An investigation into the perceptions on using mind mapping technique among third and fourth year students of english at university of foreign language studies

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION *** SCIENTIFIC RESEARCH REPORT AN INVESTIGATION INTO THE PERCEPTIONS ON USING MIND MAPPING TECHNIQUE AMONG THIRD- AND FOURTH-YEAR STUDENTS OF ENGLISH AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES Student: Class: Nguyen Thi Hong Uyen 17SPA02 DA NANG 5/2021 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES FACULTY OF FOREIGN LANGUAGE TEACHER EDUCATION *** SCIENTIFIC RESEARCH REPORT AN INVESTIGATION INTO THE PERCEPTIONS ON USING MIND MAPPING TECHNIQUE AMONG THIRD- AND FOURTH-YEAR STUDENTS OF ENGLISH AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES Academic year: 2020 – 2021 Student: Class: Nguyen Thi Hong Uyen 17SPA02 DA NANG 5/2021 ABSTRACT Mind Mapping, which was developed by Tony Buzan as a visual tool to improve note-taking, creativity and develop ideas, has many benefits to the process of learning The piece of research was conducted to investigate the perceptions among students in the third and fourth year on using Mind Mapping at University of Foreign Language Studies – the University of Danang The data were collected from the questionnaires with 150 students at the Faculty of Language Teacher Education and Faculty of English for Specific Purposes at University of Foreign Language Studies – the University of Danang via the use of qualitative method, which finds out that students use Mind Mapping technique for various purposes of learning and planning ranging from revising the previous lesson and improving its permanence to preparing presentation or projects Besides, students perceive Mind Mapping as a useful learning strategy and most of them enjoy using Mind Mapping for learning Although there are some problems during the learning phase such as being hard for brain or being difficult for others to understand, the findings show that Mind Mapping is still an effective technique that students should apply in learning English To deal with the difficulties in using Mind Mapping technique, students, teachers and even the university take crucial parts in being aware of how to activate Mind Mapping in learning English among students as well as combine it with other approaches such as cooperative learning to motivate them i ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: - Tên đề tài: An investigation into the perceptions on using Mind Mapping technique among third- and fourth-year students of English at University of Foreign Language Studies - Sinh viên thực hiện: Nguy n Th H ng Uyên - Lớp: 17SPA02 Khoa: Sư phạm ngoại ngữ Năm thứ: - Người hướng dẫn: TS Lê Th Giao Chi Mục tiêu đề tài: - T m hi u m đ h s ng S đ tư uy sinh viên năm năm tư Trường Đại h Ngoại Ngữ – Đại h Đà N ng - Nghiên ứu l i h s ng S đ tư uy việ h ti ng nh sinh viên năm năm tư Trường Đại h Ngoại Ngữ – Đại h Đà N ng - Nghiên ứu qu n m việ s ng S đ tư uy việ h ti ng nh sinh viên năm năm tư Trường Đại h Ngoại Ngữ – Đại h Đà N ng - T m r kh khăn việ s ng S đ tư uy đề xu t giải ph p nh m tăng t nh hiệu việ s ng S đ tư uy việ h ti ng nh sinh viên năm năm tư Trường Đại h Ngoại Ngữ – Đại h Đà N ng Tính sáng tạo: - Nghiên ứu nh n thứ việ s ng S đ tư uy việ h ti ng nh sinh viên Trường Đại h Ngoại Ngữ – Đại h Đà N ng hư t ng đư thự - Nghiên ứu làm tiền đề m ng t nh thự ti n việ v n ng S đ tư uy vào ạy h ti ng nh Trường Đại h Ngoại Ngữ – Đại h Đà N ng Kết nghiên cứu: Nghiên ứu h r qu n m sinh viên việ s ng S đ tư uy việ h ti ng nh đ ng thời t m r đư m đ h l i h kh khăn sinh viên g p phải qu tr nh p ng t đ đề xu t s ng ki n gi p ải thiện t nh hiệu S đ tư uy việ h ti ng nh Đóng góp mặt kinh tế - xã hội, giáo dục đào tạo, an ninh, quốc phòng khả áp dụng đề tài: Nghiên ứu đ ng v i tr qu n tr ng việ x đ nh t nh hiệu thự ti n tảng đ giảng viên th h tr qu tr nh h t p sinh viên với S đ tư uy qu đ g p ph n ải thiện việ ạy h giảng viên sinh viên trường Đại h ngoại ngữ Công bố khoa học sinh viên từ kết nghiên cứu đề tài: Chư Đà Nẵng, ngày 17 tháng 05 năm 2021 Xác nhận Giáo viên hướng dẫn Sinh viên chịu trách nhiệm thực đề tài ii ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN VỀ SINH VIÊN CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI I SƠ LƯỢC VỀ SINH