Sử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái NguyênSử dụng sơ đồ tư duy cải thiện khả năng ghi nhớ từ vựng cho sinh viên năm thứ nhất trường Cao đẳng Y tế Thái Nguyên
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HONG NHUNG USING MIND-MAPPING APPROACH TO IMPROVE STUDENTS’ VOCABULARY MEMORY FOR THE FIRST-YEAR STUDENTS AT THAI NGUYEN MEDICAL COLLEGE (Sử dụng sơ đồ tư để cải thiện khả ghi nhớ từ vựng cho sinh viên năm thứ Trường Cao đẳng Y tế Thái Nguyên) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2018 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HONG NHUNG USING MIND-MAPPING APPROACH TO IMPROVE STUDENTS’ VOCABULARY MEMORY FOR THE FIRST-YEAR STUDENTS AT THAI NGUYEN MEDICAL COLLEGE (Sử dụng sơ đồ tư để cải thiện khả ghi nhớ từ vựng cho sinh viên năm thứ Trường Cao đẳng Y tế Thái Nguyên) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor 1: Assoc Prof Dr Le Van Canh Supervisor 2: Dr Nguyen Thi Minh Loan THAI NGUYEN – 2018 DECLARATION I certify that the minor thesis entitled “Using mind-mapping approach to improve students’ vocabulary memory for the first-year students at Thai Nguyen Medical College” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Foreign Language Faculty, Thai Nguyen University Signature: Vu Thi Hong Nhung Thai Nguyen, 2018 i ACKNOWLEDGEMENTS Thanks to the support of many people, this research has been completed I would like to start by expressing my great gratitude to my supervisor, Assoc Prof Dr Le Van Canh and Dr Nguyen Thi Minh Loan for their valuable comments, constant support and encouragement I want to give my special thanks to teachers and first-year students of Thai Nguyen Medical College for their support in my lessons, attendence in tests and response to my survey questionnaires Last but not least, I am truly greatful to my family for their wholehearted care and support me during the time I conducted the research and encourage me all the time when I encountered difficulties in completing the thesis ii ABSTRACT This thesis was an attempt to explore the application of mind-mapping technique in teaching and learning vocabulary for the first-year students at Thai Nguyen Medical College The thesis began with liturature review on vocabulary teaching and mindmapping approach Then quasi-experimental design was applied to find out the improvement of students in retaining vocabulary by using mind-maping technique A questionnaire was employed to 70 first-years students at Thai Nguyen medical College after tests and lessons with and without applying mind-mapping technique to explore the benefits and difficulties of students in learning vocabulary with mind-mapping technique The findings of the research show that mind-mapping technique has been used in many subjects, and it is also applicable and effective to teach English vocabulary Therefore, the technique was suggested to be exploited more in the context of teching vocabulary for non-English major students at Thai Nguyen Medical College iii TABLE OF CONTENT Declaration i Acknowledgement ii Abstract iii Table of content iv List of tables vii List of figures viii CHAPTER