The findings of the study reveal that mind mapping greatly affects EFL high school students’ learning of vocabulary.. However, few studies have been conducted on using mind maps for Engl
INTRODUCTION
Rationale
In today's globalized world, English has emerged as one of the most widely spoken languages, significantly influencing the lives of Vietnamese people The growing appeal of the Vietnamese market to foreign companies has created ample job opportunities for those proficient in English Consequently, mastering the English language has become essential for individuals seeking to enhance their career prospects.
To master English, one must excel in four key skills: reading, speaking, listening, and writing, while also understanding essential linguistic areas such as pronunciation, vocabulary, and grammar Vocabulary is particularly crucial in learning any foreign language, as it significantly contributes to proficiency and competency in language skills As Wilkin (1972) noted, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Mastery of vocabulary enables learners to effectively express their ideas and comprehend spoken and written materials, allowing for fluent and confident communication.
Effective vocabulary teaching is crucial in English language training, as many educators seek methods to engage students and ensure new words are memorable To meet the demand for vocabulary learning, mind mapping has been developed as a tool to help students improve their vocabulary acquisition and retention.
In the context of integration and globalization, Vietnam emphasizes the enhancement of foreign language skills, particularly in English However, the current teaching methods in high schools face significant challenges, as many educators rely on traditional techniques such as translation and rote memorization, leading to student disengagement and ineffective vocabulary retention Students often struggle to remember words due to a lack of regular practice and understanding of contextual usage To address these issues, it is essential to explore effective techniques for improving vocabulary learning Mind mapping emerges as a valuable approach, as it leverages the brain's natural ability to create and remember through the use of symbols, images, and colors This technique not only aids in vocabulary comprehension but also fosters an enjoyable learning experience, ultimately enhancing long-term retention of vocabulary knowledge.
Limited research has explored the use of mind maps in high school English teaching and learning in Vietnam This gap has motivated the author to investigate the "Effects of using mind mapping on EFL High School students’ vocabulary learning." The aim is to enhance students' vocabulary skills, increase their interest in vocabulary acquisition, and improve retention.
Aim and Objectives of the Study
This study aims to help students study vocabulary effectively through the use of mind maps
In order to gain the aim, the objectives of the research are:
- To evaluate the effects of teaching vocabulary using mind maps to high school students in comparison with the teaching of vocabulary using the traditional teaching method
- To find out about students’ opinions on learning vocabulary using mind maps.
Research Questions
To achieve the aim and objectives of the study, the researcher focuses on the following research questions:
(1) What are the effects of teaching vocabulary to high school students using mind maps in comparison with the teaching of vocabulary using the traditional teaching method?
(2) What are students’ opinions on learning vocabulary using mind maps?
Scope of the Study
This study focuses on teaching vocabulary to Grade 10 students using mind maps and finds out about the effects of using mind maps on students’ vocabulary learning
The researcher focused on gathering vocabulary from three specific lessons: "Getting Started," "Language," and "Reading" from Unit 1 (Family Life), Unit 2 (Your Body and You), and Unit 3 (Music) in the Grade coursebook, which consists of a total of 10 units.
10 for the 10-year curriculum which students study at Ngo May High School These 3 lessons are designed with mind maps as models for students to refer to.
Significance of the Study
This study enhances existing theories and methodologies in language teaching by addressing the challenges of vocabulary instruction It equips teachers with insights into the difficulties they encounter while teaching vocabulary and offers practical solutions Additionally, the findings support curriculum design by suggesting appropriate tasks that aid students in mastering English vocabulary.
The study is presented in five chapters: Introduction, Literature Review and Theoretical Background, Methodology, Findings and Discussion and Conclusion
Chapter 1, Introduction, consists of rationale, aim and objectives of the study, research questions, scope of the study, significance and an overview of the study’s organization
Chapter 2, the Literature Review and Theoretical Background, explores the definition and significance of vocabulary, along with effective strategies for teaching and learning it It also covers methods for testing vocabulary, introduces mind maps and mind mapping, and discusses their key features and techniques for creation Additionally, the chapter examines the advantages and disadvantages of using mind maps in vocabulary instruction, supported by relevant studies in the field.
Chapter 3, Methodology, covers the research methods of the study, data collection and data analysis
Chapter 4, Findings and Discussion, presents the results gained in the processing of the data and discusses the results of the data analysis
Chapter 5, Conclusion, summarizes the findings, presents the limitations of the study of teaching vocabulary using mind maps, provides some suggestions for further study and gives implications on teaching vocabulary.
LITERATURE REVIEW AND THEORETICAL
Vocabulary
Vocabulary encompasses all the words a person knows or uses, as well as the words in a specific language and those related to particular subjects It can also refer to a list of words with their meanings, especially in language learning contexts Phillips (1993) and Hornby (2006) emphasize that vocabulary is the collection of words known by an individual Additionally, vocabulary is a crucial element of language proficiency, significantly influencing learners' speaking, listening, and writing skills (Richards & Renandya, 2002).
(2006) in www.readingrockets.org/article, “vocabulary is the knowledge of words and word meanings.”
From the above mentioned definitions, it can be seen that vocabulary is the group of words that speakers use to communicate and express their thoughts and feelings
Vocabulary is a crucial element in language learning, as highlighted by Schmitt (2008), who states that vocabulary knowledge is vital for mastering a language Insufficient vocabulary prevents English learners from understanding written texts and effectively communicating Additionally, Morra and Camba (2009) emphasize that vocabulary acquisition is essential for both native and foreign language learning.
Vocabulary is a crucial element in language learning, as emphasized by Krashen (1989), who asserts that it is key to mastering a language Harmer (2001) reinforces this idea by describing vocabulary as the core of language, likening it to vital organs and flesh that support the skeletal structure of language Additionally, Schmitt (2000) highlights the significance of vocabulary knowledge in effective communication and second language acquisition, noting that it underpins essential skills such as speaking, listening, reading, and writing.
As a result, a lack of vocabulary knowledge impacts on these skills (Gass, 1999; Zhang & Li, 2011)
Vocabulary acquisition is a dynamic and ongoing process that encompasses various types of knowledge and the development of skills necessary for effective communication (Paribakht & Wesche, 1999) Alquatani (2015) highlights the critical role of vocabulary in language learning, suggesting that success in mastering a target language is closely linked to vocabulary knowledge Thornburry (2002) argues that focusing solely on grammar does not significantly enhance language learning; rather, a strong vocabulary enables learners to express their ideas with minimal grammatical constraints Wilkins (1972) asserts that while grammar is important, vocabulary is essential for conveying meaning Thus, vocabulary knowledge is fundamental to successful communication and plays a vital role in language acquisition.
Vocabulary learning is essential for mastering any language, prompting extensive research into effective teaching methods and learning strategies There is an ongoing debate about whether vocabulary is learned incidentally or intentionally Incidental vocabulary learning occurs through repeated exposure in communicative activities, while intentional learning involves a conscious effort to master specific words This passive learning approach, as noted by Shmidth (1990) and cited in Alemi & Tayebi (2011), plays a crucial role in language acquisition.
According to a 2010 study, vocabulary acquisition occurs both unintentionally through indirect exposure to words and intentionally through explicit instruction on specific words and learning strategies Since the mid-1960s, there has been a growing interest in language learning strategies, and two decades later, vocabulary learning gained significant attention from researchers in English as a Foreign Language (EFL).
Research indicates that pre-teaching vocabulary alone may not significantly enhance vocabulary acquisition (Schmitt, 2000) Effective vocabulary learning can be supported through after-lesson activities (Nation, 1990) Furthermore, repeated practice of vocabulary activities is essential for students to effectively learn new words (Nation, 2007).
Effective vocabulary teaching goes beyond traditional methods like translation and synonyms; it emphasizes strategies that empower students to independently acquire vocabulary knowledge Schmitt (2000) and Nation (2001) advocate for the adoption of vocabulary learning strategies outside the classroom to enhance vocabulary development Ahmed (1989) identifies four key groups of vocabulary learning strategies: (1) memorization strategies, (2) practice and dictionary strategies, (3) notetaking strategies, and (4) group work strategies Additionally, Gu (2010) highlights a strong connection between vocabulary knowledge and the use of vocabulary learning strategies.
Testing is a crucial tool for teachers to evaluate students' progress in learning English, particularly in vocabulary acquisition Vocabulary examinations are widely utilized in language schools to provide feedback on students' comprehension and achievement According to Read (2000), vocabulary tests serve two main purposes: assessing students' understanding of specific terms and evaluating vocabulary within the context of language-use tasks Teachers often prefer the first approach to track vocabulary learning and identify areas needing improvement Read emphasizes that effective vocabulary assessment should encompass both breadth and depth, highlighting three key components: vocabulary can be measured as a discrete or embedded element, it can be selective or comprehensive, and it can be assessed as context independent or context dependent.
In the first dimension, vocabulary can be evaluated either as a standalone element, reflecting individual vocabulary knowledge, or as an integrated component within a broader context, highlighting its role in a larger framework.
In the second dimension of vocabulary assessment, selective vocabulary evaluation targets specific vocabulary items, whereas comprehensive vocabulary assessment encompasses the entire vocabulary content present in the input material or the responses of test takers.
In the third dimension, assessing vocabulary as a context-independent element is referred to a vocabulary measure in which the participants can produce the awaited response without referring to any context
Researchers can utilize various vocabulary tests, including placement, diagnostic, and achievement tests, based on their understanding of vocabulary knowledge (Laufer & Goldstein, 2004) Achievement tests are essential for assessing whether a course's objectives have been fulfilled by the end of training (Brown, 2004) According to Dougherty and Bravo (2010), multiple-choice assessments are prevalent in modern vocabulary evaluations, aligning with teachers' curricular needs and assessing vocabulary performance at the end of units They note that these tests primarily measure vocabulary depth, focusing on words from controlled sets in textbooks that are crucial for understanding concepts and engaging in disciplinary activities Coombe (2011) emphasizes that discrete vocabulary tests are used to explicitly evaluate vocabulary, with multiple-choice questions being a common format for assessing vocabulary recognition.
In summary, educators often utilize vocabulary achievement tests to evaluate students' vocabulary skills at the conclusion of a learning phase These tests measure vocabulary as a distinct, selected, and context-specific element, typically presented in a multiple-choice format.
Definition of Mind Maps
In the 1950s, the introduction of semantic networks highlighted the relationships between concepts, leading to the development of concept maps by various learning experts Unlike mind maps, early concept maps featured a radial structure without a central concept In the 1970s, educational psychologist Tony Buzan created mind maps while teaching psychology students in Canada, noticing their difficulty in concentrating on lessons This challenge inspired him to design radiant images reflecting the structure of the human brain to enhance understanding and memory Consequently, Buzan established a set of rules for creating mind maps, which are structured like brain cells or neurons.
Mind maps are composed of images, colors, and keywords, making them appealing to learners of all ages They serve as a non-linear visual outline that enhances creativity, organization, productivity, and memory (Murley, 2007, as cited in Gargouri & Naatus, 2017, p 40).
Mind maps utilize images, colors, and keywords to visually represent information across various branches At the core of a mind map lies either an image or a keyword, from which essential information spreads outward, forming interconnected branches These branches maintain a strong relationship with one another, enhancing the overall coherence of the mind map.
A mind map is a visual tool that represents information in a radial format, starting from a central idea and radiating outward with branches of related concepts While various definitions exist, many are overly complex for students In this study, a mind map is described as a free-flowing arrangement of pictures, images, keywords, and other graphical elements that facilitate understanding and organization of information.
Definition of Mind Mapping
Mind mapping is defined as a visual diagram that presents information, with a central idea at the center and related concepts arranged around it, according to the Oxford Advanced Dictionary (1992).
Mind mapping is a visual representation of ideas and their interconnections, based on radiant thinking, which reflects how the human brain associates various concepts through relationship hooks It forms a network of connected ideas, allowing for non-linear connections between them According to Bitimirov and Nilson (2006), mind maps incorporate pictures, colors, and keywords, making them appealing to learners of all ages Each researcher offers a unique definition of mind mapping, highlighting its versatility and effectiveness in organizing thoughts.
Mind mapping, as described by Antonnaci (1991), is a graphic organizer that helps learners visually structure and illustrate relationships The uniqueness of the human brain remains a fascinating mystery To harness its potential, Buzan (1993, p.59) defines a mind map as a powerful tool for unlocking cognitive capabilities.
Radiant Thinking is a powerful graphic technique that serves as a universal key to unlocking the brain's potential Unlike conventional outlines, which restrict information flow to linear directions—left to right and top to bottom—mind mapping aligns with the brain's natural preference for expressing ideas in a more dynamic and interconnected manner.
Bitimirov and Nilson (2006) emphasize that mind mapping serves as a visual representation of ideas and their interconnections in a non-linear format Additionally, Hofland (2007) asserts that mind mapping engages both hemispheres of the brain, with the left side facilitating rational and logical thought, while the right side fosters creativity.
Features of Mind Maps
The process of drawing a mind map engages both hemispheres of the brain The left hemisphere is responsible for logic, analytics, and attention to detail, while the right hemisphere fosters creativity and imagination.
Mind maps are versatile tools that can enhance various aspects of life, particularly in learning They facilitate thinking, planning, recalling, and creating by allowing users to organize a significant amount of information on a single page, clearly illustrating the relationships between different concepts According to Buzan (1996), a mind map has four key characteristics: it features a central image that represents the main subject, branches that radiate from this central image to depict main themes, key images or keywords on associated lines, and a connected nodal structure that includes lesser important topics as branches linked to higher-level ones.
Fiktorius (2013) identifies four key features of a mind map: it begins with a central point, typically a keyword or image representing the main topic; ideas radiate from this central point as branches, forming parent-child relationships; the overall structure creates a hierarchy of interconnected nodes; and the use of vibrant colors and images enhances the visual appeal of the mind map.