VIÊN: Ảnh 4x6 H tên: NGU N TH H NG U N Sinh ngày: 01 th ng 05 năm 1999 N i sinh: Quảng N m Lớp: 17SP 02 Kh : 2017 - 2021 Khoa: Sư phạm Ngoại ngữ Đ h liên hệ: 28 đường Th nh H phường T n n thành ph H i n t nh Quảng Nam Điện thoại: 0799068282 Email: honguyen1599@gmail.com II QUÁ TRÌNH HỌC TẬP: * Năm thứ 1: Ngành h : K t x p loại h t p: S lư thành t h: * Năm thứ 2: Ngành h : K t x p loại h t p: S lư thành t h: * Năm thứ 3: Ngành h : K t x p loại h t p: S lư thành t h: Sư phạm ti ng nh nh thường Kho : Sư phạm ngoại ngữ Sư phạm ti ng nh nh thường Kho : Sư phạm ngoại ngữ Sư phạm ti ng nh nh thường Kho : Sư phạm ngoại ngữ Ngày 17 th ng 05 năm 2021 Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) Xác nhận Khoa (ký tên đóng dấu) iii TABLE OF CONTENT ABSTRACT i LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATIONS viii Introduction 1.1 Rationale .9 1.2 Aims and Objectives 1.2.1 Aims 1.2.2 Objectives .10 1.3 Research Questions .10 1.4 Scope of the Research 10 1.5 Significance of the Research 10 Literature Review 10 Theoretical Background 12 3.1 Overview of Mind Mapping .12 3.2 Concept of Mind Mapping 12 3.3 How to create Mind Maps 13 3.4 Learning with Mind Maps 13 3.4.1 Mind Mapping for Note-taking 14 3.4.2 Mind Mapping for Essays 14 3.4.3 Mind Mapping for Examinations 14 3.4.4 Mind Mapping for Group Study 14 3.5 Advantages of Mind Maps 14 Research Methodology 15 4.1 Research Design and Methods 15 4.2 Research Procedure 15 4.3 Research Methodology .16 Discussion of Findings 16 5.1 Purposes of Using Mind Mapping Technique .17 5.2 Stu ents‟ ttitu e n preferen e tow r s using Min M pping te hnique 19 5.2.1 Attitude towards Mind Mapping technique 19 5.2.2 Students’ preference in teaching tools of Mind Mapping technique 21 5.3 Benefits of Using Mind Maps .22 iv 5.4 Challenges faced by students when using Mind Mapping technique 23 5.5 nswers to the Question “Shoul Min M ps e pplie in Le rning English in The Future?” 24 Conclusion and Recommendations 24 6.1 Conclusion 24 6.1.1 For what purposes students use Mind Mapping Technique? 24 6.1.2 What are the attitudes of teachers and students towards using Mind Mapping Technique in learning English? 25 6.1.3 What are the benefits of using Mind Mapping technique in learning English? 25 6.1.4 What are challenges faced by students during the process of using Mind Mapping Technique in their English learning? .25 6.2 Recommendations .26 Appendix 28 References 32 v LIST OF TABLES Table The advantages of using Mind Mapping technique 14 T le Stu ents‟ interest tow r s Min M ps 19 T le Stu ents‟ opinion out enefits of Min M pping 22 vi LIST OF FIGURES Figure A Mind Map about Health .13 Figure Stu ents‟ purposes of using Mind Mapping technique in learning .17 Figure Stu ent‟s purposes of using Min M pping te hnique in pl nning 18 Figure Stu ents‟ preferen e in te hing tools of Min M pping 21 Figure Stu ents‟ Constr ints of using Min M pping te hnique .23 Figure Stu ents nswer the question “Shoul Min M ps e pplie in te hing n learning in the future? 24 vii LIST OF ABBREVIATIONS UFLS-UD University of Foreign Language Studies – the University of Danang viii 16 Mind Mapping allows me to be creative 4% 5.3% 4.7% 49.3% 36.7% 17 Mind Mapping is a useful learning strategy for me 5.3% 4% 4.7% 40.7% 45.3% 18 I was keen to follow all Mind Maps presented in classes 4% 10.7% 18% 48% 19.3% As demonstrated in the table, a striking feature is that a majority of students express their satisfaction with the use of Mind Mapping technique by answering the survey items as well as open-ended questions When given the st tement “It is iffi ult to re te m ps” 48% of the stu ents being questioned either strongly disagree or disagree with the statement, which is much higher than the number of people who agree with the statement, at 29.3% This cites that drawing Mind Maps is not too difficult for all the students and they tend to be into creating Mind Maps as more than 60% of respondents claim that they enjoy creating Mind Maps In open-ended survey, a student explains that he loves Mind Maps because “they re un erst n le lively n they n t h ttention” Likewise m ny fin themselves immersed in this technique as they love drawing and decorating on their own s l ime : “I n e or te it in my f vorite olorful p tterns th t it is possi le for me to memorize e