A study on the effectiveness of using mind mapping in teaching and learning vocabulary with 10th grade students at tam duong high school

HANOI PEDAGOGICAL UNIVERSITY FOREIGN LANGUAGE FACULTY NGUYỄN THANH VÂN A STUDY ON THE EFFECTIVENESS OF USING MIND MAPPING IN TEACHING AND LEARNING VOCABULARY WITH 10TH GRADE STUDENTS AT TAM DUONG HIGH SCHOOL Thesis proposal submitted in partial fulfillment for the requirements for the degree of Bachelor of Arts, Faculty of English, Hanoi Pedagogical University Supervisor: Dr William H Salazar, Ed.D May, 2018 ACKNOWLEDGEMENTS This study is the result of this researcher's experiences in the study of English language learning and teaching using Mind Mapping to teach vocabulary I am grateful for the great support and encouragement from my teachers, friends and family I would like to express my sincere thanks to all who helped me to complete my research project First of all, I would give a big thanks to my supervisor Dr William H Salazar, who supervised me in conducting this research project I am grateful for his patience, and encouragement while I was learning how to conduct this research project Secondly, I am indebted to the participants of this study: three dedicated and knowledgeable English teachers and 78 students from Tam Duong High School, from Vinh Phuc province who without their participation, this project would never been completed A special thanks also goes to all my teachers past and present for their encouragement, expertise and support, as I progressed through my education program at HPU2 Last but not least, I would like to show my gratitude to my family for their spiritual, emotional and financial support, and for giving me the optimism to continue my learning STATEMENT OF AUTHORSHIP Tittle: A Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School I certify that no part of my thesis has been copied or reproduced by me from any from other person‟s work without acknowledgement and that study is originally written by me under the carefully guidance of my supervisor Date submitted: 9th of May 2018 Student Nguyen Thanh Van Supervisor Dr William H Salazar LIST OF ABBREVIATION FOE Faculty of English FOL Faculty of Languages HPU2 Hanoi Pedagogical University 2L Second language learners TABLE OF CONTENTS ACKNOWLEDGEMENTS STATEMENT OF AUTHORSHIP LIST OF ABBREVIATION TABLE OF CONTENTS ABSTRACT PART ONE .2 INTRODUCTION Rationale 2 Aims of the study 3 Scope of the Study Overview of the study PART TWO: DEVELOPMENT CHAPTER I: LITERATURE REVIEW An overview of the teaching and learning of vocabulary 1.1 Theoretical background to the teaching of vocabulary 1.2 How vocabulary enhances language abilities Background in using Mind Mapping in learning vocabulary 2.1 Mind Mapping in Learning vocabulary 10 2.2 Different facets of Mind Mapping 10 2.3 Vocabulary enhancement using Mind Mapping 11 Chapter II: METHODOLOGY 12 Participants 12 1.1 Students 12 1.2 Teachers 12 Data collection instruments 12 2.1 Questionnaires 12 2.1.1 Rationale for using Questionnaires 12 2.1.2 Description of survey questionnaires 13 2.2 Interviews 13 2.2.1 Rationale for using interviews 13 2.2.2 Description of interviews 14 2.3 Pre/Post Tests 14 2.3.1 Rationale of using Pre/Post tests 14 2.3.2 Pre and Post test 14 Planning 15 Procedures of data collection 16 Chapter III: ANALYSIS OF DATA 18 Survey Questionnaires 18 1.1 Demographic information 18 1.2 Survey questions 18 Tests 29 2.1 Analysis of Pre-test 29 2.2 Analysis of Post-Test 31 Teacher interviews 33 3.1 Interview with teacher A 33 3.2 Interview with Teacher B 34 3.3 Interview with Teacher C 34 PART THREE .35 CONCLUSION 35 Conclusion 35 Theoretical implications 35 Pedagogical Implications 36 Limitations of the study 37 Suggestions for future research 38 REFERENCES 40 APPENDIX 42 Tables Table 1: Procedures of Pre and Post tests 15 Table 2: When students learn vocabulary .20 Table 3: How students know about Mind Mapping 25 Table 4: Students‟ awareness about learning Vocabulary using Mind Mapping 26 Table 5: Student‟s frequency of using Mind Mapping 26 Table 6: Student‟s opinion on the advantages of Using Mind Mapping to 28 learn Vocabulary 28 Table 7: The most important factor when students use Mind Mapping 29 Figures Figure 1: A typical example of Mind Mapping Figure 2: The students‟ awareness about the importance of learning vocabulary 19 Figure 3: Rating English Vocabulary skills of Students 21 Figure 4: The methods that students often use to learn English Vocabulary 22 Figure 5: The percentage of vocabulary that students can remember from teacher‟s lesson 24 Figure 6: Experimental Group Pre-test scores 30 Figure 7: Control Group Pre-test Scores 31 Figure 8: Experimental Group Post-test scores 32 Figure 9: Control group Post-test scores 32 ABSTRACT Vocabulary is perhaps the most challenging part of 2nd language acquisition for non-native