students love English, what teaching methods help students remember it, how to improve the quality of the subject, etc.
Stemming from the actual situation of the school and also aiming to enhance the subject in order to meet the roadmap for changing textbooks and innovating teaching methods, the researcher realizes that one of the best ways to improve memory retention and aid with idea visualization when learning a foreign language is to employ mind maps Writing techniques can help students take charge of the writing process, which positively affects their writing performance and attitudes toward writing, according to previous studies A method for prewriting called mind mapping aids writers in visualizing the organization of their work Nonetheless, the researcher suggests employing the mind mapping technique to arrange linguistic and grammatical knowledge in addition to concepts This study looks into how mind mapping can improve students' essay writing performance as a pre-writing technique and how they feel about utilizing mind maps in English classes.
1.2 Aims and objectives of the study
The thesis is aimed at improving 9"-grade students’ English essay writing via using mind maps Two objectives are hereby set forth for the fulfilment of the above-mentioned aim These objectives are:
(i) To find out the impact of mind maps on English essay writing skills of 9°-srade students at a lower secondary school in Hai Phong.
(ii) To investigate the attitudes of 9”-grade students at a lower secondary school in
Hai Phong while learning essay writing skills via using mind maps.
In order to accomplish the objectives, an action research project will be conducted to tackle the following inquiries:
1 How does the use of mind maps impact on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong?
2 What are the attitudes of 9th grade students to learning essay writing skills via using mind maps?
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The scope of this research is limited to exploring the effectiveness of using mind maps to improve lower secondary school students’ English essay writing The study involves a total of 45 students who are honing their essay writing skills through several extracurricular sessions at a lower secondary school in Hai Phong. The study was carried out over a period of approximately two months, allowing for a comprehensive examination of the research questions and objectives The geographical location of the study is lower secondary school in Haiphong, Vietnam.
By focusing on this specific school setting, the research provides insights into the context of essay writing teaching, evaluating the effectiveness of mind maps in
10 essay writing teaching, investigating students’ attitudes towards learning essay writing through the mind maps.
The main research approaches employed in this research included action research, pre-tests, post-tests, survey questionnaires and interviews These data collection instruments were carefully selected to align with the study's goals and address the research questions.
Action research played a crucial role in the methodology, offering a framework for executing mind maps and collecting data The action research process encompassed a pre-test evaluation, the introduction of mind maps, and a subsequent post-test assessment This method allowed for a comparative analysis of students’ English essay writing before and after the mind maps intervention.
Firstly, ninth-grade students underwent pre-tests and post-tests to quantitatively measure the impact of mind maps These evaluations yielded essential data on English essay writing of students, enabling a statistical comparison of their performance before and after the mind maps intervention Mean scores and statistical significance were computed to gauge the method's effectiveness in improving English essay writing.
Secondly, to gather information on students’ perceptions of essay writing skills and the implementation of mind maps in teaching essay writing, the researcher administered a questionnaire consisting of 10 items to the students The items on the questionnaire aimed to elicit responses on topics such as the students' attitudes towards using mind maps in writing essay The Likert Scale was used to analyze the responses.
Thirdly, semi-structured interviews were conducted to collect qualitative data on students’ perceptions, preferences, and experiences regarding the method. The gathered information from the interviews contributed to a thorough comprehension of students' viewpoints on the use of mind maps and their impact on essay writing competence The interviews were conducted in both English and
Vietnamese to ensure clear communication and to allow for additional questions to be asked.
To sum up, the research instruments utilized were tests, questionnaires and semi-structured interviews The pretest and posttest were administered to measure students' essay writing competence The questionnaires were conducted to gauge their attitudes towards the use of mind maps, while semi-structured interviews were carried out to gain a deeper insight into students' perspectives and sentiments regarding mind maps utilized in essay writing lessons.
Many studies revealed that using mind maps is very beneficial and practical in teaching writing and it can be applied to both in class and out of class Using mind maps is not quite new in Vietnam; however, there are a few researches on the benefit of the use of mind maps It is, therefore, very interesting to study the outcome of this approach on essay writing skills and motivation with a group of Vietnamese students The outcome of this present study will be beneficial to both teachers and students. ¢ For teachers, the usage of mind maps expands the set of resources available to teachers helping pupils develop their essay-writing abilities in the secondary school of Haiphong ằ Next, students who participate in the program will be better in essay writing, have a high motivation in writing and have better writing habit. ¢ This study will be also beneficial and contributed to Vietnam EFL writing contexts as its theoretical and practical significance This study would bring new ideas in teaching writing and developing secondary students’ writing skills in order to apply the future application of mind mapping software.
There will be five chapters in the thesis:
Chapter 1 — Introduction — gives a summary of the research, including the justification, goals, and questions as well as the scope, importance, techniques, and structure of the thesis.
Chapter 2 — Literature Review — presents the theoretical framework and review previous studies related to the topic.
Chapter 3 — Methodology — summarizes the study questions once again and provides an overview of the methodology, participants, setting, tools used for gathering data, and techniques for data analysis.
Chapter 4 — Findings and Discussion — describes the findings and discusses in relation to the research questions and existing research.
Chapter 5 — Conclusion — recapitulates the study, provides concluding remarks, discusses pedagogical implications, highlights limitations of the study and makes recommendations for additional investigation.
LITERATURE REVIEẨẬW LH.ằ HH key 14 2.1 Ai 2
What is an essay and its part? .- - c1 SH HH ng ve 14 2.1.2 Types Of ©SSAWS HH HH HH TH HH HH rự 17 2.1.3 Stages Of WIitiNG AN CSSAY ôues eeeeccesceesneeeeeeceseececececersaeeceaeeeeaeeeseeceeeseneessaes 18 2.2 Mind Mapping 1
There are numerous definitions for essays.
Wikipedia states that an essay is "typically a short piece of writing, usually from an author's personal point of view Essays are non-fiction but often subjective. Essays can be literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author."
The definition of an essay was similar according to Oshima and Hogue (1991): "An essay is a piece of writing of several paragraphs long instead of just one or two It is written about one topic, just as a paragraph”.
According to Langan (1999), an essay begins with a point and uses particular facts to develop and support it throughout This is similar to how a paragraph works An essay, on the other hand, is a collection of paragraphs on a single key idea, often known as the central thought A paragraph is a group of sentences that discuss a single primary idea or topic The composition of an essay consists of three main sections: an introductory paragraph, a body paragraph or paragraphs, and a conclusion paragraph. a The introductory paragraph
The broad statement and the thesis statement make up the first paragraph. General remarks provide background information and introduce the essay's subject. The thesis statement outlines the primary subject, enumerates its subtopics, and could even suggest the structure of the work.