h p rt of the lesson” “I n draw mind map with different colors whi h interest me more in le rning English” or some love the “attractiveness with many symbols and pictures” nother re son for enjoying Min M ps is “free om of integr ting on epts through simple rel tion” This highlights that freedom and activeness when using Mind Mapping for learning tends to appeal to the respondents In the meantime, as noted in the chart, around 20% of respondents are not really fon of r wing Min M ps for v rying re sons The following re some of stu ents‟ nswers for the question “Wh t o you islike most out Min M pping”: “It is h r to write ll inform tion on m ps.” “M king m pping requires to spen inform tion whi h is ne ess ry for you.” lot of time “This ppro h stoppe me from thoroughly reviewing ny of the lesson.” 20 n lyzing the t from the “Sometimes it nnot over inform tion suffi iently.” s reg r s the st tement “Cre ting l ss Min M p is oring experien e”, the number of students respond with disagree or strongly disagree with the statement is much higher than that of students who agree or strongly agree, at nearly 54% and nearly 26.7% respectively Besides, about 86% of those sampled reckon that Mind Mapping allows them to be creative and it is an effective learning strategy The proportion of the stu ents who gree n strongly gree with the st tement “I was keen to follow all Min M ps presente in l sses” is around 67.3% The findings show that almost students express their positive attitude towards using Mind Mapping in learning as they perceive it as a useful technique, which is seen to be very essential in the sense that it can motivate students in the process of learning 5.2.2 Students’ preference in teaching tools of Mind Mapping technique Mind Maps presented in class Powerpoint presentations in class 1.3 8.8 Discussions in class 13.3 Lecture notes provided by your teacher at the end of each chapter 33.3 Team working on applied assignments provided at the end of each chapter 25.3 10 Quizzes given in class at the end of each chapter The text-books Figure Students’ preference in teaching tools of Mind Mapping As can be seen clearly from the pie chart, team working on applied assignments provided at the end of each chapter is the most preferred item, at 33.3%, followed by discussions in class, at 25.3% Besides, the other tools including Powerpoint presentations in class, lecture notes, the text-books, Mind Maps presented in class accounted for 13.3%, 10%, 8.8% and 8% in turn, which is much more preferable than quizzes given in class at the end of each chapter, at 1.3% 21 5.3 Benefits of Using Mind Maps Table Students’ opinion about benefits of Mind Mapping Strongly Disagree Disagree Neutral Agree Strongly Agree 30% 7.3% 6% 16.7% 40% 17.3% 19.3% 14.7% 24.7% 24% 22% 20.7% 4% 22.7% 30.6% 22 It ensures multidimensional thinking 24.7% 16.7% 6% 21.3% 31.3% 23 It ensures envision of what was learned 20% 18% 10.7% 27.3% 24.7% 24 It is a fun activity 19.3% 16.7% 8.7% 28.7% 26.6% 25 It increases interest, attention and motivation 18.7% 18.7% 8.6% 24% 30% 26 It is personal 21.3% 17.3% 10% 24% 27.4% 27 It improves creativity and imagination 17.3% 20% 13.3% 21.3% 28% 28 It enhances our visual perception 21.3% 18% 8% 22% 30.7% Statements 19 It ensures permanent learning 20 It makes learning meaningful and efficient 21 It facilitates memorization As presented in the table, more than 55% of students in the survey consider that Mind Mapping is a fun activity and can ensure permanent learning, which is among 22 the highest figures of all advantages It is followe y the st tement “It in re ses interest ttention n motiv tion” t 54% The other benefits including increasing memorization, improving multi-dimensional thinking, ensuring envision of the last lesson, being personal, improving creativity, imagination and visual perceptions all represent around 50% of total students polled who agree or strongly agree with In fact, whether the use of Mind Mapping technique is effective or has a negative impact on students or not, the collected data above show that Mind Mapping contributes to the improvement of stu ents‟ cognitive, affective and individual aspects This is reinforced by Saputro, Basori and Budiyanto (2017) who after collecting data from the pretest/posttest and observation assert that "the performance assessment indicated the increase in four aspects of learning namely cognitive, affective, psychomotor, and liveliness.” 