using mind mapping to teach second year cadets vocabulary in intensive reading a quasi experimental study at telecommunication university in nhatrang

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ……………………………… USING MIND MAPPING TO TEACH SECOND YEAR CADETS VOCABULARY IN INTENSIVE READING: A QUASI-EXPERIMENTAL STUDY AT TELECOMMUNICATION UNIVERSITY IN NHATRANG A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by Nguyen Thi Hien Supervisor Assoc Prof Dr Nguyen Thanh Tung Ho Chi Minh City, August 2018 i STATEMENT OF AUTHORSHIP I certify that the thesis entitled “Using mind mapping to teach second year cadets vocabulary in intensive reading: A quasi-experimental study at Telecommunication University in Nha Trang” is my original work; it is based on my own research to meet the requirements of a Master’s Program at Ho Chi Minh City Open University issued by the Higher Degree Committee All sources used by me have been documented No other person’s work has been used without due acknowledgement This piece of work has not previously been submitted for assessment in this or any other subject or course at this University or elsewhere Ho Chi Minh City, August 2018 Nguyen Thi Hien ii ACKNOWLEDGEMENTS First, I would like to thank my thesis supervisor, Assoc Prof Dr Nguyen Thanh Tung, a vice dean at the Department of English in the Ho Chi Minh City University of Education, who was always giving me the best constructive comments and advice about my writing This paper is my own work, but he guided me to this paper in the right direction I would also like to thank the experts for their participation in the survey in this research project: Ms Ngo Thi Thuy Duong and Ms Bui Thi Minh Nguyet, lecturers and MA holders at Telecommunication University in Nha Trang Without their passionate participation and input, the survey could not have been successfully conducted They were also the second readers of this thesis and I am very grateful for their valuable comments I would also like to acknowledge my colleagues at Telecommunication University in Nha Trang and TESOL 10 classmates at Ho Chi Minh City Open University who were always willing to help me so much to finish this paper work to the soonest Finally, I must express my very profound gratitude to my parents for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing up this thesis This accomplishment would not have been possible without them iii ABSTRACT Although a number of studies were carried out to improve the quality of teaching and learning vocabulary at universities recently, students still have difficulties in lexical learning Therefore, this study is aimed to examine the effect of using mind mapping on the vocabulary achievement in intensive reading of the second year cadets at Telecommunication University (TCU) in Nha Trang Based on theoretical framework of mind mapping (MM), the quasi-experimental research was carried out during the second school year in 2017 Fifty-six cadets of the two classes at TCU were divided into two groups: Control group (CG) and experimental group (EG) The EG was exposed to the MM Meanwhile, the CG had traditional English vocabulary lessons Data were collected from three sources: a pretest and a post-test to measure the cadets’ vocabulary improvements after the study treatment, a pre-questionaire and a post-questionnaire to assess the changes in their attitudes towards vocabulary learning with MM and an interview with 10 random cadets in the EG to clarify their attitudes The findings of the study show the effectiveness of the technique on TCU second year cadets In fact, it not only helps them to remember words longer but also the tests better Furthermore, according to the interview and questionnaires, they feel more relaxed, active, creative, and learner-centered Thanks to this, their motivation in learning vocabulary increased iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ii ACKNOWLEDGEMENTS iii ABSTRACT iv LIST OF FIGURES ix LIST OF ABBREVIATIONS ix CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Research aims and questions 1.4 Significance of the study 1.5 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Concept of MM 2.1.1 Definition of MM 2.1.2 Characteristics of MM 2.1.3 Classification of MM 2.2 Ways to make MM 13 2.2.1 Center image 14 2.2.2 Key word .14 2.2.3 Basic ordering ideas .15 2.2.4 Branches 16 2.2.5 Colors 17 2.2.6 Pictures 18 2.3 Advantages of MM 19 2.3.1 Vocabulary