teachers and their students (Allen, 1983) Therefore, techniques for teaching and learning vocabulary are of major concern in many high schools and universities This research had two focus: one, the researcher investigated the current situation of teaching and learning vocabulary; and the other was to study the use of Mind Mapping in the teaching and learning vocabulary at Tam Duong High School in Vinh Phuc Providence The participants for this study were 78 students from two classes: 10A3 and 10A9 The majority of these students have learnt English for at least five years and are believed to be at the Pre-intermediate level in English proficiency A survey was given to determine how students learn vocabulary in and outside of the classrooms, their attitude toward the study of vocabulary and their knowledge of Mind Mapping This study also interviewed three teachers concerning their views on the teaching of vocabulary and the use of Mind Mapping Moreover, Pre and Posts tests were given to the students, which were used to check the English vocabulary knowledge of both classes The Control group-10A3 used traditional techniques: translating from English to Vietnamese, using dictionary, and repetition; and the Experimental group-10A9 use Mind Mapping to learn vocabulary) The results showed that students had a lot of difficulty in learning vocabulary Teachers and students often used traditional techniques to teach and learn vocabulary, but not Mind Mapping to learn vocabulary; even thought some of them (13 out of 78 students; and three teachers) were aware of the advantages of Mind Mapping The group that used Mind Mapping, the Experimental group, had better performance in the Post tests than the Control group Key words: Teaching Vocabulary, Mind Mapping, Teaching Techniques PART ONE INTRODUCTION Rationale In our globalize world, we can not deny the importance of English, as it is one of the most spoken languages in the world Thanks to English, people can communicate as well as interact in many sectors: economics, politics, culture, finance, education, diplomacy, tourism, and education Developing countries, like Vietnam, need to make use of this world-wide spoken language in order to improve its place in the international economy Vocabulary learning is considered as one of the most important skills in learning a foreign language because it helps learners developing L2 competency skills in speaking, reading, writing, and listening Acquiring a wide vocabulary is important for both teachers and students Based on the reason above, the focus should be on the vocabulary development, as the key for students to master English However, as cited by Zhang (2009), he asserts that learning a second language (2L), is a difficult process for both teacher and student It requires preparation on behalf of the teacher and determination on part of the learner (Zimmerman, 1997) Therefore, both teachers and students have a difficult time in developing and learning interesting techniques to teach and learn English vocabulary As a fourth year student in the foreign language faculty, at Hanoi Pedagogical University (HPU2), who has studied English for several years, this researcher understands the importance of learning vocabulary Learning vocabulary is the basis for each of the four English component skills: listening, speaking, writing and reading Learning vocabulary is a long process, it requires that teachers present as many different techniques to learn vocabulary; and it requires students to persevere in learning vocabulary in the manner that fits their learning style (Carter & McCarthy, 1998) As a future teacher, this researcher is aware of the vital role an English teacher plays to motivate students to learn vocabulary in an effective and interesting way One of the techniques is to teach vocabulary through Mind Mapping This technique can boost memorizing vocabulary Many researchers believe that using Mind Mapping seems to provide a different and more interesting way for students to learn vocabulary (Azman, et al, 2014) Therefore, this researcher has decided to conduct a study on the topic: A Control Group Pre-test Scores 17,90% 20,60% < than correct 5-7 correct 8-10 correct 61,50% Figure 7: Control Group Pre-test Scores As the chart shows the scores for the Control group performed better in the Pretest, than the Experimental group For example, the Control group had 20,6% correct answers in the 8-10 correct section of the pie, but the Experimental had 0% correct answers in the 8-10 section of the pie In the middle range, the Experimental group has more correct answers ( 61,5% compared to 52,8%) than the Control group Similarly, in the less than correct answers, the Experimental group scored lower by the score of 47,2% compared to Control group‟s scored of 17,9% This researcher observed that the background knowledge of