Ex: A person who was born in the 21st century has witnessed numerous changes occur in practically every aspect of human existence While some welcome the challenges these changes present, others long to go back to the simpler, less mechanized way of life The 21st century has certain benefits, like a better quality of living, but it also has certain drawbacks, such a dirty environment, a depersonalization of interpersonal interactions, and a decline in spiritual ideals.
14 b A body (two or more paragraphs)
There is one or more paragraphs in the body Every paragraph creates a subheading Every paragraph ought to begin with a subject sentence that presents the subject and is followed by more details on the subject of the paragraph A transitional phrase maintains the coherence into the following paragraph Three different types of sentences make up a paragraph: the theme sentence, sentences that provide context for it, and the final sentence that summarizes the author's major point.
The topic sentence sums up a paragraph's primary idea and restricts the subject to one or two topics that are covered in detail in a single paragraph Because it informs the reader of your point of view and allows you to refer back to it while writing the supporting phrases, the main sentence belongs at the start of the paragraph.
Ex: Tokyo is the most expensive city in the world.
The supporting sentences provide precise information, justifications, or examples to support the topic statement in order to develop it.
Ex: The price of a meal at a moderately priced eatery.
The typical two-bedroom apartment's rent.
The price of a public transportation ride How much a mid-range hotel room would cost
The concluding sentence both denotes the main ideas and conclusion of the paragraph are summed up It ends with a final thought on the matter and provides the reader with the main ideas to ponder.
The final sentence serves as a reminder to the readers of the topic sentence; it is similar to the topic sentence but uses different language to avoid repetition.
"All in all, In any case, In brief, Indeed, In other words, In short" can be used as the opening line Thus, in summary, in conclusion, at last, etc.
"Ex: In short, if you are fearless and in good physical condition and can react quickly, river rafting is the ideal outdoor sport for you.
Indeed, according to Alodwan (2014: 129), a good paragraph contains five elements: Clear ideas, specific responses, supporting evidence, rich language, and logical paragraph structure They are key factors for crafting an effective essay. c A concluding paragraph (or conclusion)
The thesis statement is restated in simpler terms in the conclusion paragraph, which also offers a final analysis of the topic based on the data presented.
Ex: In summary, the 21st century has brought us many benefits, including increased wealth, improved health, and increased freedom to enjoy life I do not think it has made us any wiser Our planet is now dirtier, our people are less compassionate, and our spiritual life are poorer as a result of the 21st century We ought to keep reaping the rewards of technology development since it allows us to follow our passions and objectives But in order to protect our natural environment for coming generations, we need to work at it Furthermore, in a society growing more impersonal by the day, we ought to take the opportunity right now to give our lives greater purpose. d Transitions It's crucial to include transitional signals to establish a connection between the three sections of an essay.
Transitions are phrases or words that provide as a link between ideas; they aid the reader in following your train of thought The seven categories that follow provide transitions for some of the most typical writing scenarios:
To show a time relationship: First, second, next, after that, finally.
To add an idea or example: in addition, also, another, furthermore, moreover, besides, similarly, for example, for instance.
To add an opposite idea: On the other hand, however, but, although
To show comparison: Similarly, likewise, also, and
To show cause-effect: Therefore, thus, consequently, as a result, so, because
To show conclusion: In brief, all in all, indeed, in other words, in short
To clarify: in other words, for instance, that is, put another way
Ex: "Betty goes to the Writing Center every Tuesday and Thursday. Consequently, her English grades have improved dramatically After two months of tutoring, Betty became an English tutor In addition, she visits the math lab every Friday However, her math grade has not improved as much Therefore, she will continue to get help with her math homework." (Fawcett, Susan and Sandberg (1992)
Academicians and students may encounter a variety of essay formats at some point in their careers or lives Essays can be categorized based on their objectives. Eight categories of essays were identified by Fawcett and Sandberg (1992): classification, descriptive, narrative, process, definition, comparison or contrast, and persuasive In illustration essays, the author backed up a claim or demonstrated a point using particular examples Writing a narrative essay required the author to recount a significant experience, event, or incident In a descriptive essay, the author had to describe a variety of objects, such a location, a product, a piece of machinery, cells under a microscope, etc The purpose of a process essay was to describe a step or steps in the process of doing something.
Students were required to define scientific terms in their definition essays, such as "DNA" in biology or "Disk Operating System" in computer studies. Students may be required to compare two objects or two persons in order to identify their similarities and differences when writing a comparison or contrast essay They might also compare two items or two persons using certain criteria to find out which characteristics this person or thing had but the other did not different from the categories of essays listed above Writing a classification essay required the author to arrange items or people according to predetermined criteria or classify them using certain criteria In a persuasive essay, the author has to choose a stance and attempt to persuade readers to support it by posing questions such as "Do you agree or disagree?" He had to decide whether or not to agree with the subject at hand. Some examples of persuasive essay themes are: "Is college a must for everyone? Do we rely too much on computers? Is it appropriate to outlaw smoking cigarettes?
Smalley and Ruetten (1986), in contrast to Fawcett and Sandberg, only identified five distinct categories of essays: argumentative essay, process analysis essay, cause-and-effect analysis essay, comparison and contrast essay, and example essay In a cause-and-effect essay, the author determined the origins of an issue, a phenomena, or anything else and forecasted its positive or negative outcomes.
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s per Buzan (2006), a mind map is an outline technique that involves using lines to represent words, thoughts, activities, or other elements that are organized drastically around a core word or idea Typically, it comprises words, ideas, brief phrases, or pictures.
Furthermore, mind maps, according to Murley (2007), are a non-linear visual summary of complex knowledge that can improve memory, creativity, organization, and productivity Paul Emmerson (quoted in the 2010 article "Using Mind Map in BE") agreed, saying that "a mind map is a way of making notes that is highly personal and intuitive." 'Your world’ is written down as a visual representation, which you then use as the foundation for a speaking exercise.
A mind map is, in essence, a graphic that is used to visually organize knowledge Usually, a single word or text is used as the focal point, to which other related words, thoughts, and concepts are appended.
2.2.2 Steps to create a mind map
Buzan (2010) outlines the following procedures for making a mind map:
1 Place your cursor in the middle of a blank, flipped page Because your brain has greater ability to extend out and express itself more naturally when it starts in the center.
2 Make your main topic the subject of an image or picture Since images stimulate your imagination and are worth a thousand words An image in the center is more engaging, helps you stay focused, and excites your brain more.
3 Make use of color throughout since your brain finds colors to be just as stimulating as images Color is enjoyable and gives your mind map more life and vitality It also greatly boosts your creative thinking.