I: INTRODUCTION 1 Rationale for the study Aims of the study 3 Scope of the study 4 Significance of the study Structure of the study CHAPTER II: LITERATURE REVIEW Vocabulary and vocabulary learning 1.1 Definitions of vocabulary 1.2 Kinds of vocabulary 1.3 Difficulty of learning vocabulary 1.4 Vocabulary retention 10 Mind-mapping 11 2.1 Definitions of mind-mapping 11 2.2 The functions of mind-mapping 14 2.3 Classifications of mind-mapping 14 2.4 Advantages of using mind-mapping 17 2.5 Previous studies on using mind-mapping in teaching and learning 19 vocabulary CHAPTER III: METHODOLOGY 22 Research questions 22 Methods of research 22 Participants 23 iv Data collection 24 4.1 Data collection instruments 24 4.1.1 Vocabulary test 24 4.1.2 Questionnaire 27 4.2 Data collection procedure 28 4.2.1 Pre-test 28 4.2.2 Training 29 4.2.3 Post-test 31 4.2.4 Questionnaire 31 Data analysis 32 5.1 Test result analysis 32 5.2 Questionnaire analysis 32 CHAPTER IV: FINDING AND DISCUSSION 34 Research question 34 1.1 The students’ pre-test scores of the experimental and control group 34 1.2 The students’ scores in post – test 36 1.3 The students’ scores in post – test 39 Research question 42 Discussion 47 CHAPTER V: IMPLICATIONS AND CONCLUSION 51 Implications 51 1.1 To the teachers 51 1.2 To the students 51 Limitations of the study 52 Suggestions for future research 52 Conclusion 53 REFERENCE 54 APPENDIXES I Appendix A: Vocabulary pre-test I Appendix B: Vocabulary post-test III v Appendix C: Vocabulary post-test V Appendix D: Questionnaire for students VII Appendix E: Lesson plan for control group IX Appendix F: Lesson plan for experimental group X Appendix G: Mind-mapping of students in experimental group XI Appendix H: The students’ scores and the realibility coefficient of the test XIV items in pre-test Appendix I: The students’ scores and the realibility coefficient of the test XVII items in post-test Appendix K: The students’ scores and the realibility coefficient of the test items in post-test vi XX LISTS OF TABLES Table 3.1: Test description Table 3.2: Questionnaire description Table 3.2: Procedure of training Table 3.4: Conversion of percentage range Table 4.1: Students’ scores of experimental group in pre-test Table 4.2: Students’ scores of control group in pre-test Table 4.3: Students’ scores of experimental group in post-test Table 4.4: Students’ scores of control group in post-test Table 4.5: Students’ scores of experimental group in post-test Table 4.6: Students’ scores of control group in post-test Table 4.7: Mean scores of two groups in vocabulary tests Table 4.8: Students’ opinions about the benefits of applying mind-mapping technique in teaching and learning vocabulary Table 4.9: Students’ opinions about the limitation of applying mind-mapping technique in teaching and learning vocabulary vii LIST OF FIGURES Figure 2.1: Mind-mapping example Figure 2.2: Mind-mapping example Figure 2.3: Mind-mapping example Figure 2.4: Mind-mapping example Figure 2.5: Mind-mapping example Figure 3.1: Illustration of Pretest – Posttest designs Figure 3.2: Data collection procedure Figure 4.1: The