Mind maps typically feature several key components, including a central image or keyword, interconnected branches, and the use of colors and pictures They share three main characteristics: a central idea represented as a keyword or image, branches connected by curved lines, and the incorporation of images, symbols, and colors These elements make mind maps an effective tool for language learners to study and review vocabulary.
Techniques for Making a Mind Map
To create an effective mind map, follow the seven steps outlined by Buzan (1993) Begin by placing the central idea in the middle of a blank page, allowing for natural expansion of thoughts Incorporate engaging images to maintain focus on the topic, and use a variety of colors to energize the brain Connect the main branches to the central image to enhance understanding and retention Opt for curved branches instead of straight lines for a more dynamic layout Limit each line to a single key word to increase the map's power and flexibility Finally, consistently integrate images throughout the mind map to reinforce concepts.
Murley (2007) emphasizes that mind maps visually represent ideas in relation to a central theme To create an effective mind map, start by placing the main idea at the center of the page, using lines, arrows, branches, and various colors to illustrate connections It's crucial to focus on relationships between ideas and to draw quickly without overthinking, allowing for a free flow of thoughts Incorporating different colors can help signify distinct concepts, and leaving space on the page facilitates the addition of new ideas over time.
To create an effective mind map, start from the center of a blank page and use images or photographs to represent the central idea Incorporate attractive colors to enhance visual appeal Connect the main branches to the central image, followed by linking second-order and third-order branches accordingly Use curved lines instead of straight ones to maintain engagement, as straight lines can lead to boredom Each line should feature a single keyword, which offers greater power and flexibility in mind mapping Finally, include pictures, as each central image can convey a wealth of information.
The effectiveness of a mind map varies based on the level of detail, the use of images, and color choices Ultimately, the quality of a mind map is significantly influenced by the creativity and attention to detail of the creator.
Advantages and Disadvantages of Using Mind Maps in Teaching and
There are many benefits of using mind-mapping Buzan, T and Buzan,
B (1993, p 89) mention that mind mapping can help readers save time by noting and reading only words relevant to the core-ideas Krasnic (2012, p
42) lists the major advantages of a visual map: using a mind’s full range of skills, overcoming information overload, storing pertinent information and resources in one place, providing a focused and detailed view, thinking flexibly and freely, increasing creativity, developing holistic understanding, thinking clearly through organized connections, enhancing problem-solving and decision-making, improving memory and understanding, and maintaining interest through its attractiveness, interaction and fun-disposition Additionally, in their research paper Zarei and Adami (2013, p 17) state that semantic-mapping recollects known words or concepts in isolation or in a context Witter-Merithew (n.d, p 15) also finds the benefits of mind- mapping: it is easy to prepare for representation and helps recall the information more efficiently This is because a mind map is structured in a logical way Moreover, its visual-spatial representation and hierarchy encourage further review, understanding of the text and discovery of contradictions in terms, paradoxes and extant text gaps
Mind mapping is a valuable tool in education, offering several advantages for lesson planning It allows teachers to visually organize topics and their sequence, enhancing student engagement By starting with a central theme and exploring related concepts, educators can create more dynamic and interesting lessons This audio-visual approach not only captivates students but also facilitates easier comprehension The connections between ideas help students follow a logical progression, leading to improved understanding.
Mind mapping fosters collaboration between students and teachers, allowing them to gather resources collectively This approach prepares them to understand, assimilate, and evaluate the information they encounter.
Mind mapping is a valuable tool for students, enabling them to brainstorm and explore ideas, concepts, and problems effectively It enhances their ability to communicate new ideas and track thought progression while clarifying the relationships between different concepts Additionally, mind mapping streamlines note-taking and critical planning, making it easier for students to recall information with minimal effort.
According to Zaid (1995), mind maps can enhance students' reading comprehension, written expression, and vocabulary development Additionally, White (1998, as cited in Saeidi & Atmani, 2010) suggests that mind maps help students understand the relationships between words, thereby improving their ability to use language effectively.
Kinchin (2000, as cited in Mistades, 2009) highlights that "pupil-produced maps" are preferred in the learning process, as they allow for a clearer exploration of students' misconceptions compared to traditional methods Additionally, student errors and alternative frameworks can be easily examined within this study approach (Edmondson, 2000, as cited in Mistades, 2009).
Dilek and Yürük (2012, p 1542) write that a mind map helps students eliminate the traditionally routine ambiance of the classroom, recall information and more importantly, relate new information to prior knowledge
DePorter and Hernacki (n.d., as cited in Effendi, 2004, p 9) highlight several benefits of the mind mapping technique It offers flexibility, allowing learners to organize ideas freely based on their perspectives Additionally, it enhances time efficiency by keeping sub-topics aligned with the main theme, which aids in better comprehension and retention of material Furthermore, the use of imaginative elements, such as colors and images, makes learning more engaging and enjoyable.