4 Attach your primary branches to the main image, and your secondary branches to the first and second levels, and so on Your brain prefers to make connections between two (or three, or four) objects because it functions by association Making the connections between the branches will make understanding and memory much easier.
5 Curve your branches instead of making them straight because your brain finds nothing but straight lines to be dull.
6 Use a single key word each line to offer your mind map greater flexibility and potency.
7 Make extensive use of images because, similar to the main image, each one is worth a thousand words.
Keywords lines word for each image alone center style connect ty
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“less important outer nic free flowing same as word
Figure 1: An example of mind map guidelines 2.2.3 Classification of mind mapping techniques
Trianto (2009: 160) mind mapping can be divided into four kinds as follows: 2.2.3.1 Network tree
The primary concepts represented by a quadrangle and additional text entered in the connecting line A cause-and-effect relationship, a hierarchy, a branch mechanism, or technical phrases that can be utilized to illustrate some connections are all appropriate for visualization.
Who built When and What was How was it considered it? it built for? built? one of the famous wonders in the world?
Khufu to protect straight the burial or Spiral
Figure 2: An example of mind mapping - Network tree 2.2.3.2 Event chain
An event chain does not require connecting words and can be used to provide an accident order, steps in a procedure, or steps in a process It works well for visual aids A cause-and-effect diagram of the steps can resemble an events chain map.
Figure 3: An example of mind mapping - Event chain
Similar to the events chain map, you list each event in order after selecting the beginning event since there is no conclusion and the most recent occurrence is related to itself Examine the photosynthesis and respiration cycle map displayed above The accident combo in this concept map has no outcome in the end It is appropriate to illustrate the association between an accident combination and its recurring production of a set of results Using the Asian Games as an example, the teacher should start with the year the games were held, go on to other years, and then ask the students some questions to help them rewrite the events.
Figure 4: An example of mind mapping - Cycle concept map
Until additional diverse large ideas are obtained, the spider concept can be utilized to exchange opinions based on a primary notion Something that is not based on hierarchy, a category that is not parallel, or the outcome of sharing opinions are appropriate for visualization.
To sum up, mind mapping is like a road that makes learning, working, and thinking fun It helps kids who lack vocabulary by helping them memorize terms that are related to universal words as key words and aids in helping them memorize and consolidate reading lessons The writing of this kind of mind map is demonstrated in the example below.
Figure 5: An example of mind mapping - Spider concept map 2.2.4 Mind mapping in writing
Although mind mapping was not developed with education in mind at first, research indicates that it can be applied in a number of ways to the teaching and learning process (Brinkmann, 2003) Because of its efficiency and adaptability, mind mapping has gained popularity among educators and students in L2 classrooms as well as other educational settings This method can assist users with problem-solving, organization, idea generation, memorization, and brainstorming. Additionally, it is incredibly adaptable and easy to use both inside and outside of the classroom To make it even more convenient, there are even free web apps available (Arulselvi, 2017).
A mind map for L2 writing, the subject of this thesis, begins with the planned text's theme in the middle Main ideas are expressed primarily by verbs and can branch out from the topic; each main concept can likewise branch out into more details Verbs, adjectives, and nouns associated with each notion can be connected to the vocabulary words or can flow out of the primary theme on their own to aid students in memorizing and associating the many vocabulary terms required for the text By including linguistic hints on the map, students can identify relevant language elements more easily and find it easier to study and memorize those aspects According to Fiktorius (2013), mind mapping is a useful technique.
Many empirical studies (AI Naqbi, 2011; Khudhair, 2016; and Shakoori, Kadivar & Sarami, 2017) demonstrate the beneficial effects of mind mapping on students' writing achievement Some studies have looked at planning students' writing using mind mapping software in addition to hand-drawn maps (A\I-Jarf, 2009; Zaid, 2011).
METHODOLOGY - ng ng key 27 3.1 Restatement of research QUueStiONS - - 21123112113 111 ng ng net 27 3.2 Research approach 0n ae
Procedures Of the 0
The study followed a specific process, which involved four main stages in 2 cycles of the action research method designed by Kemmis’ (2007) model: plan, action or implementation, observation, and reflection To implement this method, the researcher spent 8 weeks and used mind maps in teaching English essay writing in 4 Units in Tiéng Anh 9 textbook (from Unit 7 to Unit 10) which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994).
Unit 7 Recipes and eating habits (Write an essay about your partner’s eating habits, give your opinion about his/ her eating habits and propose possible changes).
Unit 8 Tourism (Write an essay about negative effects of tourism).
Unit 9 English in the world (Write an essay about the uses of English in our daily life).
Unit 10 Space travel (Write an essay about the qualites and skills that you think are necessary for an astronaut today). i) Planning the action Before applying the intervention, the researcher carried out a pre-test for my students to assess their essay writing level based on Writing Assessment Rubric. After completing the test, the teacher determined the problems that students needed to improve in writing skills The students were introduced a Power Point presentation on mind mapping strategy and its uses and benefits The teacher began to instruct about mind maps in each lesson The teacher designed the corresponding activities to familiarize students with the use of mind maps through two cycles
: Unit 9+10) and equipped students with necessary knowledge and skills to conduct their writing All planning including lesson plans, media and teaching aids were well prepared. ii) Implementing and observing the action The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):
The researcher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and students did their tasks required in this stage The researcher explained and shared with students the importance of using mind maps to organize ideas and plan their writing Students then participated in writing sessions covering topics such as personal life, family, and daily schedules, where they were introduced to and familiarized with the use of mind maps.
In the second stage, students were guided by the researcher to identify project requirements and choose essay topics The teacher provided necessary support, including vocabulary and grammar guidance, before students engaged in writing tasks. Throughout the sessions, the teacher utilized colored whiteboard markers to illustrate a sample mind map, while students created their own mind maps on blank A4 papers using crayons for planning Due to the beginners’ classification, the expected writing level focused on crafting simple paragraphs with straightforward sentences The researcher noted challenges in sentence writing based on prior experiences and pre-test assessments Sessions
Planning incorporating mind mapping were structured with topic introduction, vocabulary review, and students sketching thematic images on blank A4 pages Following this, students considered associated ideas, determined appropriate tenses, and portrayed each idea with a verb extending from the central theme Subjects for each sentence were then added, and students included additional details branching from each verb, distinguishing primary branches with different colors and the option to incorporate images and symbols.
The next stage, the teacher helped students do their writing tasks through supporting facilitates if necessary. Specifically, Once the map was complete, each branch would stand for a step that students may take to build a complete, simple sentence If necessary, connecting terms like "and" and "but" would join the branches The pupils then numbered their phrases in a rational manner Following their map, the students were then free to produce their initial drafts Students could further enhance their phrases by adding adjectives and adverbs in the appropriate places. After that, the students edited their work to make sure that all of the grammar, vocabulary, spelling, punctuation, and coherence were correct The final text was written by the pupils Depending on the subject, one map may be a component of another map using this procedure.