the Control group is better than the Experimental group The researcher observed that the Experimental group was more excited about the unit 9: Preserving the Environment, and were better students in learning about pollution Also, this researcher noticed that the Control group had more boys, who did not take the lesson seriously 2.2 Analysis of Post-Test The Post-tests were given to both groups at the 6th week of the researcher‟s student teaching period Things happen with student all the time There were several situations that the researcher could not control The Post-test may have been affected because of health problems, going to school late and some of students from both group were not willing to take the Post- test, so the number of students from Experimental group were 31 students and 34 students in Control group This time, the researcher always reminded students to take the test seriously and asked one more training teacher to observe students while doing the Post-tests The data is illustrated in the charts below for the Experimental and Control groups 31 Experimental Group Post-test Scores N=31 6,41% 16,12% < than correct to correct 8-10 correct 77,48% Figure 8: Experimental Group Post-test scores Control Group Post-test Scores N=34 3% 44,10% < than correct to correct 8-10 correct 52,90% Figure 9: Control group Post-test scores The analysis of the Post-test between the Experimental and the Control group reveals the following information: The Experimental group had a score of 44,10% to 16,10% for Control group in getting five words or correct There is a 25 percent difference (77,4% for the Experimental group to 52,9% for the Control group) in the 5-7 correct words The number of correct words for both groups (8-10 correct), remained low at 6,4% for the Experimental group and 3% for the Control group) 32 The results show that both groups are of average ability in remembering the definition of vocabulary As the two pie charts show, the performance of Experimental group is better than the Control group This means the use of Mind Mapping worked in the Experimental group, at the same time this can explain that the Control group did not take the Pre-test seriously because the result of the number of students got 8-10 correct answer and 5-7 correct answer were decreased from the 20,60% to 3% and 61,5% to 52,9% respectively; which expected to be increased after learning this whole Unit The challenge for teachers is to examine how to use strategies, so that students to retain more of what they study in their lessons Teacher interviews As part of this research study the research interviewed three teachers from Tam Duong High School who have taught a minimum of five years They were asked to share their views on: A The teaching of English vocabulary to high school students B Their views on using Mind Mapping to teach English vocabulary Three teachers were interviewed the second week of the researcher‟s student teaching period The three teachers were interested to share their views and talked about the importance and the challenges of teaching English vocabulary For the purpose of this analysis, the teachers are given the letters, A, B, C Teacher A has been teaching for 13 years at Tam Duong High School The following are the comments made by teacher A 3.1 Interview with teacher A Teacher A states that one of the techniques to get students to learn the meaning of words is to teach students to use context clues; this forces students to figure out the meaning of the words they read She also uses phrases or combination of words so that students can figure out what the words mean She mentions that students take a lot of time to figure out the meaning of words, when they use context clues, but by the time they are in the 12 grade, students are better at this technique She uses Vietnamese translation as the last resort, to know the definition of words Concerning the use of Mind Mapping, she uses this technique, but not very often “Mind Mapping is good for forming a family of words.” She uses Mind Mapping as a warm-up activity to check background knowledge of the lesson; uses it at the end of the lesson, to review the lesson The question concerning the advantages and disadvantages of Mind Mapping, 33 she admitted that would be a logical way to teach vocabulary as it would expand the students‟ vocabulary However, when teaching vocabulary, she said it is important to teach vocabulary in phrases, so students can use the word in appropriately, that teaching single words, is a lower level learning skills In high school students need to make sentences A disadvantage to Mind Mapping has to with student motivation, so teachers spend time to thinking of motivating activities She uses Mind Mapping only for review Like all teachers she wishes she had a software to use Mind Mapping, so she won‟t have to spend a lot of