comparison between scores in post-test of control and experimental group Figure 4.2: Comparison between pre-test score and post-test score of experimental group Figure 4.3: Example of mind-mapping of students in experimental group in the field “CLOTHES” Figure 4.4: Example of mind-mapping of students in experimental group in the field “CLOTHES” Figure 4.5: Example of mind-mapping of students in experimental group in the field “ANIMALS” Figure 4.6: Example of mind-mapping of students in experimental group in the field “ANIMALS” viii APPENDIX E: LESSON PLAN FOR CONTROL GROUP CLASS 35 first-year students from Thai Nguyen Medical College DESCRIPTION TIME 30 minutes ALLOWANCE OBJECTIVES After the lessons, students will be able to identify and remember kinds of ANIMALS ACTIVITIES - Teacher askes students look at the pictures in the textbook and guess names of animals - Teacher asks students guess and match the kinds of animals with suitable pictures - Teacher gives the lists of new words - Teacher asks students listen to the tape “Which animal can you hear?” and write the name of the animal - GAME: Look at I describe and guess Which animal I am? TEACHING Textbook, powerpoint, blackboard, CD/tape, projector AIDS IX APPENDIX F: LESSON PLAN FOR EXPERIMENTAL GROUP CLASS 35 first-year students from Thai Nguyen Medical College DESCRIPTION TIME 30 minutes ALLOWANCE OBJECTIVES After the lessons, students will be able to identify and classsify ANIMALS into each type and remember categories of animals ACTIVITIES - Teacher asks students look at the pictures in the textbook and guess names of animals - Teacher divides students into three groups and requires students to work in groups and classify ANIMALS into categories based on their knowledge (using mind-mapping tehcnique) - GUESSING GAME: Teacher gives suggest about an animal based on its charactistics, students guess names of animals - Teacher gives students kinds of animals in the papers, students work in groups and list all animals in that kinds they know - Teacher asks students listen to the tape “Which animal can you hear?” and write the name of the animal TEACHING AIDS Textbook, blackboard, powerpoint, handouts, CD/tapes X APPENDIX G: MIND-MAPPING OF STUDENTS IN EXPERIMENTAL GROUP XI XII XIII APPENDIX H THE STUDENTS' SCORES AND THE REALIBILITY COEFFICIENT OF THE TEST ITEMS IN PRETEST Student Number of Items Number of Students' Correct Mean ( X ) (X- X ) (X- X )2 Answers (X) C1 20 11 9,89 1,11 1,23 C2 20 18 9,89 8,11 65,77 C3 20 9,89 -2,89 8,35 C4 20 10 9,89 0,11 0,01 C5 20 9,89 -4,89 23,91 C6 20 9,89 -1,89 3,57 C7 20 17 9,89 7,11 50,55 C8 20 9,89 -4,89 23,91 C9 20 9,89 -0,89 0,79 C10 20 9,89 -2,89 8,35 C11 20 9,89 -1,89 3,57 C12 20 13 9,89 3,11 9,67 C13 20 9,89 -3,89 15,13 C14 20 10 9,89 0,11 0,01 C15 20 12 9,89 2,11 4,45 C16 20 9,89 -1,89 3,57 C17 20 9,89 -2,89 8,35 C18 20 11 9,89 1,11 1,23 C19 20 9,89 -1,89 3,57 C20 20 15 9,89 5,11 26,11 C21 20 9,89 -2,89 8,35 C22 20 9,89 -6,89 47,47 XIV C23 20 9,89 -1,89 3,57 C24 20 11 9,89 1,11 1,23 C25 20 17 9,89 7,11 50,55 C26 20 14 9,89 4,11 16,89 C27 20 9,89 -5,89 34,69 C28 20 9,89 -1,89 