This leads to the implication that the mind mapping canimprove high school students’ vocabulary retention and is promising to vocabularyteaching and learning... 17 2.2.2 Multimodality an
1
Research questions
In an attempt to achieve the above-presented aims, the study should to answer the following research questions:
1 How does mindmapping affect students’ motivation in learning English vocabulary?
2 Does mindmapping facilitate students’ retention of new words?
Scope of the study
The research is focuses on using mind-map to teach English vocabulary to 11 th graders at Trieu Son 3 high school.
Methods of the study
This study, conducted with 40 students at Trieu Son 3 High School, employs a vocabulary test administered as both a pre-test and post-test, along with a survey questionnaire as the primary data collection methods The collected data are analyzed statistically to produce item-level percentages, and the results are presented in tables and figures in Chapter Four Further details on the research methodology are provided in Chapter Three.
Design of the Study
The study consists of the following parts:
Chapter 1 Introduction: This part introduce the issues leading to the study, including rationale, aims, methods, scope, and organization of the study.
Chapter 2: Literature review : Theoretical background relevant to the topic and surveys of articles, books and other resources relevant to a particular the study topic be presented This part also provide description, summary, and critical evaluation of each work quoted.
Chapter 3 Methodology: This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis.
Chapter 4 Findings and Discussions: The part deals with the findings drawn out from the analysis of data The findings and discussion are based on the study about difficulties in teaching and learning English vocabulary and the solutions for these problems.
Chapter 5 Conclusion: Main points and contents of the study are summarized based on the results of the study The implication of the study and the recommendation for further research will be presented.
5
Vocabulary learning
Vocabulary can be defined in several ways, ranging from simple to more nuanced understandings McCarthy (1990) defines vocabulary as the words in a specific language or freestanding items of language that have meaning Ur (1996) describes vocabulary roughly as “the words we teach in the foreign language.” Lehr et al (2004) broaden this view by treating vocabulary as knowledge of words and word meanings, and they note that words occur in both spoken and written forms and can be recognized or produced They distinguish receptive vocabulary—words that can be recognized in reading and listening—from productive vocabulary—words that can be used in speaking and writing Consequently, vocabulary is understood as knowledge of word spelling, pronunciation, collocations, and appropriateness (Nation, 1990).
(1970), from another perspective, confirmed that vocabulary is the focus of language with its sounds and meaning, which interlock to allow us to communicate with one another.
Vocabulary is the collection of words in a language and our knowledge of their forms, meanings, and how to use them accurately in context It includes individual words, compounds, and idioms that enable effective oral and written communication, allowing us to convey and interpret information clearly.
2.1.2 What is involved in knowing a word?
Vocabulary is the first step in learning a foreign language and forms the foundation of communication, because a sentence is built from many words and learners can sometimes convey meaning by stringing words together even when their grammar is imperfect Yet mastering large vocabulary lists remains challenging for many students, creating obstacles in real-life use Learners encounter different problems: some recognize a word in reading but cannot spell it, others can spell it but mispronounce it when speaking, while others can say and spell correctly yet still misunderstand the word’s meaning In short, to learn vocabulary is one thing; to truly know how to use it in authentic communication is another.
In order to know a new word, students need to take great efforts Nation
Research indicates that mastering a word involves multiple aspects, with Nation distinguishing receptive vocabulary—the ability to understand a word in listening or reading—from productive vocabulary—the ability to use it in speaking or writing Sun (2007) proposed that vocabulary development unfolds along a linear continuum, rejecting the binary view that vocabulary knowledge is simply known or unknown At the ends of this continuum lie receptive knowledge and productive knowledge, and the model posits that a word must be receptive before it can become productive, as reflected in the cited works of Melka (1997), Palmberg (1987), and Pigott (1981) within Sun's discussion.
Regarding the importance of vocabulary, Krashen (1989) pointed out that “a large vocabulary is, of course, essential for mastery of a language” as “without vocabulary, nothing can be conveyed” (Wilkins, 1972).
Vocabulary is a central driver of language learning and communication Rubin and Thompson (1994) argue that you cannot speak, understand, read, or write a foreign language without knowing a large number of words, making vocabulary knowledge the heart of mastering the language Nguyen and Khuat (2003) also acknowledge the crucial role of vocabulary in learning a foreign language As Richards and Renandya (2002) note, vocabulary links the four core skills—speaking, listening, reading, and writing—and serves as a core component of language proficiency, providing the foundation for how well learners perform across all language domains.