time planning on how to match the unit‟s vocabulary to Mind Mapping 3.2 Interview with Teacher B The following is the interview with teacher B Teacher B has been teaching for years When asked about her ideas on teaching vocabulary she replied that she uses pictures so that students guess the correct word She also uses games to learn new vocabulary She also commented that she translates from English to Vietnamese, because the Students‟ English level is very low Regarding the challenges about teaching vocabulary she commented, “that students have very poor pronunciation; and that students have a hard time remembering vocabulary words” She stated that she uses Mind Mapping, in reading and speaking lessons She said that Mind Mapping is a good technique, it helps student to expand their vocabulary and students can recall the words quicker, but it takes a lot of time to prepare a lesson 3.3 Interview with Teacher C Teacher C has been a teacher for five years She said that she relies on translating English vocabulary to Vietnamese, so that students know the meaning of the words She also state that she does not have time to research using other techniques When asked about the challenges in teaching vocabulary She replied that students have a hard time absorbing the knowledge that are presented in the book She said that she does not use Mind Mapping to teach vocabulary or in any other way She related that she is aware of the advantages of using Mind Mapping is a good way to show the relationship between words; and it is good for learning parts of speech, as it is used in book exercises She agreed with her colleagues, as she said the disadvantages to using Mind Mapping, “Is it takes a lot of time to plan” 34 PART THREE CONCLUSION In the conclusion, the researcher will point out the positive and negative aspects of using Mind Mapping in teaching and learning vocabulary with 10th grade students at Tam Duong High school Also the theoretical and pedagogical implications will be discussed The limitations of the study and Suggestions for future research will be mentioned in this part Conclusion The researcher believes that combining these two ideas: the study of vocabulary and the use of Mind Mapping in teaching and learning Vocabulary are the main focus of this research project By using the traditional or new techniques, teachers and students can achieve their goal of teaching and learning vocabulary, so that students are competent in all the four areas of English proficiency: Speaking, writing, listening, and reading In the introduction, the researcher implied that the used of Mind Mapping is a good technique in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School The results of the survey showed that students had difficulty learning English vocabulary Students were aware of their difficulties in learning vocabulary, but they not know how to learn vocabulary in an effective ways Also, the techniques that teachers and students often use were traditional techniques (translating from English into Vietnamese and repetition), but they not use Mind Mapping; even though they all saw a lot of advantages of this technique The use of Mind Mapping in the Experimental group in this study had positive results The Experimental group had better scores than the Control group in Post- test (+ 28% of students got to 10 correct answers) Therefore, the use of Mind Mapping could be used in High School settings as one of techniques that motivate students to learn vocabulary Theoretical implications According to Zhang (2009), he states that acquiring a large number of vocabulary is important for both teacher and student, for this is the way that teachers can conduct a good lesson and students can understand what the lesson is about Vocabulary learn35 ing is considered one of the most significant skills in learning a second language Similarly, Allen (1983), argues that vocabulary instruction has not been given the recognition and attention it deserves So, vocabulary skills are very low And this effects communication skills Methodology specialists believe that very little is taught about how to teach words and their meanings This researcher believes that having a theoretical background on how not only to teach words, but the meaning of words In this way teacher can motivate their students to learn vocabulary on their own by using the techniques that teachers introduce in the classroom In this way students meet their personal demands when the want to communicate what they want to say in their daily lives Not all learning takes place in the classroom Mind Mapping is a useful tool for both the teacher and student to increase their understanding and use of vocabulary This researcher Allen (1983) argues that for many years, vocabulary instruction was not given the recognition and the attention that it deserves in the foreign language