5.4 Challenges faced by students when using Mind Mapping technique 100% 90% 80%36.7 70% 60% 18.7 50% 40% 5.3 30%19.3 20% 10% 20 0% 14.7 38 11.3 17.3 17.3 24.7 24.7 22 24.7 15.3 10 9.3 12.7 21.3 18 22.7 18 21.3 23.3 16.7 20 18.7 18 30 24.7 23.3 28 18.7 28.7 Strongly Agree Agree Neutral Disagree Strongly Disagree Figure Students’ Constraints of using Mind Mapping technique Despite its effectiveness in learning English, students still have to deal with some problems arisen, which can be attributable to material resources or individual ability As noted in the chart, being hard for brain ranks first with 18.7% of those who agree with and 36.7% of those who strongly agree with About 52.7% of the survey students assert that it is uneasy for others to understand due to its personalization as opposed to 46.7% of the survey students who tend to forget the meaning of some symbols easily In addition, being bad at drawing is also a challenge for 49.4% of the survey students Some other constraints such as not finding suitable symbols related to 23 the topic, not having colored pencils, or not finding the needed visuals are defined to be their matters at a little lower rate (47.3%, 46.7% and 46% respectively) 5.5 Answers to the Question “Should Mind Maps Be Applied in Learning English in The Future?” Should Mind Mapping be applied in learning English in the future? 10.7% 1.3% Yes No Others 88% Figure Students answer the question “Should Mind Maps be applied in learning English in the future? As presented in the pie chart, the majority of the survey students (88%) assert that Mind Mapping technique should be implemented in the educational setting for all the benefits that it brings to students Nevertheless, there are 16 students who are not into using Mind Mapping technique in the process of learning English while two students hesitate about using Mind Mapping To illustr te one st te: “I m not sure It oesn‟t lw ys work well” or the other l ims th t Min M pping shoul e pplie for kids only Generally, the significant number is recorded for those who support the implementation of Mind Mapping technique Conclusion and Recommendations 6.1 Conclusion This piece of research is conducted to give an account of third- and fourth- year stu ents‟ per eptions on using Min M pping te hnique t UFLS-UD After data being collected and analyzed in the previous part, the research questions can be answered and summarized as follows: 6.1.1 For what purposes students use Mind Mapping Technique? The result obtained shows that most of the students in the third and fourth year at UFLS-UD use Mind Mapping technique for many purposes In terms of the learning theme, students mainly go for revising the previous lesson and improving its 24 permanence whereas preparing for exam, interpreting what was learned, concretizing the abstract subject, note-taking, summarizing and attracting more concentration are demonstrated to be amongst primary purposes of students when learning with Mind Mapping technique With reference to the planning theme, preparing presentation, plan or project tops the list as Mind Mappping technique is really beneficial to organizing and structuring the ideas Meanwhile, more than half of the students make use of this technique so as to use time effectively and brainstorm 6.1.2 What are the attitudes of teachers and students towards using Mind Mapping Technique in learning English? As demonstrated above, not many students find it hard to draw Mind Maps and they find them enjoyable, interesting and useful However, there are still quite many students hesitating to express their feelings about this technique Moreover, it is claimed by many students that using Mind Mapping stimulates their creativity Regarding the favorite teaching tools of Mind Mapping, they seem to love using Mind Maps with the tools that enhance their collaborative spirits, which can be team working assignments or group discussions rather than individual tools such as text-books or lecture notes In general, most of the students express positive attitudes towards using Mind Mapping technique as a fun, interesting and motivating approach to learning as well as expect to apply Mind Maps