Vocabulary is the essential tool for effective communication and a core component of language instruction To communicate well in a foreign language, learners need a sufficient number of words and the ability to use them accurately Della and Hocking (1992) argue that with even limited grammar, learners can achieve smoother communication when they have a solid vocabulary, whereas a lack of vocabulary makes it hard for others to understand what they want to express Consequently, strong lexical knowledge boosts confidence and contributes to communicative success, while gaps in vocabulary can impede meaningful exchange This raises the question of which words are most necessary for learners to know and how best to remember and retain them.
Thornbury (2002:3) argues that understanding how words are described and categorized helps explain the decisions that syllabus planners, materials writers, and teachers make in vocabulary teaching Recognizing that there are different kinds of vocabulary enables educators to design more effective curricula, select appropriate materials, and tailor instruction to learners' needs.
Nouns are words that name a person, an animal, a place, or a thing Seaton (2007) notes that every name is a noun, underscoring the central role nouns play in labeling entities Azar (2006) adds that nouns can function as the subject of a sentence, as the object of a verb, and as the object of a preposition, demonstrating their versatility in English grammar.
There are some kinds of nouns:
1 Countable nouns; are the nouns can be counted Azar (2003: 313) states that countable nouns can be counted with numbers, can be preceded by a/an in the singular, has a plural form ending in -sor –es Ex: one pen, a cat, box, table, etc.
2 Uncountable noun; are the nouns can be not counted Ex: milk, sugar, oil, etc McCarty (1994: 52) states that uncountable nouns are not normally used with a(n) or the plural, e.g information, not an information, or some information.
3 Singular nouns; are single nouns Sargeant (2007: 11) states when you are talking about just one thing or person, use a singular noun Ex: a car, a pen, an orange, etc.
4 Plural nouns; are nouns which more than one Seaton (2007: 23) states that when you are talking about two or more people, animals, places, or things, use plural nouns Ex: some books, many girls, two knives, etc.
5 Common nouns; are general words which show the class or type for people, animals, places or things Sargeant (2007: 7) states that words for people, places and things are called common nouns Ex: water, teacher, city, etc.
6 Proper Nouns; are names for particular people, places or things Sargeant (2007: 8) states that the names of particular people, places and things are proper nouns They always begin with a capital letter Ex: Lisa, America, Sunday, etc.
7 Concrete Nouns; are names for things that can be felt, groped or seen Ex: sweet, water, noisy, etc.
8 Abstract Noun; are names for things that can be not felt, groped or seen.
McCarty (1994: 22) suggest that an abstract noun is one which is used to mean an idea, experience or quality rather than an object Ex: happiness, friendship, agreement, etc.
9 Collective Nouns; are words that used to name for group of peoples, animals or things Sargeant (2007: 17) states that words for groups of people, animals or things are called collective nouns Ex: family, a brood of chickens, a school of fish, etc.
Pronouns are words used to replace nouns when referring to people or things, so we avoid repeating names Seaton (2007: 44) defines a pronoun as a word that takes the place of a common noun or a proper noun Azar (2006: 164) notes that a pronoun has the same meaning as a noun Pronouns are divided into several types.
Vocabulary teaching
Language learning and teaching are guided by theories about how language works In vocabulary teaching, it is essential to apply communicative and lexical approaches to help learners use words effectively in meaningful contexts The Lexical Approach, introduced by Michael Lewis in 1993, emphasizes meaning and the use of language items through coherent chunks and collocations, reflecting a revised understanding of language Lewis (1997, as cited in Hasbún) expands on these ideas, showing how focusing on lexical chunks reshapes practice in language education.
Hasbún (2005) argues that most activities used in the Communicative Approach are compatible with the Lexical Approach, so teachers should adapt these activities to ensure the tasks have a clear lexical focus Guided by lexical principles, Hasbún (2005) proposes a set of tasks designed to foreground vocabulary within communicative practice.
When working with de-contextualized gapped sentences, the gap should not occur in the topic element Because progress is driven most by the quantity and quality of input, exercises should be based on highly probable, useful examples.