classroom She suggests that in methodology courses, so little is taught about how to teach words and their meanings Some methodology specialists, seemed to believe that the meaning of words could not be adequately taught, so it was better not to try to teach them Lawson & Hogben, 1998, write when students use memory techniques with Mind Mapping, they learn better and faster Sozler (2012), argues that students learn easily remember vocabulary through the use of acronyms, and images, in the classroom setting and outside of the classroom Buzan, (1976), the founder of Mind Mapping states, “A Mind Map is a powerful graphic technique…to unlock the potential of the brain.” Understanding the function of the brain gives teachers and students a way of boosting their understanding of vocabulary He believes that though Mind Mapping students are more effective when they combine images, number, logic.” This makes learning process more interesting and enjoyable for teachers and students Pedagogical Implications According to the result of Survey questionnaire and interviews, learning vocabulary is a real challenge for both teachers and students; it requires teachers to research and apply new teaching techniques to motivate their students; besides just only using traditional techniques like repetition and translating English words into Vietnamese 36 One of the potential and useful techniques is Mind Mapping; which is a good tool for teachers to use in improving English language skills for students like: Speaking, Reading, Writing and Listening These are some suggestions of using Mind Mapping in teaching One of the most important things is that teachers have to prepare lessons in a very organized manner that focuses on the main vocabulary words of the lesson, and avoid teaching too many vocabulary words because of the limitations in the 45 minute lesson Furthermore, the use of PowerPoint and visual aids should be used to motivate students to learn and remember words Students learn better with pictures, colors in the Mind Map When using Mind Mapping, teachers can design many activities to encourage students to study, like working in groups to create a Mind Map With Mind Mapping, students can sometimes draw pictures, highlight new words, and write phrases in English or Vietnamese to illustrate their words, and ideas They can practice speaking or writing based on the Map that they just created However, before using any new techniques, teachers are required to understand how they work and how to use them with their students Limitations of the study Although the researcher put a lot of effort to make sure that there were no mistakes in this research There were some limitations in this study First of all, the survey questionnaires had some drawbacks The population who took part in this study was 78 students from class 10A3 and 10A9, from a school that has approximately 1,100 students So the number of students surveyed is quite small A good survey will have a large number of students in which to make good generalizations Another limitation is that number of boys to girls was not equal (There were 26 boys and 56 girls.) So, it is difficult for make a good conclusion about boys learning vocabulary or learning and using Mind Mapping Also, the researcher did not have chance to interview students to confirm or clarify the reasons for choosing their answers on the survey, which led to the consequence that some of the students‟ answers were different When the researcher asked about students‟ experience of learning vocabulary with Mind Mapping; only thirteen out ot 78 students‟ reported that they had used Mind Mapping This means the only a small number students‟ had some knowledge of Mind Mapping 37 Futhermore, the researcher interviewed only three out of eight English teachers, to get their views on teaching vocabulary and using Mind Mapping This is one of the disadvantages in this study in that the researcher did not get the more information from other teachers, and how they teach vocabulary Also, the researcher could not verify if what they said about teaching vocabulary and using Mind Mapping, was truthful, because the researcher did not observe all their teaching Moreover, the student teaching internship only lasted weeks, and it took a while for the researcher and students to know each other and cooperate in the new way teaching and learning In addition, the researcher only taught one unit: Preserving the Environment This is a hard topic and not all the students were interested in it And with the Experimental group, the researcher spent more time to teach vocabulary as they were not used to Mind Mapping compared to the Control group; this affected to the results of students in the Post-test When the students took the pre-test, all students from both groups participated willingly; but some of the students in the