ability 20 2.3.2 Attitude to vocabulary learning 21 2.4 Where and when to use MM in intensive reading 22 v 2.4.1 The use of MM techniques in pre-reading 24 2.4.2 The use of MM techniques in while-reading 25 2.4.3 The use of MM techniques in post-reading 26 2.5 Empirical research 26 2.6 Chapter summary 28 CHAPTER RESEARCH METHODOLOGY 29 3.1 Research site 29 3.2 Research participants 29 3.3 Methodology 30 3.3.1 Approach 31 3.3.2 Method 32 3.3.3 Techniques 32 3.3.3.1 Test 32 3.3.3.2 Questionnaire 34 3.3.3.3 Interview 35 3.3.3.4 Summary 36 3.4 Analytical framework 36 3.4.1 Quantitative analysis of vocabulary test results in the pre- and post-test 37 3.4.2 Quantitative analysis of the pre- and post-questionnaire 38 3.4.3 Qualitative analysis of interview 38 3.5 Validity and reliability 39 3.6 Chapter summary 40 CHAPTER RESULT AND DISCUSSION 41 4.1 Data analysis 41 4.1.1 Data analysis of vocabulary test results in the pre-test and post-test 41 4.1.1.1 Data analysis of vocabulary test in pre-test 41 4.1.1.2 Data analysis of vocabulary test in post-test 42 4.1.2 Comparison of mean scores 43 4.1.2.1 Resemblance of vocabulary test results in the pre-test of EG and CG43 vi 4.1.2.2 Difference of vocabulary test results in the post-test of EG and CG 44 4.1.3 Questionnaire data analysis 46 4.1.3.1 Pre-questionnaire data analysis 46 4.1.3.2 Post-questionnaire data analysis 55 4.1.4 Interview data analysis 63 4.2 Discussion of findings 67 4.2.1 Cadets’ improvement in vocabulary learning 67 4.2.2 Cadets’ positive change in attitudes towards learning vocabulary 69 4.3 Chapter summary 69 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 71 5.1 Conclusions 71 5.2 Evaluation of research methodology 72 5.2.1 Strengths 72 5.2.2 Weaknesses 72 5.3 Recommendations 72 5.3.1 For teachers 72 5.3.2 For students 74 5.4 Suggestion for further research 74 5.5 Chapter summary 74 REFERENCES 76 APPENDICES 81 APPENDIX 1: PRE-TEST 81 APPENDIX 2: POST-TEST 87 APPENDIX 3: PRE-QUESTIONNAIRE 93 APPENDIX 4: POST-QUESTIONNAIRE 97 APPENDIX 5: INTERVIEW 101 APPENDIX 6: MODEL LESSON PLAN FOR CG 102 APPENDIX 7: MODEL LESSON PLAN FOR EG 108 vii APPENDIX 114 viii LIST OF FIGURES Figure 2.1: Example of MM (Buzan, 2007) Figure 2.2: Network-tree (Ersoy & Panwar, 1992) 10 Figure 2.3: An event chain (Glencoe Science, n.d.) 10 Figure 2.4: Cycle-concept maps (Glencoe Science, n.d.) 11 Figure 2.5: A spider concept map (Glencoe Science, n.d.) 11 Figure 2.6: Word relationships (Antonacci, 1991) 12 Figure 2.7: A word map (Walpole & McKenna, 2007) 13 Figure 2.8: Example of center image (Buzan, 2006) 14 Figure 2.9: Example of keyword (Windura, 2008) 15 Figure 2.10: Example of basic ordering ideas (Erkan, 2018) 16 Figure 2.11: Example of branches (Illumine Training, 2015) 17 Figure 2.12: Example of colours (Illumine Training, 2017) 18 Figure 2.13: Example of picture (Buzan, 2006, p 2) 19 Figure 4.1: Pre-test score distribution of control and experimental class 42 Figure 4.2: Post-test score distribution of control and experimental group 42 Figure 4.3: Cadets’ opinions about role of vocabulary in learning English 47 Figure 4.4: Cadets’ opinions about how difficult learning vocabulary is 48 Figure 4.5: The frequency of cadets in learning telecommunication vocabulary 49 Figure 4.6: The main difficulties in learning telecommunication vocabulary of CG and EG 50 Figure 4.7: How cadets overcome unknown telecommunication vocabulary in both classes 51 Figure 4.8: Cadets’ strategies to remember telecommunication vocabulary 53 Figure 4.9: Cadets’ awareness about mind map strategies 55 Figure 4.10: EG cadets’ opinions about learning vocabulary 56 Figure 4.11: The main difficulties in learning telecommunication vocabulary of EG after the study 57 Figure 4.12: How cadets overcome unknown telecommunication vocabulary in EG after the study 58 Figure 4.13: Cadets’ strategies to remember telecommunication vocabulary in EG after the study 59 Figure 4.14: EG cadets’ opinions on MM strategy 61 Figure 4.15: EG cadets’ opinions on application of MM strategy to learn telecommunication vocabulary after the study 62 ix Figure 4.16: EG cadets’ opinions on the helpfulness of MM strategy 62 x APPENDIX 5: INTERVIEW How was the learning process with the help of Mind map? Do you feel you learn better through MM? Any troubles with applying MM into learning telecommunication vocabulary Tell me the benefits you gain from using MM? What are your comments on MM? 101 APPENDIX 6: MODEL LESSON PLAN FOR CG Unit 1: SWITCHING SYSTEM FUNCTIONS Learners: ĐH23 PART 1: TEACHING PLAN I AIMS Knowledge - understand the passive voice of the present simple tense and the present perfect tense - switching system functions; manual switching system; automatic switching systems; magnetic type systems; common battery systems; subscribers; operator; counterpart Skills Reading and scanning a text for general information Attitude Comfortable and confident II CONTENTS I Pre-reading task discuss on the switching systems and their functions get to know with some new words about the switching system and their functions II While-reading Read the text and answer the given questions III Post reading 102 Language work: the passive voice of the present simple tense / the present perfect tense Find the words that have the same meaning True / False questions Match the phrases to their translation Reference sources 9: Preparation for next unit III TIME periods = 170 mins IV AUDITORY C402 V ORGANIZATION, METHOD Organization Method individually, in pairs communicative VI MATERIALS Materials Reference materials projector, screen, board, chalk, duster, Grammar in use PART 2: TEACHING PRACTICE Teaching procedures: Content- Time METHOD Teaching Returne 103 order (min) devices Teacher’s Activities Learners’ Activities d evaluatio n Introducti on screen, Organization, introduction mins content I Projector, 166 mins board,… Practice teaching Practice learning Pre- reading Ask whether how much ss know about the switching systems and their functions Discussio Sts answer teacher’s questions Projector screen board… Through answers n - Introduce some new words related to the main topic New 10 words notes - Guide Sts to read the words chorally and individually word in Vietnamese or with screen, ss’ board,… answers meaning of the words Introduce the reading strategy Ss listen, then read the reading of Through - Sts take notes the II While- 10 scanning-scan Projector - Sts repeat after the teacher - Explain the meaning of the pictures - Sts listen and take for text and answer vocabulary items related to questions individually / 104 Projector, Through screen, ss’ Returne METHOD Content- Time order (min) Teaching d Teacher’s Activities Learners’ Activities devices evaluatio n reading each of the questions Ask ss in pairs comprehe to read the text and answer nsion given questions III board,… answers Post reading 25 Language Go through the passive voice of the present simple/ present perfect tense Ss listen and take notes Projector, Through screen, ss’ board,… answers work 15 exercise1 Introduce the task Introduce the task Referenc e source best answer Sts individually read Exercise Read and choose the the text and find the words to complete the meaning 10 Projector, Through screen, ss’ board,… answers Projector, Through screen, ss’ board,… answers Sts in pairs read and Projector, Introduce the task translate Vietnamese 105 it into screen, board,… Through ss’ translatio n Returne METHOD Content- Time order (min) Teaching d Teacher’s Activities Learners’ Activities devices evaluatio n Preparati 20 on for the mins Introduce steps to prepare a Sts new unit listen and take notes next unit Conclusi on - basic knowledg - Conclude the content of the e lesson - self- and feedbacks ask for Sts - Listen and give questions if possible study homewor k Exercises: + Exercise 1: Translate the second text into Vietnamese + Exercise 2: Questions: 106 Projector, Through screen, ss’ board,… answers Notes: Phần đánh giá phản hồi ghi số, tương ứng với câu hỏi ghi phần (ghi nôi dung câu hỏi để đánh giá học viên) …………… Date month year Planner NGUYEN THI HIEN 107 APPENDIX 7: MODEL LESSON PLAN FOR EG UNIT 1: SWITCHING SYSTEM FUNCTIONS Learners: DH 23 PART 1: TEACHING PLAN I AIMS Knowledge - understand the passive voice of the present simple tense and the present perfect tense - switching system functions; manual switching system; automatic switching systems; magnetic type systems; common battery systems; subscribers; operator; counterpart Skills Reading and scanning a text for general information Attitude Comfortable and confident II CONTENTS I Pre-reading task discuss on the switching systems and their functions get to know with some new words about the switching system and their functions II While-reading Read the text and answer the given questions III Post reading 108 Language work: the passive voice of the present