To teach rather than merely test, exercises should invite learners to recognize some answers and infer others through a process of elimination They rely on linguistic clues, the group’s shared knowledge, and a touch of educated guesswork to reach conclusions.
When working with collocations, words should be presented in descending order of information content This would make the first examples the strongest collocations.
Collocations should be presented in context It is not a good idea to have learners match de-contextualized words.
Here is a list of the basic exercise types (from Hasbún, 2005):
Identifying chunks is a fundamental skill that supports language acquisition by helping learners recognize meaningful units in speech In matching tasks, learners pair parts of collocations, expressions, and lines of stereotypic dialogue to reinforce natural usage Completing activities require filling blank spaces with partner words from fixed collocations, strengthening memory of collocational patterns Categorizing tasks organize language input by categories learners perceive or guidelines suggested by the teacher, aiding organization and recall.
Sequencing: Learners are given expressions or verbs and are asked to put them in the most likely order.
Deleting: Learners circle the word that does not belong.
In the present study, in light of the lexical approach, communicative approach will be employed with some adaptation.
Multimodality is a theory of communication and social semiotics that explains how meaning emerges from multiple modes—textual, aural, linguistic, spatial, and visual—used to compose messages In media contexts, multimodality refers to the use of several modes together to convey information, shape interpretation, and engage audiences.
Multimodality blends multiple modes—text, images, and layout—into a single artifact, and the collection of these elements shapes how multimodality functions across different rhetorical contexts, expanding an audience's receptivity to ideas From image placement to how content is organized, every design choice contributes meaning This reflects a shift from relying mainly on isolated text to leveraging images more prominently in the digital age Though multimodality as an academic field did not gain traction until the twentieth century, all communication, literacy, and composing practices have always been multimodal.
2.2.2 Multimodality and the English language teaching
Multimodality means three or more symbols are involved in the interaction, including verbal and written language, picture, graphics, space and other symbol resources which could construct meaning (Baldry&Thibault, 2006)
Introduced in 1996, multimodal teaching established the precedent for applying multimedia to language education As an innovative pedagogy, it leverages diverse channels and senses to engage students throughout the learning process, mobilizing multiple modalities This approach places a strong emphasis on developing students’ multiliteracies in the multimedia era.
Haijing (2015) compares traditional English teaching with multimodal pedagogy, highlighting that the traditional classroom often relies on chalk and blackboard, sometimes with a tape recorder, a setup that tends to be monotonous and fatiguing for students In such instruction, teachers frequently push knowledge into students in a passive, unidirectional way, which can diminish learners’ active role and place the teacher in a dominant position Learning should extend beyond language modality to include non-language modalities—gestures, postures, actions, and facial expressions—that help students receive new knowledge more effectively Choosing appropriate modalities can enhance content delivery, attract students’ attention, and deepen their understanding of the material As multimedia courseware develops, increasing the variety of modalities—texts, pictures, colors, animations, music, and videos—becomes essential By integrating these modalities, teaching can achieve better results, and adopting additional modalities to supplement instruction can stimulate students’ enthusiasm and foster their all‑round abilities.
With advances in multimedia and information technology, English language instruction has shifted from traditional teaching to multimodal foreign language teaching Modern classrooms now transcend the old textbook, chalk, and blackboard, as multimedia courseware increasingly replaces traditional methods, especially in college English classes Multimodal teaching engages multiple senses to involve students more deeply in the learning process, helps them grasp new material more thoroughly, and ultimately enhances both the effectiveness and efficiency of classroom teaching.
2.2.3 The application of multimodal teaching to English vocabulary teaching
Multimodal teaching is the supplement and development of traditional teaching With the advent of a new approach of English vocabulary teaching, that is Multimodal English Vocabulary Teaching, traditional vocabulary teaching is plausibly outdated and cannot meet the needs of modern students Therefore, it is of great significance for students to adopt a new way to learn English vocabulary well.