Besides, the teacher guided them how to use technology to gather information, each group member found and shared one relevant information source with group members From such references, members in groups discussed together to design a PowerPoint or create a product that was served for the final stage. The researcher provided them a large number of various activities to engage their learning.
At this stage, students did peer-correction in groups or pairs. The groups or pairs work together once more to present their final pieces, utilizing communication, negotiation, compromise, and decision-making skills.
This step transitioned mind maps from planning and writing to the presentation phase Students used mind maps as a foundation for delivering their presentations, aiding them in navigating through key points and expressing ideas clearly.
In the last stage, the teacher made comments on her students’ performance and their efforts Mind maps demonstrated their value as both teachers and students jointly assessed the outcomes of the essays The evaluation process became more concrete, allowing teachers to assess how mind maps were integrated and influenced the quality of the essays based on the criteria assessment for writing skills Teacher also engaged students to give their comments and evaluation on their writing products. Finally, the teacher identified strengths and weaknesses to have appropriate changes for the next writing tasks.
In the reflection of using mind maps in 4 Units, the data collected from pre- test, students’ writing capacity and peers’ feedback in the final writing product were analyzed The teacher could evaluate students’ writing capacity, students’ attitudes as well as the strengths and weaknesses of the intervention implemented in the lesson plans As a result, necessary changes were shown clearly for the next writing tasks in the future.
Context Of the Study ce ceesccssseceseecsneeesneeeseecsaeceseeceeecsaeecsaeeeeaeeeeaeceseeseneessaes 33 3.5 Participant 7
In 2010, the Vietnamese government implemented the Project "Teaching and learning foreign languages in the national education system for the period 2008- 2020", which introduced English language education from the primary school level. English is now taught throughout the country, from grade 3 through to higher education Similarly, the lower secondary school in Hai Phong considers English to be a crucial and high-priority subject for their students All grade 9 students at the school take English classes with the same number of periods as Vietnamese and Math Each week, they have three English lessons Besides, this school organizes 2 extracurricular sessions for the English subject each week The English curriculum at this school covers five components: listening, speaking, reading, writing, and language There are 12 units covering two semesters in Tiéng Anh 9 textbook with a list of ten topics being presented below:
Table 1: 12 Units English 9- Text book
SEMESTER 1 SEMESTER 2 UNIT TOPIC UNIT TOPIC
1 ILOCAL ENVIRONMENT 7 IRECIPES AND EATING HABITS
3 PRrsoURE SS AND 9 IENGLISH IN THE WORLD
4 ILIFE IN THE PAST 10 SPACE TRAVEL
5 IWONDERS OF VIET NAM 11 |CHANGING ROLES IN SOCIETY
6 VIET NAM: THEN AND NOW 12 MY FUTURE CAREER
Extracurricular sessions play an important role in supplementing and developing students’ skills in which extracurricular activities to develop English language skills often encompass various diverse events such as English language workshops are commonly organized to provide students with opportunities to apply the language in real-life situations Or competitions such as poster design, presentations, or English essay writing are frequently held to encourage creativity and improve students' language skills In which essay writing skills are always emphasized in teaching English to students during extracurricular activities at school.
The research group randomly selected 45 9th-grade students, all of whom participated in extracurricular English activities at a secondary school in Hai Phong. These students reside in the city of Hai Phong and have been studying English for over 9 years While their academic levels vary, all of them share a passion and particular interest in enhancing their English language, communication, and cultural skills Consequently, they are enthusiastic about receiving additional support in developing essay writing skills, especially applying mind mapping techniques to English essay writing.
The study used the following instruments: pre-test, post-test, questionnaire and interview in order to clarify and answer two research questions mentioned above.
3.6.1 Pre-test and post-test
The use of a pre-test and post-test as instruments to measure and compare students' writing skills is grounded in educational assessment theory and research. Pre-tests and post-tests are widely employed in educational research to evaluate the effectiveness of interventions or instructional methods in enhancing students' learning outcomes.
One theoretical basis for the use of pre-tests and post-tests is the concept of formative assessment, which focuses on providing feedback and monitoring student progress throughout the learning process According to Black and William (1998),
34 formative assessment plays a crucial role in promoting student learning by identifying students’ strengths and weaknesses and guiding instructional decisions. Pre-tests and post-tests serve as formative assessments, with the pre-test providing a baseline measurement of students' initial proficiency and the post-test measuring the improvement or change in skills after the intervention Another theoretical basis for the use of pre-tests and post-tests is the concept of summative assessment, which aims to evaluate students’ learning outcomes at the end of a specific period or intervention.
In this study, the first employed instrument was pre-test and post-test The researcher used the test as an appropriate instrument to measure and compare students’ writing skills to answer the first research question “How does the use of mind maps impact on the learning English essay writing skills of 9th grade students at a lower secondary school in Hai Phong?” Pre-test and post-test were implemented before and after applying mind maps in teaching writing skills in 4 Units The researcher would compare the mean of the pre-test and post-test to evaluate the effectiveness of the applied method Both the pre-test and post-test share the same form, length and levels of difficulty.
Writing assessment was based on writing assessment rubric designed by Had eel (2019) The mark of test was the total score of the following 4 criteria:
* Organization (Criterion 2) ¢ Style (Clarity and Conciseness) (Criterion 3) ¢ Grammar and Mechanics (Criterion 4) The maximum score for each criterion above is 2.5 The maximum mark for the writing test was 10 but 9 will be the maximum score for the 9th graders students in the research because it is the highest level that the 9th graders can achieve.
In order to classify students, the researcher will also rely on the scale specified by the Vietnamese Ministry of Education and Training, where 10 is the highest score (maximum score) that a student can achieve The specific grading scale is outlined in below.
Table 2: Classification of students’ level on a 10-point scale
Besides, with the value of p (the p-value), the research was able to evaluate the significance of using mind maps on the effectiveness on the essay writing of students.
According to Dérnyei (2003), questionnaires can provide three types of information including factual or demographic information like interviewees’ background, experiences; behavioral information or their actions; attitudinal information or their attitudes, opinions, beliefs, interests and values In this study, are 45 9th graders were designed to join the survey questionnaires, questionnaire is an appropriate research instruments to collect data to analyse students’ opinions toward using mind maps in learning essay writing skills, in other words, it helps the researcher to answer the second research question “What are the attitudes of 9th grade students to learning essay writing skills via using mind maps?’ All the items in the questionnaires were adapted both from five-point Likert items including different variables and items of previous related studies, so the original language was English.
In order to test the validity and reliability of the research instrument, a pilot study was conducted A pilot study was undertaken by delivering questionnaires to a smaller sample compared to the planned sample size This approach helps identify any potential issues or weaknesses in the questionnaire and allows for necessary modifications to be made based on the students' feedback By conducting a pilot study, the researcher can enhance the reliability and validity of the research instrument, ensuring that the questionnaire is clear, relevant, and comprehensive in
36 measuring the desired construct (Creswell & Creswell, 2017) The feedback obtained from the pilot study participants contributes to refining the questionnaire and improving the overall quality of the research methodology.
For the interview, this research tool is very effective in helping the author clarify the selected answers in the questionnaire As stated by Kvale (1996; 2003), he believed that interviews allow researchers to investigate people's views more deeply Cohen et al (2007) add that interviewing is “a valuable method for exploring the construction and orchestration of meaning in natural contexts”.
In this study, the participants were still students in the experimental group, however, due to limited time, only a few students were selected and represented to answer the interview questions To help students share more, the interviews were conducted in Vietnamese and recorded with the participants’ permission Five participants (with different learning abilities) were asked 3 questions (see Appendix 3) It took the researcher about 10 minutes to interview each student because of the relatively small number of interview questions.
After the interviews, the recorded data will be transcribed and analyzed The researcher will carefully examine the responses, identifying recurring themes, patterns, and specific challenges expressed by the participants This analysis will contribute valuable qualitative data that will help support to address the third research question and provide insights into the students' attitudes in new English essay writing skills.
The research procedure followed a sequential timeline, with data collection taking place over a period of eight weeks following 4 stages in 2 cycles by Kemmis’ model (2007) and 6 steps by Papandreou (1994).
Firstly, the researcher talked to the board and the principal of the school about the intention to carry out research on using mind maps in learning writing skills and asked for their permission Once getting all agreement from the manager of the school and all the participants, the researcher started to conduct research for grade 9 In order
Data collection DTOC€CUTS, 5 G5191 HH ng ke 37 3.8 Data analysis methods 8
This chapter presented the findings and discussion of the study As mentioned above, the researcher used pre-test, post-test, questionnaire and interviews as instruments to collect data Additionally, the comparison and contrastive analysis of the data collected from the three different instruments above were presented, described and tabulated so that the researcher answers clearly the research questions.
4.1.1 Data analysis of the tests a The first cycle (cycle 1)
Thanks to the collected data, the researcher has presented details in Table 3 The
Table 3 shows the data collected from the test of the first cycle (cycle 1).
Table 3: The results of pre-test and post-test of the first cycle (cycle 1)
FINDINGS AND DISCUSSION ĂĂ.c.eiie 42 AL Finding
Data analysis of the f€SÉS cọ TH HH rrh 42
Thanks to the collected data, the researcher has presented details in Table 3 The
Table 3 shows the data collected from the test of the first cycle (cycle 1).
Table 3: The results of pre-test and post-test of the first cycle (cycle 1)
| Pre | Post | Pr | Pot | Pr | Post | Pre | Pin | Đổ | Post
The comparison between the mean of pre-test & post-test from 45 students in the first cycle (cycle 1)
Figure 7: Students’ mean scores of average scores in the first cycle (cycle 1)
From Figure 7, it can be seen that the whole group’s mean of post-test scores of first cycle (cycle 1) slightly increased from pre-test (M = 6.4) to post-test (M6.9), the difference is 0.5, which showed that students improve their writing scores through the application of mind mapping From the statistics, the researcher also compared the results of pre-test and post-test by four criteria, it is clear that all the criteria have the improvement.
Content Organization Style (ClarityGrammar and Total scores (Criterion 1) (Criterion 2) and Mechanics
Figure 8: The Comparison of mean scores on pre-test and post-test of the first cycle (cycle 1) According to Figure 8, the mean scores on post-test in all criteria of writing skills of the first cycle (cycle 1) has increased when learning writing lessons with mind maps As we can see that students at grade 9th got the mean score of average mark increased from pre-test (M = 6.4) to post-test (M= 6.9), the difference is 0.5.
The mean score of criterion 1 (Content) climbed up from 1.5 to 1.7, the score of post-tests increased 0.2 points compared with pre-test.
The mean score of criterion 2 (Organization) climbed up from 1.6 to 1.8, the score of post-tests increased 0.2 point compared with pre-test.
The mean score of criterion 3 (Style), the score of post-tests and pre-test the same with 1.7.
The mean score of criterion 4 (Grammar and Mechanics) increased from 1.6 to 1.7 the score of post-tests increased 0.1 points compared with pre-test.
The scores across different criteria showed varying levels of change after the post-tests was conducted Criterion 1 (Content) and Criterion 2 (Organization) exhibited the most significant improvement, with the representing a 0.2-point increase compared to the pre-test In contrast, criterion 3 (Style) did not have an improvement, with the mean score of pre-test and post-test 1.7 Criterion 4 (Grammar and Mechanics) displayed an increase in the mean score, rising from 1.6
44 to 1.7, resulting in a 0.1-point increase compared to the pre-test Overall, criterion 2 and 1 demonstrated the most significant improvements, while criteria 3 exhibited a none change Criterion 4 experienced a notable increase, though not as substantial as criterion 1 and 2 The result of the post- test of the first cycle (cycle 1) implies that learning writing with mind maps help students improve their writing skills as mind maps in comparison with the traditional methods.
The p-value of the cycle 1 is 000011 < 0.05 (table 3), this implies that the learning English writing with mind maps have the significant impact on English writing skills of 45 students at grade 9.
Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) pre-test post-test
We already know that mean is the result of adding a set of numbers then dividing the total by the number of items Calculating the mean works really well for reporting the way students’ scores work out on average across the whole class.
Table 5 shows the mean between pre-test and post-test of writing skill of 45 grade 9 students in the second cycle (cycle 2) Students’ mean scores of average marks were analyzed below.
From Figure 9, it can be seen that the whole group’s mean of post-test scores increased from pre-test (M = 6.3) to post-test (M= 7.9), the difference is 1.6 point, which showed that the second cycle (cycle 2) made progress to their writing scores after mind maps lessons The results also prove that the students’ writing competence has been improved From the statistics, the researcher also compared the results of pre-test and post-test by four criteria, it is clear that all the criteria have been changeable considerably.
The comparison between the mean of pre-test & post-test from 45 students in the first cycle (cycle
Figure 9: Students’ mean scores of average scores in the second cycle According to Figure 9, the mean scores on post-test in all criteria of writing skills increased considerably with using mind maps on English writing lessons As we can see, students at grade 9 got the mean score of average mark from the pre-test in the second cycle (M = 6.3) to post-test (M= 7.9).
Content (Criterion 1) Organization (Criterion 2) Style (Clarity and Grammar and Mechanics Total scores
Figure 10: The Comparison of mean scores on pre-test and post-test of the second cycle (cycle 2) The mean score of criteria 1 (Content) climbed up from 1.4 to 1.8, the score of post-tests increased 0.4 points compared with pre-test The mean score of criteria
2 (Organization) climbed up from 1.7 to 2.0, the score of post-tests increased 0.3 point compared with pre-test The mean score of criteria 3 (Style) climbed up from 1.6 to 2.1, the score of post-tests increased 0.5 points compared with pre-test The mean score of criteria 4 (Grammar and Mechanics) also climbed up from 1.6 to 2.1, the score of post-tests increased 0.5 points compared with pre-test.
There were substantial improvements in the scores across all criteria after the post-tests was conducted Criteria 3 (Style) and Criteria 4 (Grammar and Mechanics) showed the most significant improvement, with the mean score climbing from 1.6 to 2.1, resulting in a remarkable increase of 0.5 points compared to the pre-test Criteria 1 (Content) demonstrated a considerable improvement, with the mean score climbing from 1.4 to 1.8, representing a notable 0.4-point increase compared to the pre-test Criteria 2 (Organization) also showed significant progress, with the mean score increasing from 1.7 to 2.0, resulting in a substantial 0.3-point increase Overall, all criteria displayed substantial improvements, with criteria 3 and
48 criteria 4 exhibiting the largest improvement, followed closely by criteria 1 Criteria
2 also showed notable progress, though to a slightly lesser extent Hence, it is clear that most mean scores for all criteria showed the positive change, the better results of the post-test lead to the conclusion of the beneficial effectiveness of mind maps in writing lessons.
All the data were gathered for further analysis and comparison to answer the first question Paired T-test was used to determine the significant difference of the pre-test and posttest of two cycles All computations were analyzed using Statistical
Package for Social Sciences at 0.05 level of significance The t-value is -32.247.
The p-value is < 000001 The result is significant at p < 05 (Table 5), this implies that the implementation of mind maps has the significant impact on English writing skills of 45 students at grade 9.
Table 6: The significant difference of the pretest and posttest mean scores of the pre-test post-test 32247 The p-value is < 000001.
63 79 The result is significant at p < 05.
Data analysis of questionnaire for the stdenfs . + ô+ +<c<<+s<+sx+ 49 4.1.3 Data analysis of interview with the studenIfS - 55s S-sss+csseerseeeres 52
The results of students’ responses in close-ended questionnaires after four projects indicated their attitudes towards mind maps in learning English writing (Table 6).
Table 7: Grade 9 students’ opinion on learning English writing through mind maps in number and percentage
Strongly Strongly disagree Disagree | Uncertain Agree agree
1) I feel more motivated ito learn essay writing 88.89% 6.67% 4.44% 0.00% 0.00% 100.00% lwith mind maps
2) I feel relaxed when I 40 3 2 0 0 45 an essay with mind 88.89% 6.67% 444% 0.00% 0.00% 100.00%
3) I am not afraid of 40 1 3 0 1 45 making mistakes and 88.89% 2.22% 6.67% 0.00% 2.22% 100.00% hesitate to writing
Ease 5) I find that mind maps 35 2 2 3 3 45 helped me retrieve the ee = 77.78% 4.44% 4.44% 6.67% 6.67% 100.00% write before they started! writing
6) It's easy for me to 39 4 2 0 0 45 remember _ information| when I am writing in| 86.67% 8.89% 4.44% 0.00% 0.00% 100.00% lEnglish.
7) It is easy for me to lorganize my ideas when || 88.89% 2.22% 6.67% 2.22% 0.00% 100.00% write in English.
HGIBS 3Ó pI63001 essay 40 09%, 11.11% 0.00% 6.67% 2.22% 100.00% layout more clearly.
10) Using mind maps 39 4 2 0 0 45 lhelps me draw the main idea and the secondary| ideas that emerge from 86.67% 8.89% 4.44% 0.00% 0.00% 100.00% it, which helps to formulate ideas.
11) Using mind maps| 35 6 ! 3 0 45 lhelps me generate and organize ideas and to = 57 734, 13.33% 2.22% 6.67% 0.00% 100.00% lassist in writing longer] land better texts.
12) Using mind maps| 35 3 2 3 2 45 lhelps me generate more ideas and gather related! second language} vocabulary and 71.18% 6.67% 4.44% 6.67% 4.44% 100.00% lgrammatical knowledge|
Ineeded to demonstrate their ideas.
Figure 11 shows agreement and strong agreement about the significant improvement in writing competence and their positive attitudes on mind maps. Overall, the statistics showed that most students agreed with the benefits of mind maps which enhanced positively writing skills.
Agree & Strongly agree on the survey questions
Figure 11: Agree & Strongly Agree on the survey questions Based on the survey responses, the participants' agreement and strong agreement percentages for the 12 questions regarding the effectiveness of mind maps in learning English can be summarized in descending order.
Q4 received the highest percentage of 100%, indicating a generally positive level of enthusiasm among participants for engaging in learning writing by mind maps Q8 closely followed with 97.78% agreement, highlighting the significant positive impact of mind maps on making it easier to visualize the structure of the
51 paragraph QI and Q2 both garnered 95.56% agreement This indicates that mind maps had a strong influence on participants’ motivation to learn and their emotion during expressing their ideas Q6 and Q10 also received 95.56% agreement These findings suggest that mind maps positively helped participants draw the main idea and the secondary ideas that emerge from it, which helps to formulate ideas and easy to remember information when writing their essay Q3 and Q7 both received 91.11% agreement, indicating that mind maps facilitated them organize their ideas and decreased stress making mistakes Q9 and QII1 received 91.11% agreement as well These findings suggest that using mind maps helps to present essay layout more clearly and to assist in writing longer and better texts (Q12 received 84.44% agreement, indicating generating more ideas from draw the mind maps helped them gather related second language vocabulary and grammatical knowledge needed to demonstrate their ideas Q5 had relatively lower agreement percentages of 82.22%. Although the aspect showed a slightly smaller change, they still reflect a positive impact of mind maps on retrieving the knowledge of the writer needed to write before they started writing.
In summary, the survey results demonstrate that mind maps have had a significant positive impact on various aspects of English learning These findings highlight the effectiveness of mind maps in fostering a positive learning environment and enhancing participants’ overall language learning experience.
In conclusion, the statistics proved most students had a positive attitude about mind maps and this implies that mind maps have been very necessary in writing lessons.
4.1.3 Data analysis of interview with the students
As aforementioned, interviews were conducted in order to make clear the selected- response questions in the questionnaire, therefore, the researcher decided to take five samples of students to interview Their responses help the researcher affirm the findings in this research The interview lasted for about 10 minutes for each person.
Table 8: Students’ answer on the interview
STUDENT STUDENTS’ ANSWERS ON THE INTERVIEW
I found learning with mind maps funny If only I could learn this subject earlier It is an authentic learning way Also, I had enough time to prepare for the layout of my essay I draw the main ideas on the diagram first, from the main ideas I develop secondary ideas Along with each branch of ideas, I write grammatical structures and vocabulary that can be used I can see that I become more active when learning English with mind maps To sum up, I love to learn English with mind maps, it does impact positively on my English writing learning capacity.
I prefer learning English with mind maps With mind maps, it can help to avoid common mistakes I hope to have more projects like this in the coming lessons and I can see my positive increase in my English capacity I prefer to write in English although I made mistakes. After this project, I can see that my essay writing skill developed significantly, especially with writing, I get more confident to write what I think without hesitation.
Thanks to mind maps, I got more interested in learning writing essay because I see the positive improvement in my English learning capacity. When learning with mind maps, I had a clear plan at first, and then we got the advice from my supervisor to make it more efficient and I finished it perfectly Hopefully, I can have more new methods in English writing lessons in future.
This teaching method encouraged them to learn essay writing capacity. With mind maps, I wrote down what I intend to write in my presentation.
At first, it was so difficult because it made my essay complicated By practice writing again and again and omitting some complex structures in writing, my paper gets better There are many things I can learn by my own and use in our paper I used to use the dictionary to look up those words I we wanted to introduce in paper, but now it is easier I really wants to learn English with mind maps, I found more interested in learning English with mind maps, I got more active when learning with mind maps and it has the positive impact on my English scores.
My English learning capacity had improved because of the application mind maps and I love to learn with mind maps Thanks to mind maps, I have been adapted quite a lot of vocabulary and knowledge I find learning English interesting because I can actively do everything by myself with the help of our instructor who gave us a lot of advice to make my products better I wish all subjects in our curriculum were conducted in this way because I'm able to learn systematically and logically so that it is easier to remember This is the only subject that I learn naturally.
According to the students' replies in the semi-structured interviews, they thought the experience went well and they enjoyed using it to study The majority of students felt that the lesson was well-designed and engaging The reason they like the project was that it was enjoyable and simple to learn, which made it easy for them to complete assignments for the English writing courses and practice activities The following quotations from the interviews represent these views: (Student 4): “7 found more interested in learning English with mind maps, I got more active when learning with mind maps and it has the positive impact on my English scores” During the interview, a few students expressed uncertainty about their preference for mind mapping as a learning tool When pressed for more details, they were unable to express their opinions on the procedure in detail They did not, however, claim that using the application to learn made them bored The passage that follows expresses this viewpoint (Student 3): “How to say I er think it is good but it is something I can do and sometimes I think I cannot do. Teaching in a new fashion like this is something interesting’ Overall, the students felt that the action research project's lesson plans and practice exercises were provided in an appropriate manner The majority of students noted that the duration of the classes and practice tasks was reasonable and appropriate for their level of skill The citations that follow bolster these conclusions (Student 2): “It's good when we come up with ideas to write essays using a map like mathematics and apply it to complete an essay I like this” Additionally, it was discovered through the data collected from interviews that the students considered mind mapping to be a suitable addition to the curriculum, as they believed it encouraged them to actively participate in the learning process during writing classes The mind maps gave the students the impression that they could learn at their own pace.
Based on the data gathered and displayed above, the author draws the conclusion that mind mapping enhances students’ writing skills in English, and as a result, students who employ this method in the classroom are also reported to have very positive attitudes The statement's overall positive tendency highlighted the
54 value of mind mapping in helping students become more interested in studying English The outcomes of the test and questionnaire correlated with those of the interview as well.
The use of mind maps significantly improved the writing abilities of ninth- grade students, according to the study of various data Additionally, after completing the four tasks, students' attitudes were improved using mind maps.
The improvement of the students’ writing competence through mind maps
The pre- and post-tests were completed by 45 participants, and the questionnaire was also employed for the analysis The application of mind maps on English writing skills resulted in a statistically significant difference between the mean scores of the pre-test and post-test scale scores, according to the quantitative data analysis.
The first aim of this study was to examine the extent to which mind maps improve the writing skills of 9th-grade students at a lower secondary school in Hai Phong The findings shed light on the effectiveness of implementing mind maps in the English curriculum and its impact on enhancing students' writing proficiency.
The results of the study indicate a significant positive effect of mind maps on students’ writing skills The pre-test scores revealed an average writing test score of 6.4 for Cycle 1 and 6.3 for Cycle 2 However, after the implementation of mind maps, the post-test scores exhibited substantial improvement, with average scores of 6.9 for Cycle 1 and 7.9 for Cycle 2 Comparing the pre-test and post-test scores across the four criteria for both cycles, it is evident that the post-test scores in Cycle
2 showed a considerable increase compared to Cycle 1 (7.9 > 6.9, with a difference of 3.0) This finding indicates the significant positive impact of mind maps on the participants’ writing skills, surpassing the outcomes achieved through traditional learning methods Moreover, the statistical analysis confirmed the statistical significance of these improvements, reinforcing the efficacy of mind maps in enhancing students’ English-writing abilities.
To summarize, this study demonstrates that mind maps have a significant positive influence on the writing skills of 9th-grade students at a lower secondary school in Hai Phong The research contributes to the existing body of knowledge by providing localized evidence and emphasizing the significance of mind maps in addressing the research question and improving English-writing skills for 9th-grade students.
The attitudes of 9th grade students at a lower secondary school in Hai Phong
The second aim of this study was to explore the attitudes of 9th-grade students at a lower secondary school in Hai Phong towards mind maps in English- writing lessons The findings provide valuable insights into students' perceptions and experiences, highlighting the effectiveness and benefits of using mind maps in teaching writing skills.