in the future 6.1.3 What are the benefits of using Mind Mapping technique in learning English? Min M pping te hnique rings m ny enefits to stu ents‟ le rning s ivi e into three terms, namely cognitive, affective and individual As regards the cognitive aspect, Mind Mapping technique can be an effective tool to ensure lifelong learning, facilitate meaningful and efficient learning, increase memorization, improve multi-dimensional thinking and ensure envision of the last lesson Regarding the affective aspect, Mind Mapping can help increase interest, attention and motivation or create fun atmosphere in classes In terms of the individual one, Mind Mapping allows students to be personal and improves their imagination and visual perceptions 6.1.4 What are challenges faced by students during the process of using Mind Mapping Technique in their English learning? Although there are many advantages of using Mind Mapping technique, students still deal with a wide range of obstacles Mind Mapping is considered to be quite hard for brain and due to the personalization of Mind Mapping, other people find it difficult to understand Besides, being bad at drawing or not finding suitable symbols related to the topic, not having colored pencils, or not finding the needed visuals often hinders students from drawing a good Mind Map 25 6.2 Recommendations Due to the lack of time and experience in doing research, it is hoped that the research will be constructive in solving the difficulties of using Mind Maps in the learning of English On the side of students, purposes and outcomes of using Mind Mapping are initial factors that students need to think of It should be ensured that when students make use of Mind Mapping during the learning process, they need to indicate the exact purposes and what they hope to achieve, thereby devising effective strategies to create good Mind Maps Also, students should be aware of the importance of using Mind Mapping so that they can be motivated during their learning On Mind Maps, students need to define the specific concepts and ideas so as to ensure the sufficiency and the individuality Apart from studying at classes, students can get used to this technique by using it at home On the side of teachers, to facilitate students in learning, teachers need to organize fun activities with Mind Mapping so that students feel not only excited but also motivated to engage in However, students may be discouraged if they have many difficulties in drawing Mind Maps; therefore, teachers can combine Mind Mapping with other approaches such as cooperative learning or provide materials or textbooks using Mind Maps to make it easier Besides, providing clear guidance and orientation is said to play an important role in teaching with Mind Mapping in classes More specifically, the steps to create a good Mind Map or concepts of Mind Maps need to be presented to students Additionally, there are a small number of students who not enjoy Mind Mapping so teachers should observe, have them get an easy access to it and facilitate them with supports in order to foster their interests in using Mind Maps as an effective learning tool Mind Mapping should be friendly and well adaptive in more classroom activities so as to oost stu ents‟ interest in the lesson Teachers should use Mind Mapping technique more instead of writing on the board tr ition lly whi h n evelop stu ents‟ cognitive thinking ability Taking different learning levels into consideration, teachers can evaluate and determine sensible targets and purposes On the other hand, owing to the development of the technology, Mind Maps can be utilized by means of computer In addition, regular evaluation and ssessment re re lly ru i l to not only ssess stu ents‟ perform n e ut lso test the effectiveness of this technique On the side of the university, each classroom needs to be provided with enough colorful pens and paper sheets for students to create Mind Maps Besides, the faculty 26 can set up talk shows or clubs in order to provide students more knowledge about this technique In conclusion, the above recommendations can make contribution to the effectiveness of using Mind Mapping in the learning of English, which requires the efforts of the university, teachers and students If Mind Mapping is applied in the real learning