It is obvious that vocabulary is of great importance However, traditional way of vocabulary teaching is very much behind the time Traditionally, vocabulary teaching always follows such steps as: first, teachers read the new word list while students listen to the teachers carefully; second, teachers begin to lead the reading while students read after teachers; third, teachers start to teach the new words while students take notes as they listen to the teachers; last, teachers give their students assignments while students should do all kinds of pattern drills after class to consolidate what teachers taught in class Students recite new words by rote learning instead of turning to sounds, actions, pictures, colors, etc to deepen their memory Traditional students are lacking effective vocabulary learning strategies.Such class teaching is of great tedium, let alone to mobilize a variety of senses of the students taking part in teaching interactivity Multimodal English vocabulary teaching will compensate the lack of traditional English vocabulary teaching.Combining Multimodal theory with English vocabulary teaching will lead to easy memorization of new words The combination of Multimodal theory with English vocabulary teaching will definitely help solve some problems existing in English vocabulary teaching The application of Multimodal theory to English vocabulary teaching is becoming more and more popular Within the limit of this study, the application of multimodal vocabulary teaching will be discussed from the angle of the use of mind map.
Mind maps
Mind mapping is a way of linking key concepts using images, lines and links.
Mind mapping is a visual technique where a central concept is linked to related ideas, forming a hierarchy of concepts rather than pure random associations It differs from concept mapping and spider diagrams by emphasizing a structured, hierarchical layout built around a central image This approach relies on radiant thinking, with thoughts radiating outward from the core idea, and branches that flow to and from the central concept to create a connected web of ideas.
Mind mapping is not a particularly new concept; the idea of using a visual
Mind maps, also known as radial-tree diagrams, have long been used to organize thoughts, ideas, and actions, with the form predating widespread awareness in the 20th century; Tony Buzan popularized the term “mind map” and described it as an associative network of images and words that harnesses a broad range of cortical skills—word, image, number, logic, rhythm, color, and spatial awareness—into a single, powerful technique He argued that mind maps mirror the brain’s holistic associative functioning and can unlock learning potential, a claim he demonstrated on his 1974 BBC show Use Your Head through examples of problem solving and self-improvement Buzan later developed the mind mapping software iMindMap, valued for improving recall and speeding reading, and today many people use mind mapping to boost productivity, think creatively, and reduce procrastination.
There are many different types of MM, but four common types you’ll encounter are network tree, event chain, cycle concept map, and spider concept map The network tree organizes ideas hierarchically in a branching structure to show clear parent–child relationships, making complex information easier to navigate The event chain maps sequences of events to illustrate how one step leads to the next, which is useful for processes and timelines The cycle concept map emphasizes cyclical relationships and feedback loops among concepts, helping you see how ideas reinforce each other The spider concept map starts with a central idea and expands outward with related subtopics, enabling broad exploration and connections.
A network tree is a visual representation that shows the relationships among ideas or concepts through connected branches It typically arranges terms from general to specific, with each level narrowing to more detailed elements, and it reinforces word meanings by including concrete examples at relevant nodes This hierarchical, branching structure clarifies how broad topics split into subtopics, making relationships easy to follow, navigate, and understand By using example-rich nodes and a clear general-to-specific flow, a network tree supports learning, improves information discovery, and enhances readability in SEO-friendly content.
It can be used to show casual relationships, while in science it often illustrates progression—from particles to atoms to iron to molecules to subatomic particles—or any classification such as those for animals, plants, or rocks It also depicts hierarchical relationships like food chains, manufacturing processes, or energy transformations, helping readers understand how ideas build on one another and how complex systems emerge from simpler components.
Figure 2.1 uses a network tree to display the hierarchical structure of U.S currency, clearly distinguishing two main categories: coins and paper money Each category contains additional subtypes, illustrating how different forms of currency are organized and related This tree-based depiction helps readers understand the relationships and classifications within U.S currency, highlighting how coins and paper money are subdivided into finer categories.
Figure 2 1: Network tree of U.S currency Event chain
An event chain is a visualization that shows the relationships between events and tasks and how each event influences subsequent steps; in scientific contexts, it describes a sequence of events, the steps in a procedure, or the stages of a process, helping researchers map dependencies, identify critical transitions, and analyze workflow dynamics.
(http://www.glencoe.com/sec/science/lep_science/physical_science/skill_hand book/oinfo.h tml)
Figure 2.2 illustrates an event chain for the morning routine, tracing the process from the alarm ringing to leaving for school The event chain diagram highlights the sequence of process steps and the dependencies between them, showing how each action influences subsequent steps in the morning workflow By visualizing these cause-and-effect relationships, we can see how delays or accelerations in one step ripple through the routine and affect the timing of departure, making the diagram a practical tool for understanding and optimizing the process.
Cycle concept map http://www.glencoe.com/sec/science/lep_science/physical_science/skill_handb ook/oinfo.ht ml
A cycle concept map is a specialized form of an event chain map in which the sequence of events forms a loop instead of terminating in a final outcome The last event connects back to the initiating event, creating a feedback loop that shows how a combination of factors interacts to produce a recurring set of results This cyclic structure clarifies correlations and repeated interactions among conditions, such as how different elements of an accident scenario influence one another to generate repeated outcomes.
This cycle concept map explores the relationship between day and night, illustrating how the sequence begins with nighttime and ends with sunset Yet the pattern doesn’t stop there; it loops back to the initiating moment and starts a new event chain similar to the previous one, highlighting the cyclic nature of time where day and night continually renew themselves.
A spider concept map centers on a core idea, with related concepts radiating outward to form a visual brainstorming tool that helps organize thoughts Start with the central concept, knowing you may generate a jumble of ideas that seem only loosely connected By writing these ideas around the main idea, you can separate unrelated terms and group them into meaningful clusters, turning scattered notes into a clear, structured map that reveals relationships and informs planning.
Figure 2.4 presents spider concept map of “homework” with the central concept “homework” in the centre and supporting ideas radiating out from it.
Four main characteristics of a mind map:
- There is one key concept, often expressed graphically as an image.
- From the key concept/image radiate out branches each of which contains another key concept which is a subset of the main concept.
- Attached to these main branches are other branches which represent less important concepts.
- Together, the branches and central image form a nodal structure.
Mind maps, like other diagramming tools, can generate, visualize, structure and classify ideas, and serve as aids to studying, organizing information, solving problems, making decisions, and writing Tran Dinh Chau (2012, p 21) notes that mind maps reveal how the human brain works, emphasizing images, colors, and a network of associations to represent ideas and relationships These features provide clear cognitive benefits and support efficient learning and problem-solving across disciplines.
- Being intuitive, easy to look, understand and remember
- Being able to have both an overview and detail
- Helping user systematizing and reviewing knowledge
Mind maps are versatile tools that can be used in a wide range of contexts—from brainstorming and organizing family matters to guiding business meetings and taking notes from books or lectures Their visual layout centers on a main idea with branches, colors, and images that reveal connections and hierarchies at a glance, making complex topics easier to understand and remember This approach is especially useful for teachers and students: educators use mind maps to plan lessons, outline curricula, and present information clearly, while learners use them to summarize readings, capture key points during lectures, and boost retention Mind maps also foster creativity, facilitate collaboration, and provide quick reference aids that simplify studying and problem-solving in any subject.
Making notes from books and other secondary sources.
Making notes for essays or presentations.
2.3.5 How to draw a mind map
Buzan (1996) suggests the following guidelines for creating mind maps:
Start in the center with an image of the topic, using at least 3 colors.
Use images, symbols, codes, and dimensions throughout your mind map. Select key words and print using upper or lower case letters.
Each word/image is best alone and sitting on its own line.
The lines should be connected, starting from the central image The central lines are thicker, organic and thinner as they radiate out from the centre.
Make the lines the same length as the word/image they support.
Use multiple colors throughout the mind map, for visual stimulation and also to encode or group.
Develop your own personal style of mind mapping.
2.3.6 Applying mind maps to teaching and learning
Effective mind mapping in teaching and learning starts with students becoming acquainted with mind maps—their purpose, roles, and relevance to learning Once familiar, students can learn how to design clear, structured mind maps and apply proven techniques to use them effectively for organizing information, enhancing memory, and boosting understanding in any subject.
Tran Dinh Chau (2012, p.23) suggests the following steps to make a mind map Step1: get to know mind map
Step2: practice drawing a mind map by completing a given one with missing branches, contents
Step 3: Create a mind map (on a sheet of paper, board, poster…)
Mind mapping is an effective technique for quickly and easily remembering ideas, concepts, details, and how they relate to one another As a regular note-taking system, it offers a big-picture, bird's-eye view of the main concepts in a lesson, article, chapter, or reading segment, helping you organize information visually and see connections at a glance.