The survey results reveal a highly positive and enthusiastic attitude among the participants towards mind maps in language learning The highest level of agreement, with a unanimous 100% response, was observed for Q4, indicating a generally positive level of enthusiasm among participants for engaging in learning writing by mind maps This overwhelming agreement underscores the participants’ recognition of the value and impact of mind maps on their language acquisition journey Q8 received the second-highest agreement percentage of 97.78%, highlighting the significant positive impact of mind maps on being too easy to visualize the structure of the paragraph This result suggests that mind maps have significantly enhanced participants' writing abilities, enabling them to express themselves more proficiently and without hesitation Additionally, Q1 and Q2 garnered agreement percentages of 95.56%, demonstrating mind maps had a strong influence on participants' motivation to learn and their emotion during expressing their ideas The positive impact on emotional well-being and linguistic development further strengthens the case for integrating mind maps in language learning settings. These findings highlight the transformative effect of mind maps in fostering intrinsic motivation and critical thinking skills Furthermore, Q6 and Q10 achieved
56 a high agreement percentage of 95.56%, suggesting that mind maps positively helped participants draw the main idea and the secondary ideas that emerge from it, which helps to formulate ideas and easy to remember information when writing their essay The positive influence of mind maps extends to organize their ideas and decreased stress making mistakes, as reflected in the agreement percentages of 91.11% for both Q3 and Q7 These findings highlight the beneficial impact of mind maps in enhancing participants’ logic abilities Additionally, mind maps contribute to participants' confidence in writing without fear of making mistakes or feeling shy, thus creating a supportive learning environment where students feel comfortable expressing opinion themselves Q9 and QI11 also achieved an agreement percentage of 91.11%, indicating that using mind maps helps to present essay layout more clearly and to assist in writing longer and better texts These outcomes underscore the effectiveness of mind maps in addressing specific language components and enhancing overall language proficiency Q12 received an agreement percentage of 84.44%, indicating generating more ideas from draw the mind maps helped them gather related second language vocabulary and grammatical knowledge needed to demonstrate their ideas This result suggests that mind maps foster an engaging and enjoyable learning environment, promoting student involvement and investment in their language learning journey Although Q5 received relatively lower agreement percentages of 82.22%, the aspect showed a slightly smaller change, they still reflect a positive impact of mind maps on retrieving the knowledge of the writer needed to write before they started writing and their confidence in English writing, the positive influence of mind maps on these aspects should not be overlooked.
In summary, the findings of this study directly address the research question regarding the attitudes of 9th-grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons These findings contribute to the existing body of knowledge by reinforcing the value of mind maps in promoting English language learning and highlighting the importance of incorporating these
57 approaches in educational settings to enhance students' language skills and motivation.
In this chapter, a thorough analysis of the data collected from three different instruments, namely pre-test, post-test, questionnaire, and interview, was conducted. The researcher employed both quantitative and qualitative analysis methods to interpret the data The data analysis results indicated that mind maps significantly improved the 9th graders' writing competence and fostered a positive attitude towards learning Both students and teachers agreed on the benefits of mind maps.
CONCLUSION LH HH HH HH, 59 5.1 Recapitulation na
Pedagogical implications n8
Students can actively participate in mind maps to improve their writing skills. They can develop their confidence, fluency, and proficiency They can take
60 ownership of their learning by setting goals, reflecting on their progress, and seeking opportunities to practice writing both inside and outside the classroom. They can also develop collaboration and teamwork skills through mind maps, fostering effective communication, and enhancing their ability to work with others.
Teachers can incorporate mind maps into their teaching practices to enhance students’ writing skills They can design projects that provide authentic language use, encourage collaboration, and foster critical thinking and problem-solving abilities They can scaffold students' learning experiences by providing clear instructions, feedback, and guidance throughout the mind maps They can create opportunities for students to practice and develop their writing skills in a supportive and constructive environment They can also collaborate with colleagues to share best practices, resources, and ideas for implementing mind maps They can engage in professional development to further enhance their understanding of Mind map- based learning pedagogies and instructional strategies.
Individuals interested in language learning:
Individuals interested in language learning, such as parents, language learners, and language learning organizations, can recognize the value of mind maps in developing writing skills They can advocate for the inclusion of project-based approaches in language learning programs and support initiatives that promote their implementation They are interested in language learning can explore resources and materials that facilitate mind maps, including authentic materials, technology tools, and online platforms that provide opportunities for interactive and collaborative learning experiences.
In conclusion, the findings from this study have practical implications for administrators, teachers, researchers, students, and individuals interested in language learning By incorporating mind maps, stakeholders can enhance students’ writing skills, foster positive attitudes towards language learning, and create engaging and effective language learning environments.
Despite achieving the research aims, this study is not without limitations.
Firstly, the sample of this study was limited to 9th-grade students in only one class (45 students) at a lower secondary school in Hai Phong The generality is limited Therefore, generalization of the results should be made with caution.
Secondly, the study specifically focused on the effectiveness of mind maps in enhancing the writing skills of students, other skills such as listening, reading and writing were not mentioned.
In addition, the study was conducted in a class in eight weeks so the scope and the scale of the research was rather small.
Although this study has confirmed the positive impact of mind maps on the writing skills of high school students, further research is necessary to expand knowledge in this area.
To begin with, this study only involved 9th-grade students in class 9A7, so investigating the effects of mind maps on students at other classes and at different levels would be beneficial.
Furthermore, this study focused solely on the effects of mind maps on writing skills, but it would be worthwhile to explore its effects on other language skills such as listening, reading, and writing.
Lastly, the study only lasted eight weeks, and extending the duration of the experiment and incorporating a wider range of digital technology may further enhance students’ learning Therefore, researching the effects of different types of digital technology on writing and language skills would be interesting to investigate.
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APPENDIXES APPENDIX I: TESTS PRE-TEST
This English test is designed and conducted to find out students’ learning capacity towards applying or using mind mapping to develop essay writing skills for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data.
You have 45 minutes to complete this test, kindly read the instruction carefully.
Write a passage to give your own opinion of topic: "physical exercises are very useful to our health" (150 words)
THANK YOU FOR YOUR COOPPERATION!
This English test is designed and conducted to find out students’ learning capacity towards applying or using mind mapping to develop essay writing skills for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data.
You have 45 minutes to complete this test, kindly read the instruction carefully.
It is said that: "English is a useful language" do you think so? Write a passage to show your idea (150 words)
THANK YOU FOR YOUR COOPPERATION!
This English test is designed and conducted to find out students’ learning capacity towards applying or using mind mapping to develop essay writing skills for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data.
You have 45 minutes to complete this test, kindly read the instruction carefully.
Choose one facility which was not available twenty years ago and write a short description of how students in the past studied without that facility (150 words)
THANK YOU FOR YOUR COOPPERATION!
This English test is designed and conducted to find out students’ learning capacity towards applying or using mind mapping to develop essay writing skills for students I am grateful for your co-operation in finishing this test Please be assured that you will not be identified in any discussion of the data.
You have 45 minutes to complete this test, kindly read the instruction carefully.
Topic: "Some people believe that the Earth is being harmed by human activity.
Others feel the human activity makes the Earth a better place to live What is your opinion? Use specific reasons and examples to support your answer” (150 words)
THANK YOU FOR YOUR COOPPERATION!