3,57 C29 20 10 9,89 0,11 0,01 C30 20 12 9,89 2,11 4,45 C31 20 9,89 -3,89 15,13 C32 20 13 9,89 3,11 9,67 C33 20 9,89 -2,89 8,35 C34 20 15 9,89 5,11 26,11 C35 20 9,89 -5,89 34,69 E1 20 16 9,89 6,11 37,33 E2 20 9,89 -3,89 15,13 E3 20 12 9,89 2,11 4,45 E4 20 9,89 -4,89 23,91 E5 20 9,89 -1,89 3,57 E6 20 13 9,89 3,11 9,67 E7 20 9,89 -0,89 0,79 E8 20 11 9,89 1,11 1,23 E9 20 17 9,89 7,11 50,55 E10 20 9,89 -4,89 23,91 E11 20 9,89 -2,89 8,35 E12 20 18 9,89 8,11 65,77 E13 20 16 9,89 6,11 37,33 E14 20 9,89 -0,89 0,79 E15 20 13 9,89 3,11 9,67 E16 20 10 9,89 0,11 0,01 XV E17 20 18 9,89 8,11 65,77 E18 20 9,89 -2,89 8,35 E19 20 9,89 -1,89 3,57 E20 20 9,89 -0,89 0,79 E21 20 11 9,89 1,11 1,23 E22 20 9,89 -1,89 3,57 E23 20 13 9,89 3,11 9,67 E24 20 9,89 -6,89 47,47 E25 20 9,89 -2,89 8,35 E26 20 9,89 -4,89 23,91 E27 20 16 9,89 6,11 37,33 E28 20 9,89 -1,89 3,57 E29 20 9,89 -2,89 8,35 E30 20 10 9,89 0,11 0,01 E31 20 15 9,89 5,11 26,11 E32 20 9,89 -0,89 0,79 E33 20 15 9,89 5,11 26,11 E34 20 10 9,89 0,11 0,01 E35 20 9,89 -5,89 34,69 ∑ 692 SD = 692 70 = = 9,89 X X X M = N = 1129,09 KR-21 N 1129,09 70 = = = 4,02 K M K M 1 K 1 K (SD ) 20 9,89 (20 9,89 ) 1 19 20 (4,02 ) = 0,73 KR-21 (pretest) = 0,73 XVI APPENDIX I THE STUDENTS' SCORES AND THE REALIBILITY COEFFICIENT OF THE TEST ITEMS IN POSTTEST Student Number of Items Number of Students' Correct Mean ( X ) (X- X ) (X- X )2 Answers (X) C1 20 10 14,33 -4,33 18,75 C2 20 12 14,33 -2,33 5,43 C3 20 14,33 -5,33 28,41 C4 20 15 14,33 0,67 0,45 C5 20 14 14,33 -0,33 0,11 C6 20 14,33 -5,33 28,41 C7 20 14,33 -5,33 28,41 C8 20 13 14,33 -1,33 1,77 C9 20 16 14,33 1,67 2,79 C10 20 11 14,33 -3,33 11,09 C11 20 17 14,33 2,67 7,13 C12 20 14,33 -10,33 106,71 C13 20 14,33 -6,33 40,07 C14 20 14,33 -7,33 53,73 C15 20 14,33 -7,33 53,73 C16 20 13 14,33 -1,33 1,77 C17 20 14 14,33 -0,33 0,11 C18 20 14,33 -7,33 53,73 C19 20 15 14,33 0,67 0,45 C20 20 19 14,33 4,67 21,81 C21 20 14 14,33 -0,33 0,11 C22 20 10 14,33 -4,33 18,75 XVII C23 20 18 14,33 3,67 13,47 C24 20 14,33 -9,33 87,05 C25 20 14,33 -5,33 28,41 C26 20 17 14,33 2,67 7,13 C27 20 18 14,33 3,67 13,47 C28 20 10 14,33 -4,33 18,75 C29 20 14,33 -5,33 28,41 C30 20 14,33 -6,33 40,07 C31 20 13 14,33 -1,33 1,77 C32 20 14,33 -9,33 87,05 C33 20 14,33 -6,33 40,07 C34 20 13 14,33 -1,33 1,77 C35 20 12 14,33 -2,33 5,43 E1 20 15 14,33 0,67 0,45 E2 20 18 14,33 3,67 13,47 E3 20 18 14,33 3,67 13,47 E4 20 19 14,33 4,67 21,81 E5 20 18 14,33 3,67 13,47 E6 20 20 14,33 5,67 32,15 E7 20 16 14,33 1,67 2,79 E8 20 18 14,33 3,67 13,47 E9 20 20 14,33 5,67 32,15 E10 20 17 14,33 2,67 7,13 E11 20 15 14,33 0,67 0,45 E12 20 18 14,33 3,67 13,47 E13 20 15 14,33 0,67 0,45 E14 20 19 14,33 4,67 21,81 E15 20 18 14,33 3,67 13,47 E16 20 16 14,33 1,67 2,79 XVIII E17 20 17 14,33 2,67 7,13 E18 20 19 14,33 4,67 21,81 E19 20 20 14,33 5,67 32,15 E20 20 14 14,33 -0,33 0,11 E21 20 19 14,33 4,67 21,81 E22 20 18 14,33 3,67 13,47 E23 20 19 14,33 4,67 21,81 E24 20 14 14,33 -0,33 0,11 E25 20 19 14,33 4,67 21,81 E26 20 18 14,33 3,67 13,47 E27 20 14 14,33 -0,33 0,11 E28 20 14 14,33 -0,33 0,11 E29 20 18 14,33 3,67 13,47 E30 20 20 14,33 5,67 32,15 E31 20 14 14,33 -0,33 0,11 E32 20 15 