38
Research questions
In order to investigate the effects of mind maps on vocabulary memorizing, the researcher attempted to find out the answers for the following questions:
1 How does mindmapping affect students’ motivation in learning English vocabulary?
2 Does mindmapping facilitate students’ retention of new words?
Research design
Prior to the intervention, a vocabulary pre-test was administered to students in two classes, 11CB1 and 11CB2, focusing on units 12–15 of the Tieng Anh 11 textbook In forty minutes, students wrote Vietnamese meanings for words they already knew Based on pre-test scores, the top and bottom performers were excluded, leaving 40 students at the middle level (20 from each class) The control group consisted of 20 students from 11CB1, while the experimental group comprised 20 students from 11CB2 After the intervention, both groups took a post-test to assess vocabulary knowledge Throughout the study, the experimental group’s vocabulary learning was supported by a mind-mapping technique to aid memorization, whereas the control group continued with traditional word lists Following the measurement, a questionnaire evaluated both groups’ motivation toward learning English vocabulary and their attitudes toward mapping.
The participants
The study involved forty grade-11 students from Trieu Son 3 High School during the 2016-2017 academic year Located in the suburbs of Thanh Hoa city in Thanh Hoa province, the school provides English lessons three periods per week Due to limited opportunities to practice English outside class, students were considered to be at a pre-intermediate level The class was organized into two groups of twenty students each, with an average age of seventeen.
Table 3 1: The Numbers of the Students in the Two Groups
In this study, the teacher-researcher was responsible for teaching two groups and for collecting and analyzing the data, while a second teacher served as an independent scorer of the vocabulary tests to improve the objectivity of the findings.
Materials
The study used the Tieng Anh 11 textbook as the core material In this textbook, each unit is organized into five lessons—reading, speaking, listening, writing, and language focus—with each lesson lasting forty-five minutes Grammar is taught in the language focus section, while vocabulary is integrated into the four skills lessons (reading, speaking, listening, and writing) rather than in a standalone vocabulary unit During the experiment, vocabulary instruction for both groups covered units 12, 13, 14, and 15 from the textbook.
Research instruments
To address the research questions, the study measured students' vocabulary knowledge before the intervention, vocabulary retention after the intervention, and students' attitudes toward using the mind-mapping technique These variables were assessed with two instruments: tests of vocabulary knowledge and a questionnaire assessing students' perceptions of mind mapping The two instruments are described and analyzed in detail in the following sections.
3.5.1 Tests on vocabulary knowledge (SEE APPENDIX 1)
To assess students’ vocabulary knowledge before and after the experiment, the study adapted both the pre-test and post-test from the workbook Ren luyen tu vung Tieng Anh 11 (Dang Kim Anh, Do Bich Ha, 2007) because these tests align with the research aim The pre-test and post-test were designed to be similar in content, task types, allotted time, and the number of items, with the post-test essentially being the pre-test items rearranged To ensure the validity and reliability of the post-test, students were not given the pre-test answer keys, and they were not informed in advance that they would take a second test.
The assessment consists of two parts, each with 25 items Part One focuses on productive ability and requires students to fill every gap in a sentence with a single word drawn from a provided word box within twenty minutes After Part One is completed, the teacher-researcher collects the answer sheets before administering Part Two Examples from Part One are shown in Table 3.2.
Table 3 2: Examples from the first Part of the Tests
I fill each gap in the sentence with one word from the box in twenty minutes effort, indulge, tank, population, equipment, conquest, venture, indulge
1 A computer is the most important piece of you will buy.
2 Some of the most delightful passages in Shakespeare’s early comedies are those in which characters in funny contests.
3 You should put more into your work.
The second section of the examination consisted of 25 multiple-choice items designed to assess students’ recognition skills and was completed in 25 minutes For each item, students choose the letter of the word that best completes the sentence Examples from this section are provided in Table 3.3.
Table 3 3: Examples from the second part of the Tests
Both the pre-test and post-test were scored using the same system: fifty items totaling 20 marks, with each correct answer worth 0.4 marks and no penalty for incorrect responses, so the maximum score per test is 20 To ensure reliability and objectivity, the researcher and a colleague independently scored the students’ tests The original scores were then subjected to SPSS for data analysis. -**Support Pollinations.AI:** -🌸 **Ad** 🌸Powered by Pollinations.AI free text APIs [Support our mission](https://pollinations.ai/redirect/kofi) to keep AI accessible for everyone.