Control group did not take it seriously, therefore the results of the Control group are not reliable When the researcher gave the Post-test, the researcher asked another teacher to help give the post-test So the post-test results are more reliable Unfortunately, some students missed the post-test, for a variety of reasons, and it affected the total number of students who took the posttest The researcher conducted this research when she did her student teaching internship and did not have much experience in teaching, or using Mind Mapping to teach vocabulary Because of the lack of experience the researcher could not take advantages of how to motivate students to use Mind Mapping to improve their vocabulary skills Suggestions for future research Some suggestions for future is for the researcher to continue to study and learn how to use Mind Mapping more effectively so that it can be used with different student levels Another suggestion is to survey more participants and to collect more data: video tape teaching lessons, classroom observations, interviewing more teachers and to also students Another suggestion is to give the survey to the Experimental group one more time after they have learned with Mind Mapping, so the researcher 38 can get more reliable students‟ evaluation about their understanding and opinion on use of Mind Mapping in their learning process Also the researcher wants to enhance her teaching experience so that she can use Mind Mapping to increase her teaching English skills and to an action research study in her own classroom 39 REFERENCES Allen, F (1983) Techniques in Teaching Vocabulary Oxford: University Press Barra, C (2005) Working With Vocabulary Retrieved January 13, 2018 from https://www.teachingenglish.org.uk/article/working-vocabulary Beel, Gipp, & Stiller (2009) In Proceedings of the 5th International Conference on Collaborative Computing: Networking, Applications and Work sharing Washington (USA) Retrieved April 22, 2018 from www.docear.org Buzan, T (1976) Use Both Sides of Your Brain New York: E P Dutton & Co Retrieved Apri 15, 2018 from www.tonybuzan.com Cardenas (2001) Issues on Active Speaking Vocabulary Assessment Lowa State University Retrieved December 26, 2017 from http://www.teachingenglish.org.uk/think/vocabulary/working_with_vocabulary.sht ml Carter, R., and McCarthy, M (eds) (1988) Vocabulary and Language Teaching London: Longman Douglas, D (2000) Assessing language for specific purposes Cambridge: University Press Retrieved March 11, 2018 from: http://www.learninghaven.com/la/vocabulary/teachingvocabulary.htm 10 Ellis, N., & Beaton, A (1993) Factors affecting the learning of foreign language vocabulary: Imagery keyword mediators and phonological short-term memory Quarterly Journal of Experimental Psychology, Vol: 46A p.553-558 11 Hubbard, P et al.(1983) A training course for TEFL Oxford: OUP 12 Lawson, M J & Hogben D (1998) Learning and recall of foreign-language vocabulary: effects of a keyword strategy for immediate and delayed recall Learning and Instruction, vol.8, no.2, pp.179-194 13 Pua, C., Li, D., Lui, C., Chen, S (2010) Using Mind-Mapping as a Tool to Teach English Vocabulary for the Elementary Students Retrieved April 10th, 2018 from: www.edb.org.hk/HKTC/download/eras/12-13/ERAS1213_R04.pd 14 McKeown, M G., L (2002) Bringing words to life: Robust vocabulary instruction New York, NY: Guilford 40 15 Nation, I S P (2001) Learning vocabulary in another language United Kingdom: Cambridge University Press 16 Scrivener, Jim (1994) Learning Teaching Adrian Underhill: New Cambridge 17 Sozler, S (2012) The Effect of Memory Strategy Training on Vocabulary Development of Austrian Secondary School Students Proscenia-Social and Behavioral Sciences, Vol: 46, p 1348-1352 18 Tee, T.K., Azman, M.N.A., Muhammad, M.,, Mohamad, M.M., Yunos, J.Md., 19 Yee, H.H., Ohman, W (2014) Buzan Mind Mapping: An Efficient Technique for Note-Taking World Academy of Science, Engineering and Technology 20 International Journal of Psychological and Behavioral Sciences Vol:8, No:1, 2014 World Academy of Science, Engineering and Technology 21 International Retrieved from http://www.ncicap.org/viewer-resources/about- captioning/captioning-terms/ 22 Widdowson, H G (1989) Knowledge of language and ability for use (Vol 2-10) England: Coventry 23 Wilkins, D (1972) Linguistics in language teaching London: Arnold 24 Wen, W L (2006) Study on Improving Reading Comprehension of Elementary School Students via Graphic Learning Unpublished master’s thesis Taiwan: National Taiwan University 25 Zhang, B (2009) Vocabulary Learning of Undergraduate English Majors in Western: Perspective, Strategy Use and Vocabulary Size English Language Teaching Vol 2, No 26 Zimmerman, C (1997) Do reading and interactive vocabulary instruction make a difference? An empirical study TESOL Quarterly Retrieved December 21, 