Mind mapping is an effective tool for vocabulary acquisition, as it organizes words logically, allowing students to easily retrieve familiar terms and quickly incorporate new ones (Baker & Westrup, 2000, p.41).
Learning vocabulary involves not only acquiring new words but also retaining them, making memory a crucial aspect of the process Sensory memory plays a significant role in vocabulary acquisition, and techniques like graphic organizers, particularly mind mapping, can enhance word knowledge Mind mapping fosters creativity and visualization, allowing students to brainstorm vocabulary effectively This holistic approach encourages students to create graphic word impressions, making the learning experience more engaging and memorable By connecting sub-topics to a central theme, mind mapping deepens understanding and retention of words Additionally, collaborative group work during mind mapping promotes critical thinking and enhances vocabulary retention, ultimately making the learning process more efficient.
To maximize the advantages of mind mappings, Buzan, T and Buzan, B
To enhance readability, capitalize words and utilize unlined paper for mind mapping Begin the mind map at the center of the page, connecting related words or phrases with lines Additionally, employ different colors to represent various hierarchies of words, ensuring that words of the same classification share the same color for clear distinction.
Hofland (2007, p 31) identifies several drawbacks of mind mapping, noting that many students find it unfamiliar Older students perceive the use of crayons as childish, while others prefer traditional note-taking methods, leading to resistance against mind mapping Consequently, the researcher seeks to enhance students' positive attitudes towards utilizing mind maps.
Stewart (2010) highlights a key limitation of mind mapping, stating that it is not a comprehensive teaching solution or a versatile graphic organizer, and cannot effectively replace methods like diagramming sentences or charting plots Acknowledging this shortcoming, the researcher utilizes mind mapping specifically to enhance vocabulary teaching within reading comprehension lessons, rather than in narrative contexts.
When and Where to Use Mind Mapping
Since first trademarked by the first mind mapper, Tony Buzan, in May
Since 1990, various organizations in education and business have recognized the potential of mind mapping Although it remains underutilized in educational settings, mind mapping has proven to be an effective tool for brainstorming solutions to business challenges (Stewart, 2010, p 4).
Mind mapping has gained popularity in recent years as a tool for organizing personal lives, generating business ideas, and enhancing educational experiences By leveraging employees' creativity and encouraging the exchange of innovative concepts, mind mapping boosts workplace productivity It also aids in personal organization, such as creating shopping lists or daily task reminders, promoting logical and strategic thinking Most significantly, mind mapping enhances productivity in educational settings, making it a valuable resource for learners.
Wittkower (n.d, pp 5-7) highlights that mind maps serve dual purposes: they are utilized by experts to outline plans, summarize speeches, and take precise notes, while students employ them as evaluative, mnemonic, writing, and analytical tools Similarly, Krasnic (2012, pp 43- ) emphasizes the effectiveness of mind maps in enhancing learning and organization.
45) describes mind maps as a learning assessment tool since they can be used to summarize information, take notes of all information in one place, negotiate advantages and disadvantages of a topic, plan or outline before writing, develop ideas, review an entity of pictures, and present clearly
Because mind mapping can be used in an educational context to analyze and organize what learners know or learn (Jonassen, Carr & Yueh, 1998, p
Mind maps play a crucial role in language learning by serving three primary functions: enhancing vocabulary acquisition, establishing a clear context during the pre-, while-, and post-stages of lessons, particularly in reading comprehension, and aiding in thought organization during pre-writing Heimlich and Pittelman (1986, as cited in Dilek & Yürük, 2012) were among the first to recognize the effectiveness of mind maps in these stages, highlighting their applications in vocabulary development, reading techniques, and study skills Additionally, Bogatikov (n.d.) emphasizes the use of mind mapping throughout the reading lesson stages and in writing, utilizing them as a pre-reading tool to activate prior knowledge, categorize information, and predict text content During the while-reading phase, students engage with the text while completing the mind map, and in the post-reading stage, mind maps facilitate the creation of semantic maps and support writing composition.
Hofland (2007) highlighted the effectiveness of mind mapping in enhancing reading skills, as students were able to recall content and details more easily Similarly, Moi and Lian (2007) utilized mind maps to improve reading comprehension Additionally, mind mapping fosters students' thinking abilities and creativity, aiding in the planning and logical structuring of their writing It also supports speaking skills by helping students prepare for oral tests and improve pronunciation Furthermore, students find mind maps particularly useful for vocabulary elicitation.