3.5.2 Questionnaire on the students’ perceptions towards mind mapping (SEE APPENDIX 2)
The questionnaire was designed to measure students' motivation in learning English vocabulary toward mapping technique after the study It enables the researcher to collect more detailed data on students' perceptions and interests that tests alone could not capture In addition, the anonymity of the questionnaire encourages honest responses and yields a larger, more reliable data set.
II Circle the correct answers (Khoanh tròn những đáp án đúng)
1 The referee’s job is to make sure the of the game are observerd
2 Many grown-ups collect antique and costume dolls as a and learn about the people of other times and places through these dolls.
3 I all my free time doing karate, I joined a club three years ago.
Morrison, 2000) suggested that “the questionnaire is a widely used and useful instrument to collect survey information research”.
Students’ feedbacks on the application of MM in vocabulary lesson were analyzed based on the data collected from the survey questionnaires
The questionnaire comprises seven items aimed at gathering students' opinions on vocabulary learning, their feedback on the use of MM in vocabulary lessons, the advantages MM brings to learners, the difficulties students face when learning vocabulary with MM, and suggestions to make lessons more engaging It is written in Vietnamese to help students understand and complete it easily In the design process, closed questions were used more than open-ended ones to facilitate data quantification The survey was conducted after students had opportunities to engage with MM through four trial vocabulary parts to collect their feedback.
This section outlines the procedural framework of the experimental study, detailing two core components: the procedure for implementing mind mapping and the procedure for data collection It describes the sequence, tools, and steps involved to ensure replicability of the mind mapping process and the reliability of data gathering Table 3.4 provides a concise summary of these procedures, linking the mind mapping implementation to the data collection steps.
Table 3 4: Procedures of the Research
- Administering the pre-test of vocabulary knowledge
- Instructing the semantic mapping technique 2 groups
- Implementing the semanticmapping in the stage of teaching vocabulary - Exp Group
- Administering the post-test of vocabulary knowledge
- Delivering thequestionnaire after the experiment 2 groups
Procedure of semantic mapping intervention
Table 3.4 shows that the mindmapping technique was applied only to the experimental group Over eight weeks, each group had three 45-minute sessions per week, and vocabulary was taught in every lesson The experimental group learned vocabulary using mindmapping, while the control group received vocabulary instruction with traditional techniques.
The study was conducted in the second semester of the 2016–2017 academic year at Trieu Son 3 High School in Thanh Hoa province to investigate vocabulary learning Table 5 outlines the data collection procedure Vocabulary data for the two groups were gathered by administering vocabulary knowledge tests before and after the study Additionally, after the study, a questionnaire was administered to students in the experimental group to assess motivation in learning English vocabulary and to map motivation differences between the two groups at the end of measurement.
Firstly, the tests were delivered to both groups in the morning and at the same time to ensure that the tests were performed in the same setting.
To ensure scoring accuracy and inter-rater reliability, each test was independently rated by two evaluators—the researcher and her colleague, and the grading scores between them were consistently aligned.
The study began with a pre-test conducted before the experiment, and a post-test was administered seven weeks later Each test consisted of two independent sections, Part 1 and Part 2 Students completed Part 1 in twenty minutes and submitted their answer sheets, after which Part 2 was completed in twenty-five minutes.
To measure students' motivation toward mind mapping under experimental conditions, a questionnaire was administered at the end of the measurement period For reliability, the version handed to the students was the Vietnamese questionnaire After distributing the questionnaire, the researcher provided careful, item-by-item instructions, and students could ask for help if any item was unclear It took about twenty minutes for students to complete the questionnaire and check for any missing answers.
Data analysis
Data from the study were analyzed using both quantitative and qualitative approaches In the quantitative analysis, descriptive statistics were employed to quantify the data and present findings in charts and figures The qualitative data were carefully and repeatedly reviewed to identify patterns and insights that help explain the quantitative results.
This chapter outlines the study’s research context, sampling framework and procedures, research methods, materials used, and data collection procedures, and it signals that the major findings will be presented and discussed in Chapter 4.