context, it is strongly believed that students can have more opportunities to get exposed to this technique and improve their academic performance 27 Appendix QUESTIONNAIRE This questionnaire is designed to identify the perceptions of students on using Mind Mapping technique in English courses Part A: Here are a number of statements that may describe how you feel about learning English using Mind maps You are asked to rate each given statement by selecting a number from to The meaning of these numbers is given below Strongly disagree Agree Disagree Strongly agree Neutral Tick in the box corresponding to the option you have chosen No Statements Purposes of using Mind Mapping technique Attracting more concentration Concreting the abstract subjects Preparing for exam Taking notes Summarizing Revising what was learned and expanding the permanence Interpreting what was learned Specifying targets Brainstorming 10 Using time effectively 11 Preparing plans/projects 12 Preparing presentations Interest towards mind maps 13 It is difficult to create maps 28 14 I enjoy creating mind maps 15 Creating a class mind map is a boring experience 16 Mind mapping allows me to be creative 17 Mind mapping is a useful learning strategy for me 18 I was keen to follow all Mind Maps presented in classes Benefits of Mind Mapping technique 19 It ensures lifelong learning 20 It makes learning meaningful and efficient 21 It accelerates memorization 22 It develops multi-dimensional thinking 23 It ensures envision of what was learned 24 It is an enjoyable activity 25 It stimulates interest, attracts attention and increases motivation 26 It is personal 27 It boosts creativity and imagination 28 It enhances our visual perception Constraints of using Mind Mapping technique 29 Being hard for the brain 30 Being difficult for other to understand 31 Forgetting the meanings of some symbols 32 Being bad at drawing 33 Being hard to find the symbols related to the topic or subject 34 Not having the colored pencils every time 35 Not finding the requested visuals every time 29 Mind Maps Preference Please tick () the teaching tool which is the best for you in terms of their contribution to achieving the highest benefit for you Mind maps presented in class Power point presentations in class Discussions in class Lecture notes provided by your teacher at the end of each chapter Team working on applied assignments provided at the end of each chapter Quizzes given in class at the end of each chapter The text-books 30 Part B: Please read each question carefully Write your response in the space provided after each item What you like most about mind mapping? What you dislike most about mind mapping? Give some suggestions about using Mind Maps in teaching and learning English Should Mind maps be applied in teaching and learning in the future? 31 References Afriansyah, I (2019) The Effectiveness of Mind Mapping Technique to Teach Students' Speaking Ability at The Tenth Grade Students of Sman Jatiwangi in The Academic Year 2017/2018 Journal of English Language Learning (JELL) Bukhari, S S (2016) Mind Mapping Techniques to Enhance EFL Writing Skill International Journal of Linguistics and Communication, 58-77 Buran, A., & Filyukov, A (2015) Mind Mapping Technique in Language Learning Tomsk: Elsevier Ltd Buzan, T (2006) The Buzan Study Skills Handbook: The Short Cut to Success in Your Studies London: BBC Buzan, T., & Buzan, B (1993) The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential London: BBC Books Casco, M (2009) The Use of "Mind Maps" in The Teaching of Foreign Languages 17 Chairani, N (2015) Improving Reading Comprehension Using Mind Mapping Concept International Seminar on English Language and Teaching: Shaping The New Trends of English Teaching and Studies, (pp 352-355) Padang Erdem, A (2017) Mind Maps as A Lifelong Learning Tool Universal Journal of Educational Research, 1-7 Gallardo, S (2012, July 13) Mind Mapping: Improve Test Scores and Enhance Critical Thinking Retrieved May 6, 2021, from HBCU Lifestyle: https://hbculifestyle.com/improving-academic-performance-with-mind-mapping/ 32 Goodnough, K., & Woods, R (2002) Student and Teacher Perceptions of Mind Mapping: A Middle School Case Study New Orleans: EDRS Health Mind Map Drawing (n.d.) 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