Deporter, Readon, and Singer Nourie (1999) highlight several reasons for using mind mapping in vocabulary instruction Firstly, mind mapping is versatile and suitable for various age groups, themes, subjects, and learning contexts, whether for whole classes, groups, or individuals Secondly, it serves as an effective tool for fostering creative thinking and problem-solving skills Lastly, in the context of foreign language education, mind mapping enhances memory recall and aids in the retrieval of facts, words, and images.
Mind mapping is an innovative note-taking technique that enhances information retention and engages students through the use of vibrant images and symbols As noted by Antonacci (2015, p 19), the most effective applications of mind mapping include guiding teacher-led discussions before, during, and after reading, selecting essential keywords for instruction, and fostering active student participation in creating their own word maps.
In short, mind mapping is used for learning vocabulary, building a concise context before, during and after study sessions, as well as organizing one’s thought before writing.
Related Studies
Research indicates that using mind maps in English teaching significantly enhances vocabulary learning The method has proven beneficial for students, improving both their performance and learning attitudes, making it an effective approach for vocabulary instruction.
Research has explored the effectiveness of using mind maps for teaching vocabulary One notable study, titled "Teaching Vocabulary Through Mind Mapping Technique to the Tenth Grade Students of SMA Negeri 15 Palembang," was conducted by Effendi in 2004 while he was a student at PGRI University in Indonesia.
In her study conducted at SMA Negeri 15 Palembang during the 2009-2010 academic year, 80 students were randomly selected from a pool of 360 10th graders and divided into two groups of 40: control and experimental The research utilized post-treatment testing as the sole assessment tool The matched t-test revealed a value of 2.396, surpassing the t-critical value of 1.725, indicating the effectiveness of mind mapping in vocabulary instruction Consequently, the researcher suggested that further studies be undertaken by other researchers.
Dilek and Yürük (2012) found that mind mapping significantly enhances vocabulary instruction among pre-intermediate students at Selcuk University in Turkey Their research involved a survey with 40 items to assess the relationship between students' beliefs and their preferred vocabulary-learning strategies The findings from this study highlight the effectiveness of mind mapping in vocabulary acquisition.
A study involving 32 pre-intermediate students aged 18 to 20 divided them into two groups: an experimental group with 15 students and a control group with 17 students, receiving 25 hours of treatment per week The results from a "strategies in vocabulary-learning" questionnaire indicated that students' opinions on vocabulary learning strategies significantly influenced their learning choices Additionally, t-test results demonstrated that mind mapping proved to be more effective than traditional vocabulary learning methods.
Diem, D.T (2011), a student at the Vietnamese National University in Hanoi, conducted a study on the effectiveness of mind mapping and diagrams in vocabulary teaching using surveys, interviews, and vocabulary tests The research involved 100 first-year students from the Faculty of English Language Teacher Education during the 2010-2011 academic year Thirty students participated in trial lessons, pre-testing, two post-tests, and semi-structured interviews The findings indicated that while mind maps and diagrams were utilized for vocabulary instruction, their application was not widespread The results of the tests (t obtained = 2.18 & t' obtained = 2.17) exceeded the critical value (2.145), demonstrating that using mind maps and diagrams significantly enhanced vocabulary acquisition and recall among first-year students.
A research study titled “Using Mind Mapping to Teach Vocabulary to First-Year Non-English Major Students at Bac Giang University of Agriculture and Forestry (BUAF)” was conducted by Lan.
N.T.T (2012), a student of Ha Noi University in Viet Nam In her research, she chose 90 students (42 males and 48 females) at BUAF in the academic year of 2011-2012 Quantitative method was employed to survey 90 students by a questionnaire The results from the questionnaire showed that mind mapping could help students to brainstorm new topics, summarize the main points of the lesson and take notes during the lesson Besides, the findings of short interviews showed that using mind maps to teach vocabulary to the first year non-English major students at BUAF got positive effects on students’ vocabulary learning, especially in terms of students remembering vocabulary and having the enjoyment in their learning of vocabulary
Limited research in Vietnam has explored the effectiveness of using mind maps for teaching vocabulary to high school students This gap prompted the researcher to undertake a study aimed at helping students enhance their vocabulary skills and boost their motivation for learning.
Chapter Summary
This chapter outlines the conceptual framework by discussing mind mapping and its connection to lexical competency, which boosts the researcher's confidence in conducting the study It also reviews previous empirical research to pinpoint existing gaps in the literature The theoretical foundation established here will inform the design of the research in the subsequent chapter.
METHODOLOGY
Overall Approach
This study investigates the impact of mind mapping on vocabulary acquisition, focusing on students' lexical development and their perceptions of this method in vocabulary learning Due to the inability to randomly assign participants to control and experimental groups, a quasi-experimental design was implemented, as the researcher was responsible for teaching two classes from the start of the school year.