2017 from http://www.teachingenglish.org.uk/think/vocabulary/vocab_autonomy.shtml retrieved from Internet 41 APPENDIX STUDENT SURVEY QUESTIONNAIRE I am Nguyen Thanh Van, a fourth year English pedagogical student at HPU2 This survey questionnaire is designed to support my study on "A Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School." You can be assured that all the information collected will be used for the research purposes only and your personal opinion will be kept strictly confidential Your contribution to complete this survey is highly appreciated! Thank you for your participation! _ I Student's personal information and experience in learning English You are in grade: … You are: Male Female Your age is: … You have learned English for … years II Student’s opinion on learning English vocabulary Please circle the appropriate letters and tick (V) the appropriate boxes In some questions, more than one option can be accepted In your opinion, how important is learning vocabulary in your study of English? B Very important C Somewhat important C Important D Not important Have you had any difficulties in learning English vocabulary? A Always B Very often C Sometimes D Never How often you study vocabulary? (in and outside classroom) A Everyday B Very often (4-5 times a week) C Sometimes (2-3 times a week) D Never 42 How much time you spend learning English vocabulary per week outside of the classroom? A More than hours C Less than hour B hour to hours D Never When you learn vocabulary? A Whenever I have free time B Before English lesson C Before English tests D Only when teachers teach me in class E Never How you rate your English vocabulary skills now? A Excellent C Fair B Good D Poor Which techniques you often use to learn English vocabulary? ( you can choose more than one answer) A Using dictionaries B Asking for help from friends, teachers C Guessing from context clues D Analyzing words (part of speech, suffixes, prefixes,….) E Using learning techniques (pictures, flashcards,…) F Keeping a vocabulary notebook G Watching films, TV shows, YouTube videos with subtitles H Listening to English songs I Using Mind Mapping J Using repetition K Other ( please specify) Which techniques your teachers often use to teach English vocabulary? (You can choose more than one answer) A Translating new words into Vietnamese B Explaining words in English 43 C Giving example to illustrate the meaning D Using movies and videos ( with English subtitles) E Using visual aid (pictures, flashcards, real object,… ) F Using Mind Mapping G Using repetition H Others ( please specify) How much vocabulary that you can remember from teacher‟s lesson? A Every word C A few B Almost all of the words D Very few III Student’s opinion on using Mind Mapping in learning vocabulary 10 Have you ever learnt vocabulary through English Mind Mapping? A Yes B No If the answer is Yes, please answer the questions from 11 to 15 If the answer is No, please answer the questions from 16 11.How you know to use Mind Mapping to learn vocabulary? A From teachers or friends C From taking an online course B From reading books D Create Mind Mapping by myself 12 How important you think Mind Mapping is in learning vocabulary? A Very necessary C Quite necessary B Necessary D Not necessary at all 13 How often you use Mind Mapping? Always Usually Rarely 14 What is the advantage of using mind mapping to learn vocabulary? (put a tick (v) for each answer) Advantage of Mind Strongly Mapping agree Agree Disagree Strongly disagree It is very easy for me to remember words It is very logical and 44 clear It helps me to remember vocabulary longer It helps me to learn vocabulary in an interesting way 15 What is the most important thing to learn vocabulary with Mind Mapping? A Find out the connection between words or phrases B Arrange words in logical orders C How to draw the Mind Map D Other (please specify) 16 Why you not use Mind Mapping to learn vocabulary? A I have never heard about it B No one has taught me how to use it C It takes too much time C I see no advantage of this technique THANK YOU FOR YOUR HELP! Teacher Interview questions: How you teach vocabulary? What are the challenges of teaching vocabulary? Have you used Mind Mapping to teach vocabulary? What you think of the advantages and disadvantages of Mind Mapping to teach vocabulary? 45 ... one, the researcher investigated the current situation of teaching and learning vocabulary; and the other was to study the use of Mind Mapping in the teaching and learning vocabulary at Tam Duong. .. learning STATEMENT OF AUTHORSHIP Tittle: A Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School I certify that... topic: A Study on the Effectiveness of Using Mind Mapping in Teaching and Learning Vocabulary with 10th Grade Students at Tam Duong High School Aims of the study The aims of study are as follows: