The effectiveness of mind mapping on improving vocabulary learning for 12 th graders at nguyen du high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN NHA PHUONG THE EFFECTIVENESS OF MIND MAPPING ON IMPROVING VOCABULARY LEARNING FOR 12TH GRADERS AT NGUYEN DU HIGH SCHOOL MASTER’S THESIS IN EDUCATION Nghe An, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN NHA PHUONG THE EFFECTIVENESS OF MIND MAPPING ON IMPROVING VOCABULARY LEARNING FOR 12TH GRADERS AT NGUYEN DU HIGH SCHOOL Major: Theory and Methodology of English Language Teaching Code: 60140111 MASTER’S THESIS IN EDUCATION Supervisor: NGO DINH PHUONG, Assoc Prof., Ph.D Nghe An, 2017 STATEMENT OF AUTHORSHIP I hereby acknowledge that the thesis entitled “The effectiveness of mind mapping on improving vocabulary learning for 12th graders at Nguyen Du high school” is mine It is based on my own research to meet the requirements for theses in Master‟s Programs at Vinh University The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Dong Thap, July 2017 Author Nguyen Nha Phuong i ACKNOWLEDGEMENTS During the process of carrying out this research, I have received a lot of contribution and support from many people Therefore, I would like to express my special thanks to them First of all, I would like to express my deepest gratitude to my supervisor, Assoc Prof., Ph.D Ngo Dinh Phuong- a Vice-Dean of Vinh University, who directly instructed and helped me carry out the study His detailed feedback and insight, his kindness and enthusiasm encouraged me over the time of conducting the study Second, I am grateful to Mr Lam Van Vung, my principal, who provided me with the opportunity to take this MA course and finish my thesis I also thank my colleagues, who substituted for me in my work-place during my absence for this MA course Next, I would like to show my special thankfulness to Nguyen Du high school students, especially the ones of the class A (control group) and class B (experimental group) who were willing to help me to carry out the experimental study Last but not least, I would like to devote my special thanks to my dear family for their love and encouragement during the process of the study ii ABSTRACT The teaching and learning of vocabulary at high school has recently been paid much more attention to by teachers and learners However, many students still have some trouble in lexical learning due to the lack of a suitable learning strategy Thus, this study was carried out to examine the role of “mind mapping” in improving vocabulary learning of the 12th graders at Nguyen Du High School in Dong Thap Province Based on the theoretical framework of mind-mapping, the quasi-experimental research was carried out during the first semester Fifty six students of the two classes at Nguyen Du High School were divided into two groups: control group and experimental group Data were collected from three sources: (1) the final Grade 11 exam of the second semester of the previous academic year and post-test to estimate the students‟ vocabulary improvement after the treatment, (2) the pre- and post- questionnaire to assess what the changes in their attitude towards vocabulary learning with mind-mapping were, and (3) interview with ten students in the experimental group to clarify their attitude The findings of the study reveal that mindmapping affects the Nguyen Du High School students‟ lexical ability a lot In fact, it not only helps them remember words longer but also tests better Moreover, questionnaires and interviews show that they feel more relaxed, active, creative, and learner-centred Thanks to this, their motivation to learn vocabulary increased iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv LIST OF FIGURES vii LIST OF TABLES viii LIST OF ABBREVIATIONS ix CHAPTER INTRODUCTION 1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Vocabulary learning and vocabulary teaching 2.1.1 Vocabulary 2.1.2 Vocabulary learning and language proficiency 2.1.3 Vocabulary teaching 2.2 The concept of mind mapping 10 2.2.1 Definition of mind mapping 10 2.2.2 Classification of mind mapping 12 2.2.3 Characteristics of mind mapping 21 2.3 Ways to make mind mapping 23 2.4 Advantages and disadvantages of mind mapping 28 iv 2.4.1 Advantages 28 2.4.2 Disadvantages 32 2.5 When and where to use mind mapping 32 2.6 Empirical research 35 2.7 Chapter summary 38 CHAPTER METHODOLOGY 39 3.1 Overview of approach 39 3.2 Research site 39 3.3 Research participants 41 3.4 Research instruments 42 3.4.1 Teaching material: Textbook 42 3.4.2 The measurement instruments 45 3.5 Procedure 49 3.6 Analytical framework 51 3.6.1 Quantitative analysis of the Grade 11 final exam and post-test 51 3.6.2 Quantitative analysis of pre- and post-questionnaire 52 3.6.3 Qualitative analysis of interview 53 3.7 Validity and reliability 53 3.8 Summary 55 CHAPTER FINDINGS AND DISCUSSIONS 56 4.1 Data analysis 56 4.1.1 Results in the tests 56 4.1.2 Results from questionnaires 61 4.1.3 Results from interview 73 4.1.4 Overall summary 77 4.2 Discussion of findings 78 v 4.2.1 General findings 78 4.2.2 Specific findings 78 4.2.3 Summary 83 4.3 Chapter summary 84 CHAPTER CONCLUSION 85 5.1 Conclusions 85 5.2 Strengths and limitations in the methodology of the study 86 5.3 Recommendations 87 5.3.1 The teachers 87 5.3.2 The students 89 5.4 Suggestions for further research 89 5.5 Summary 89 REFERENCES 90 APPENDIX 100 WORKSHEET 106 APPENDIX 106 APPENDIX 113 APPENDIX 117 APPENDIX 121 APPENDIX 124 APPENDIX 126 APPENDIX 10 132 vi LIST OF FIGURES Figure 2.1: A mind map of wedding (Busy teacher, n.d.) 12 Figure 2.2: Linear, circular, hub spokes, tree, and network (Kinchin, 2000) 12 Figure 2.3: KWL chart (My warrior kids, n.d.) 13 Figure 2.4: Venn diagram (Sixth Grade Tales, 2014) 13 Figure 2.5: Venn diagram of Whales and Fish (Walbert, n.d.) 14 Figure 2.6: QAR (Weebly, n.d.) 15 Figure 2.7: Web organizer (Wise, 2014) 15 Figure 2.8: T chart (Enchanted Learning, 2003/2015) 16 Figure 2.9: A network tree (Glencoe Science, n.d.) 16 Figure 2.10: An event chain (Glencoe Science, n.d.) 17 Figure 2.11 : A cycle concept map (Glencoe Science, n.d.) 17 Figure 2.12 : A spider concept map (Glencoe Science, n.d.) 18 Figure 2.13: Word relationships (Antonacci, 2015, p 21) 18 Figure 2.14 : Synonyms, antonyms, examples and non-examples (Antonacci, 2015, p.21) 19 Figure 2.15: Word connections (Antonacci, 2015, p 22) 19 Figure 2.16: A word map (Walpole & McKenna, 2007) 19 Figure 2.17: A concept map (Penn State, 2000/2015) 20 Figure 2.18: A story map (Manis, 2012) 20 Figure 2.19: Mapping components (Richard & Joanne, 2007) 21 Figure 2.20: The structure of semantic maps (Dilek & Yürük, 2012, p 1533) 22 Figure 2.21: How to make a mind mapping (Illumine training, 2015) 26 Figure 4.1: Pre-test score distribution of control and experimental group 56 Figure 4.2: Post-test score distribution of control and experimental group 57 vii LIST OF TABLES Table 3.1: Participants‟ characteristics 41 Table 3.2: Teaching material 43 Table 3.3: Five degrees of grades to classify the students‟ ability 47 Table 3.4: Summary of instruments of data collection 49 Table 3.5: Schedule for the main stages of data collection 49 Table 3.6: Reliability statistics for pre-questionnaire 55 Table 3.7: Reliability statistics for post-questionnaire 55 Table 4.1: Group statistics of pre-test results 58 Table 4.2: Independent samples t-test of the two groups before the treatment 59 Table 4.3: Group statistics of post-test results 60 Table 4.4: Independent samples t-test of the two groups after the treatment 60 Table 4.5: The students‟ attitudes to vocabulary learning 62 Table 4.6: The students‟ methods of self-studying vocabulary 63 Table 4.7: The teacher‟s method of teaching vocabulary 64 Table 4.8: The students‟ difficulties in learning vocabulary 66 Table 4.9: The advantages to students who learn vocabulary by using mind Mapping 68 Table 4.10: The disadvantages to students who learn vocabulary by using mind mapping (before conversion) 70 Table 4.11: The disadvantages to students who learn vocabulary by using mind mapping (after conversion) 71 Table 4.12: The students‟ future eagerness in using mind-mapping to learn 72 Table 4.13: Student comments 75 viii APPENDIX Dear students, This questionnaire is made with the aim of collecting data for research about students‟ motivation, their difficulties in learning vocabulary as well as their thought in studying vocabulary by using mind-mapping (Please put the check “۷” into the square of your best choice) No Statements Scales (1) strongly disagree Learning vocabulary is interesting Learning vocabulary is important and essential Learning vocabulary is difficult You yourself learn vocabulary via: “You often look up new words in English – Vietnamese dictionary” “You often take note of difficult vocabulary” “You learn vocabulary by writing on play cards” “You often write the words you have to learn” 121 (2) (3) disagree agree (4) strongly agree “You often learn vocabulary by watching films or video” Your teacher teaches you vocabulary via: Translating vocabulary into Vietnamese 10 Explaining vocabulary in English 11 Introducing new vocabulary in a certain context 12 Using real objects or pictures 13 Writing vocabulary on the board for you to copy in your notebook 14 Using mind-mapping to teach vocabulary in class Your difficulties in learning vocabulary 15 “You can remember the vocabulary after finishing the English class at school” 16 “You can remember vocabulary you learnt when speaking” 17 “You can use correct vocabulary in speaking” 18 “You feel lazy when studying so many words” 19 “You can remember the long words” 122 20 “You are confused about the meaning of some words after learning at school” Thanks for your help! 123 APPENDIX Dear students, This questionnaire is formed with the purpose to collect the data for the research about how good the mind maps are in teaching and learning English especially to find out how effective they are in improving students‟ vocabulary (Please put the check “۷” into the square of your best choice) No Statements Scales (1) strongl y disagre Mind mappings can help you to e Create an active learning atmosphere Remember the lesson faster and easier Feel comfortable Be learner centered Provide different and more exciting methods to practice the lesson Acquire the lesson better Remember vocabulary longer Be able to discuss with other students 124 (2) disagre e (4) (3) strongl agree y agree Develop your creativity Your difficulties in studying via mind mappings “You feel bored when taught 10 vocabulary by using mind mappings.” It is waste of time to study 11 vocabulary by using mind mappings “You have difficulty in remembering 12 a certain word when using mind mappings” 13 “You sometimes have difficulty in making a perfect mind map” In the future, you hope to 14 15 Learn vocabulary by using mind mappings Learn reading texts by using mind mappings Thanks for your help! 125 APPENDIX Các em học sinh thân mến, Bảng câu hỏi làm với mục đích thu thập thơng tin cho việc nghiên cứu động cơ, khó khăn việc học từ vựng Tiếng Anh Từ tìm giải pháp giúp em học tốt từ vựng Các em đánh dấu „۷‟ vào ô em thấy hợp lí Mức độ (1) STT Nội dung Hồn tồn không đồng ý Học từ vựng thú vị Học từ vựng quan trọng cần thiết Học từ vựng khó Bạn tự học từ vựng cách Bạn tra thường tra từ từ điển Anh – Việt Bạn thường ghi từ khó Bạn học từ cách viết vào giấy nhỏ mang giấy nhỏ để học từ lúc nơi 126 (2) Khơng đồng ý (4) (3) Hồn Đồng ý tồn đồng ý Bạn thường tập chép vào giấy nháp từ mà bạn phải học Bạn thường học từ vựng qua phim hay video Giáo viên bạn dạy từ vựng cho bạn cách Dịch từ sang tiếng việt 10 Dùng tiếng anh giải thích từ 11 Dạy từ thơng qua ngữ cảnh 12 Dạy từ vựng thông qua 13 tranh Viết từ vật trênthật bảng cho bạn ảnh hay chép vào tập 14 Sử dụng sơ đồ tư để dạy từ vựng Bạn gặp khó khăn học từ vựng 15 Bạn nhớ từ sau học Tiếng Anh trường 16 Bạn nhớ từ bạn học bạn nói với người khác hay nói chủ đề 17 Bạn sử dụng từ nói tiếng anh 18 Bạn cảm thấy lười học nhiều từ vựng 19 Bạn nhớ từ dài 127 20 Bạn nhớ nhầm nghĩa từ sang từ khác sau học xong từ Cám ơn giúp đỡ em! 128 APPENDIX Các em học sinh thân mến, Bảng câu hỏi làm với mục đích thu thập thông tin cho việc nghiên cứu sơ đồ tư có giúp ích cho việc học dạy Tiếng Anh nào, đặc biệt tìm hiệu cải thiện từ vựng học sinh Các em đánh dấu „۷‟ vào ô em thấy hợp lí Mức độ (1) Nội dung STT Hồn (2) tồn Khơng khơng đồng ý đồng ý Sơ đồ tư giúp bạn: Tạo môi trường học tập động Nhớ nhanh dễ Cảm thấy thoải mái Là trung tâm việc học Đưa cách khác để thực hành học sôi Hiểu học tốt Nhớ từ vựng lâu Có thể thảo luận với bạn Phát triển sáng tạo Khó khăn bạn học từ sơ đồ tư 129 (4) (3) Hoàn Đồng ý toàn đồng ý 10 Bạn cảm thấy chán giáo viên dạy từ sơ đồ tư 11 Thật lãng phí thời gian học từ sơ đồ tư 12 Bạn gặp khó khăn nhớ từ sử dụng sơ đồ tư 13 Bạn gặp khó khăn để thiết kế sơ đồ tư thật xác Trong tương lai, bạn hi vọng 14 Học từ vựng cách sử dụng sơ đồ 15 Học đọc hiểu sơ đồ tư tư Cám ơn giúp đỡ em! 130 APPENDIX What is a mind map? What you think about mind-mapping? What are the advantages and disadvantages of mind-mapping in vocabulary lessons? Do you want to learn vocabulary with mind mapping? 131 APPENDIX 10 F1 - Mind mappings are known contents divided into many details For example, in vocabulary learning, we have a main word from which correlative sub-words are separated into a unified diagram - MM helps me learn creatively, remember vocabulary and lessons more easily - Advantage: easy to understand and master vocabulary, comfortable to share opinion with my group members - Disadvantage: have some complicated words which make the mind mapping too verbose - However, in the future I hope to study with mind-mapping F2 - MM consists of necessary information broken-down into many new words To make a unified diagram, these words were arranged in smaller branches relating to meanings and parts-of-speech - MM helps me better in vocabulary learning and understanding some familiar words - Advantage: helps me remember vocabulary more quickly and more easily MM displays the content of the reading passage, so I can understand the content before reading it - Disadvantage: some phrasal words are too long to remember Sometimes I have to draw complicated MMs However, it boosts my creativity as well since I can use many colors to distinguish the words, which helps me learn words without difficulty or effort - In the future, I think we should use MMs because they are briefer than traditional methods We can also recognize parts-of-speech (nouns, verbs, adjectives, etc.) In addition, their meanings have relationships which are easier 132 to learn than in traditional methods M3 - MMs are word systems that are connected to their different parts by using adjectives, nouns, verbs, adverbs or meanings - Advantage: easy to learn and understand because of their relationships; help me to understand some parts of the reading passage - Disadvantage: some MMs are too long - In the future, I hope to study with MM M4 - MM is a content-map divided into many branches with each having subsidiary ones The main content consists of sub-contents which relate to each other and to the main idea They are decorated with many colors and illustrating pictures - Advantage: easy to understand, help me remember lessons easier and longer - Disadvantage: sometimes have difficulty in grouping words to make a perfect mind-mapping and sometimes have trouble in copying them down in notebook - In the future, I hope to study with MMs M5 - MMs are composed of many words connected together by arrows The main idea precedes and then infers the next words - Advantage: help us know a number of words relating to each other about parts-of-speech like verbs, adjective, adverbs or meanings I can exchange knowledge with the other groups - Disadvantage: I don‟t have many difficulties with MMs From one word in the map, we can infer many words However, sometimes I am confused because of the limited colors in the MM I also have problems with drawing because I not clearly know the relationship between these words 133 - In the future, I hope to study with MMs; however, we need to highlight the key words with different arrows and different colorful pens M6 - MMs display the relationship between a key-word and many other detailed words by using many drawings and colors - Advantage: easier to remember new words, especially parts-of-speech - Disadvantage: I not know how to make a perfect MM - In the future, I hope to study with MMs; however, I need to understand the meanings and their relationships to make a perfect MM M7 - MM is a title drawn in a big circle There are many branches (sub-words describing relationships about meaning or parts-of-speech with many drawings and other circles attached - Advantage: understand lessons more clearly, master lesson-content and remember longer In addition, from the MM, I can understand the content of the reading lesson and infer other issues - Disadvantage: rather disordered and long I not know how to start drawing in my notebook unless I pay attention to my teacher‟s instructions - I think it is better to study with MM, but we should make the MM easier to understand by providing more different colors F8 - MM is a big circle containing a key word (a new title) in the center and a number of sub-words which relate to meanings or parts-of-speech - Advantage: easy to grasp the lesson, not boring, can cooperate, share ideas with my group members - Disadvantage: with so many new words in the MM, it is rather difficult to draw into notebook because of lack of paper - In the future, I hope to study with MM M9 134 - MM is a tree including meanings, verbs, nouns, adjectives, and the content of the reading lesson It consists of a title, some relating words, some colorful handwriting attached to word-levels with illustrating pictures - Advantage: understand the lesson and words relating to the lesson Despite wasting time, I can understand the lesson very clearly - Disadvantage: complicated, having too many branches, so I lack space when I write down in the notebook - I would like to make a MM in class rather than at home because I cannot exploit all words at home - In the future, I hope to study with MMs because of their benefits However, the teacher should deliver a blanked-out MM handout to us to fill in because of the limited space in notebook 10 F10 - MMs consist of title, vocabulary, and the meanings of the words which have close-knit relations of meaning, parts-of-speech in which the main ideas precede the sub-ideas - Advantage: easy to understand and remember the words in MM - Disadvantage: At first, I was worried about lack of space to write down Later, I can manage to order it better Sometimes, the handwriting on the board is too small to see - In the future, I hope to study with MMs because they help me remember words systematically 135 ... thesis This thesis consists of five chapters Chapter introduces the study by providing the rationale of the study, the aims of the study, the scope of the study, and the organization of the thesis... stimulate the mind Although there are various definitions of mind- mapping, all these share something in common They are visual representations of categorical relationships The connections among the. .. examine the role of ? ?mind mapping? ?? in improving vocabulary learning of the 1 2th graders at Nguyen Du High School in Dong Thap Province Based on the theoretical framework of mind- mapping, the quasi-experimental