To address two research questions, the researcher conducted measurements before and after implementing mind mapping for vocabulary instruction Data collection involved three tools: vocabulary tests, questionnaires, and interviews, with tests proving to be the most effective The test results indicated changes in vocabulary levels, while questionnaires and interviews provided insights into students' perceptions of mind mapping's effectiveness in vocabulary learning Further details will be elaborated in the subsequent sections.
Research Setting
The study was conducted at Ngo May High School in Phu Cat District, Binh Dinh Province, during the 2021-2022 academic year, which featured 23 classrooms and seven English teachers, including three with master's degrees and four with bachelor's degrees The school had eight Grade 10 classes, seven Grade 11 classes, and eight Grade 12 classes, with a significant number of students struggling in English Statistics from the Grade 10 entrance examination revealed that 18.75% of students scored between 5 and 5.75, while 10% scored between 6 and 6.25 Alarmingly, 35% of students scored between 3.5 and 4.75, and 36.25% scored below 3.5 Many students expressed their fear of learning English, perceiving it as too difficult, which led to a lack of interest despite it being a mandatory subject.
High school students engage in 105 English periods annually, divided into 54 periods for the first semester and 51 for the second Each week consists of four mandatory English classes, along with one optional period Assessment methods include both formative and summative evaluations, featuring two oral tests, two 15-minute tests, a mid-term, and a final exam each semester The tests cover various skills, including listening, pronunciation, grammar, reading comprehension, sentence rewriting, and the identification of synonyms and antonyms.
Participants
The study involved 80 Grade 10 students from Ngo May High School, who were split into two equal groups: an experimental group of 40 students (21 males and 19 females) and a control group of 40 students (25 males and 15 females).
The participants were taught English with the new course book for the ten-year curriculum The participants received 45-minute class of English every week
Table 3.1 shows the participants’ characteristics in both groups in terms of number, gender, age, and years of English learning
Table 3.1 shows that both the control and experimental groups have an equal number of participants, with 40 students in each group However, the gender distribution differs between the groups, as the control group comprises a varying number of males and females.
25 males (62.5%) and 15 females (37.5%) while the experimental one has 21 males (52.5%) and 19 females (47.5%) However, the difference in gender does not affect vocabulary learning via mind mapping (Saeidi & Atmani,
In a study conducted in 2010, it was found that most students were aged 16-17, with 95% of the control group and 100% of the experimental group being 16 years old Only 5% of the control group was 17, indicating that the one-year age difference is minimal and does not significantly impact their English studies Notably, all students in both groups had eight years of experience in learning English.
Overall, all four factors consider namely the number, gender, age and English learning experience are almost identical between the two groups of participants.
Teaching Material
The researcher conducted formal face-to-face English instruction for both the control and experimental groups using the textbook "Tieng Anh 10," designed under the National Foreign Languages Project 2020 This curriculum comprises 105 forty-five-minute periods, with 88 periods dedicated to teaching and 17 for reviews, tests, and reserves (Hoang, 2015) The textbook includes 10 units and 4 reviews, with each unit containing 8 lessons covering various aspects such as vocabulary, grammar, reading, and writing Each lesson is taught in a single 45-minute session, while reviews are conducted over two sessions According to Hoang (2015), the English proficiency level for Grade 10 corresponds to level 3-1, the initial level of the three levels within CEFR level B1 The instruction in this study focused on unit 1.
The study focuses on units 2 and 3 of the grade 10 textbook, where the researcher creates mind maps for the "Getting Started" and "Language" lessons to reinforce vocabulary retention A total of twenty-four 45-minute sessions, spanning 8 weeks, are dedicated to teaching these units According to Mclnemey and Elledge (2013), an effective intervention should last between 8 to 12 weeks, validating the duration of the current study's intervention.
The lexical words are categorized into two lessons, "Getting Started" and "Language," across Units 1, 2, and 3 The majority of these words fall within the A2, B1, and B2 levels, with some extending to C1 and C2 levels as detailed in Appendix 1 The researcher utilizes the Oxford Learner's Dictionaries website to accurately determine the levels of these lexical words.
In the study, both groups utilized the same materials, but the control group underwent a traditional vocabulary review over 45 minutes across three lessons: Getting Started, Language, and Reading The researcher pronounced each new word two or three times and elicited their meanings using various techniques For instance, to explain "take out the rubbish," a picture was shown, while synonyms were used for "split," and meanings were provided in Vietnamese for "passionate." Students were encouraged to identify adjectives that convey strong emotions The session included choral and individual repetition of the new words to ensure proper pronunciation, followed by writing the vocabulary on the board.