14,33 0,67 0,45 E33 20 19 14,33 4,67 21,81 E34 20 20 14,33 5,67 32,15 E35 20 14 14,33 -0,33 0,11 ∑ X M = N = 1003 70 = 14,33 1003 1313,44 X X SD = = N 1313 ,44 70 KR-21 = = = 4,33 K M K M 1 K 1 K (SD ) 20 14,33 (20 14,33) 1 19 20 (4,33) = 0,82 KR-21 (posttest 1) = 0,82 XIX APPENDIX K THE STUDENTS' SCORES AND THE REALIBILITY COEFFICIENT OF THE TEST ITEMS IN POSTTEST Number of Student Number of Items Students' Correct Answers Mean ( X ) (X- X ) (X- X )2 (X) C1 20 10,84 -3,84 14,75 C2 20 12 10,84 1,16 1,35 C3 20 10,84 -5,84 34,11 C4 20 11 10,84 0,16 0,03 C5 20 10,84 -2,84 8,07 C6 20 10,84 -4,84 23,43 C7 20 10 10,84 -0,84 0,71 C8 20 10,84 -2,84 8,07 C9 20 10,84 -5,84 34,11 C10 20 15 10,84 4,16 17,31 C11 20 10,84 -4,84 23,43 C12 20 10,84 -3,84 14,75 C13 20 12 10,84 1,16 1,35 C14 20 10,84 -1,84 3,39 C15 20 10,84 -4,84 23,43 C16 20 10,84 -6,84 46,79 C17 20 10,84 -1,84 3,39 C18 20 14 10,84 3,16 9,99 C19 20 10,84 -1,84 3,39 C20 20 10,84 -5,84 34,11 C21 20 10,84 -1,84 3,39 XX C22 20 10,84 -4,84 23,43 C23 20 14 10,84 3,16 9,99 C24 20 13 10,84 2,16 4,67 C25 20 14 10,84 3,16 9,99 C26 20 10,84 -3,84 14,75 C27 20 10,84 -4,84 23,43 C28 20 14 10,84 3,16 9,99 C29 20 10,84 -4,84 23,43 C30 20 13 10,84 2,16 4,67 C31 20 10,84 -3,84 14,75 C32 20 14 10,84 3,16 9,99 C33 20 10,84 -1,84 3,39 C34 20 10,84 -5,84 34,11 C35 20 12 10,84 1,16 1,35 E1 20 18 10,84 7,16 51,27 E2 20 13 10,84 2,16 4,67 E3 20 14 10,84 3,16 9,99 E4 20 19 10,84 8,16 66,59 E5 20 10,84 -4,84 23,43 E6 20 16 10,84 5,16 26,63 E7 20 17 10,84 6,16 37,95 E8 20 10,84 -3,84 14,75 E9 20 15 10,84 4,16 17,31 E10 20 17 10,84 6,16 37,95 E11 20 10,84 -3,84 14,75 E12 20 10,84 -3,84 14,75 E13 20 15 10,84 4,16 17,31 E14 20 13 10,84 2,16 4,67 E15 20 17 10,84 6,16 37,95 XXI E16 20 10,84 -5,84 34,11 E17 20 13 10,84 2,16 4,67 E18 20 10,84 -1,84 3,39 E19 20 10,84 -2,84 8,07 E20 20 13 10,84 2,16 4,67 E21 20 15 10,84 4,16 17,31 E22 20 10,84 -2,84 8,07 E23 20 11 10,84 0,16 0,03 E24 20 17 10,84 6,16 37,95 E25 20 13 10,84 2,16 4,67 E26 20 15 10,84 4,16 17,31 E27 20 10,84 -1,84 3,39 E28 20 17 10,84 6,16 37,95 E29 20 14 10,84 3,16 9,99 E30 20 18 10,84 7,16 51,27 E31 20 10,84 -3,84 14,75 E32 20 11 10,84 0,16 0,03 E33 20 17 10,84 6,16 37,95 E34 20 10,84 -2,84 8,07 E35 20 13 10,84 2,16 4,67 ∑ 759 SD = 759 70 = = 10,84 X X X M = N = 1185,27 KR-21 = N 1185,27 70 = = 4,114907 K M K M 1 K 1 K (SD ) 20 19 10 ,84 (20 10,84 ) 1 20 (4,11) = 0,744 KR-21 (posttest 2) = 0,744 XXII XÁC NHẬN CỦA GIÁO VIÊN HƯỚNG DẪN: HƯỚNG DẪN HƯỚNG DẪN PGS TS LÊ VĂN CANH TS NGUYỄN THỊ MINH LOAN I ... FIRST-YEAR STUDENTS AT THAI NGUYEN MEDICAL COLLEGE (Sử dụng sơ đồ tư để cải thiện khả ghi nhớ từ vựng cho sinh viên năm thứ Trường Cao đẳng Y tế Thái Nguyên) M.A THESIS (APPLICATION ORIENTATION) Field:... especially to the firstyear students, when they have good ability in mastering vocabulary, they will be easier in memorize 1.3 Difficulty of learning vocabulary Learning vocabulary plays an important... study Aims of the study 3 Scope of the study 4 Significance of the study Structure of the study CHAPTER II: LITERATURE REVIEW Vocabulary and vocabulary learning 1.1 Definitions of vocabulary 1.2