simple tense / the present perfect tense Find the words that have the same meaning True / False questions Match the phrases to their translation Reference sources 9: Preparation for next unit III TIME periods = 170 mins IV AUDITORY C402 V ORGANIZATION, METHOD Organization Method individually, in pairs communicative VI MATERIALS Materials Reference materials projector, screen, board, chalk, duster, Grammar in use PART 2: TEACHING PRACTICE Teaching procedures: Content- Time METHOD Teaching Returne 109 order (min) devices Teacher’s Activities Learners’ Activities d evaluatio n Introducti on Projector, screen, Organization, introduction mins content 166 mins board,… Practice teaching Practice learning - Sts answer teacher’s - Ask whether how much ss questions know about the switching I systems and their functions Pre- reading - Write the word Switching - Brainstorm the word Projector system on the board to “Switching system” screen activate Sts knowledge about - Add the related words board… the topic of the leson to the topic Discussio n Through answers - Encourage Sts participation by adding ideas to the topic New 10 words - Introduce some new words - Sts listen and take Projector related to the main topic in a notes in a mind map Through mind map ss’ - Sts try to get the screen, - Explain the meaning of the meaning of the words word in Vietnamese or with - Sts take notes the 110 board,… answers Returne METHOD Content- Time order (min) Teaching d Teacher’s Activities Learners’ Activities devices evaluatio n pictures meaning of the words - Guide Sts to read the words - Sts repeat after the chorally and individually teacher II While- Introduce the reading strategy reading of 10 scanning-scan for Ss listen, then read the vocabulary items related to text and answer reading comprehe each of the questions Ask ss questions individually / nsion given questions to read the text and answer in pairs Projector, Through screen, ss’ board,… answers -Work in pairs and III - Summarize the content of summarize the content of the text with a mind the text through a mind map Post reading 25 15 Introduce the task Language work map - Go through the passive voice Projector, Through screen, of the present simple/ present - Take notes grammar board,… points perfect tense Read and choose the 111 ss’ answers Projector, Through screen, ss’ Returne METHOD Content- Time order (min) Teaching d Teacher’s Activities Learners’ Activities devices evaluatio n exercise1 board,… best answer Sts individually read Exercise the text and find the Introduce the task words to complete the meaning Referenc e source 10 translate it 20 on for the mins Introduce steps to prepare a Sts new unit listen and take notes Conclusi on - Conclude the content of the basic knowledg lesson and feedbacks ask for Sts - Listen and give questions if possible e - ss’ board,… answers board,… Vietnamese next unit - screen, into screen, Preparati Projector, Through Sts in pairs read and Projector, Introduce the task self- 112 answers Through ss’ translatio n Projector, Through screen, ss’ board,… answers Returne METHOD Content- Time order (min) Teaching d Teacher’s Activities Learners’ Activities devices evaluatio n study homewor k Exercises: + Exercise 1: Translate the second text into Vietnamese + Exercise 2: Questions: Notes: Phần đánh giá phản hồi ghi số, tương ứng với câu hỏi ghi phần (ghi nôi dung câu hỏi để đánh giá học viên) …………… Date month year Planner NGUYEN THI HIEN 113 APPENDIX The results of vocabulary test in pre-test and post-test Control class Experimental Control class class N Pre-test Pre-test 4 2 Experimental class N Post-test Post-test 3 4 4 5 5 8 3 6 6 7 8 6 9 3 10 5 10 11 11 12 5 12 8 13 13 8 114 14 14 15 15 8 16 16 17 17 7 18 5 18 7 19 6 19 20 20 21 6 21 22 22 23 5 23 24 24 8 25 25 6 26 26 27 27 28 28 115 ...STATEMENT OF AUTHORSHIP I certify that the thesis entitled ? ?Using mind mapping to teach second year cadets vocabulary in intensive reading: A quasi- experimental study at Telecommunication University. .. MM to teach the second year cadets vocabulary in intensive reading: A quasi- experimental study at TCU in Nha Trang” with the hope that it can help to improve the cadets? ?? learning quality of telecommunications... this study is aimed to examine the effect of using mind mapping on the vocabulary achievement in intensive reading of the second year cadets at Telecommunication University (TCU) in Nha Trang Based