The researcher implemented a new technique with the experimental group by first introducing a model of a mind map to ensure all students understood the concept After reviewing the topic of Unit 1, the researcher engaged the students in recalling vocabulary from previous lessons, writing key terms such as "responsibility," "breadwinner," and "homemaker" on the board Through targeted questions, the researcher facilitated discussions about family roles and household responsibilities Subsequently, a model mind map was created on the board, and the group was divided into eight sub-groups to complete their own mind maps within ten minutes Upon completion, the students submitted their work, and the researcher concluded the session by collaboratively creating a colorful mind map with the class, incorporating illustrations to enhance understanding.
The reseacher modeled a typical lesson of Unit 1: My family (Appendix
In Units 2 and 3, the researcher reviewed the topics of "Your Body and You" and "Music," respectively, and documented the findings on the board The methodology followed was consistent with the approach taken in Unit 1.
Mind maps of Unit 1, 2 and 3 made by students are showed in appendices 5, 6 and 7 respectively.
Measurement Instruments
The study's crucial data were gathered from three distinct sources: a pre- and post-test on vocabulary, a questionnaire, and an interview The researcher utilized triangulation to enhance the validity of the findings, as it is recommended to select sources with varying biases and strengths to complement each other (Miles & Huberman, 1994, p.438).
To test students’ lexical performance, it is impossible to ignore the use of pretest and posttest This can be clarified in the sections below
The pretest assesses the vocabulary knowledge of students in both groups prior to the experiment, providing essential measurements that enable the researcher to compare and analyze the results effectively.
“whether they were in fact initially equivalent or not” (Taylor, Kermode & Roberts, 2006, p.178)
The vocabulary assessment framework for L2, as recommended by Read (2000), emphasizes a variety of selective and context-dependent tests The pretest is structured according to the CEFR levels and consists of three parts: Part 1 features 24 multiple-choice items, while Parts 2 and 3 involve identifying the correct part of speech for 6 words and filling in the blanks with 10 appropriate words, respectively Each multiple-choice item includes one correct answer and three distractors, assessing students' knowledge of key vocabulary from units 1, 2, and 3 of the Tieng Anh 10 course book Correct answers earn 0.25 points, while incorrect answers receive a score of 0.00 Students are allotted forty-five minutes to complete the pretest.
The post-test evaluates students' lexical performance following experimental teaching, allowing them to recognize their progress compared to the pre-test results According to Taylor, Kermode, and Roberts (2006), the post-test measurements of both groups are analyzed against their pre-test scores to determine any changes and their direction This analysis involves comparing the means of the two groups' post-test results.
The contents of the posttest also focus on vocabulary Like the pretest format, it has three parts Part 1 is designed as multiple choice and includes
The assessment includes 24 items, divided into Parts 2 and 3, which require students to identify the correct part of speech for 6 given words and fill in the blanks with appropriate words for 10 items (refer to Appendices 10 and 11) Students are allotted 45 minutes to complete the post-test, with each correct answer earning 0.25 points.
In a high school, the scores are classified to identify students’ ability as shown in Table 3.2
Table 3.2: Five degrees of grades to classify the students’ ability
The aim of the questionnaire is to get more information from students’ opinions on learning vocabulary with mind maps
The researcher administered a questionnaire to the experimental group to assess their perceptions following a vocabulary study intervention This questionnaire consists of 15 items rated on a five-point scale, ranging from (1) strongly agree to (5) strongly disagree.
The article categorizes the use of mind maps for vocabulary learning into three main areas: the advantages for students, which include items 1-9; the disadvantages, covered in items 10-13; and the students' future intentions regarding mind maps, detailed in items 14 and 15 (Appendix 12).
To avoid any misunderstanding from the students, the researcher delivers a Vietnamese version of the questionnaire (Appendix 13 and 14)
Interviews enhance respondent involvement and motivation, proving to be more effective than questionnaires for complex, open-ended questions (Oppenheim, 1992, p 81) They allow for in-depth exploration at a suitable pace, making them a valuable method for assessing students' opinions on mind mapping training Consequently, utilizing interviews alongside questionnaires can provide a comprehensive evaluation of student responses.
After administering the questionnaire, the researcher conducted interviews with 6 out of 40 students from the experimental group, selecting 2 students with the highest scores, 2 with average scores, and 2 with the lowest scores on the vocabulary post-test The interviews focused on the students' opinions regarding mind mapping, including its benefits, challenges, and their future intentions for vocabulary learning using this technique Detailed notes were taken and recorded during the interviews, with the interview questions provided in Appendix 15.
To avoid any misunderstanding, the researcher interviews students in Vietnamese (Appendix 16 and 17).
Treatment Procedure
The study commences with a pre-test administered to two groups, each completing a three-part assessment within forty-five minutes Following the analysis of the pre-test results, both groups receive instruction on the same vocabulary over three lessons per unit, but with differing methodologies: the experimental group engages in mind mapping tasks, while the control group utilizes alternative techniques such as pictures and translation After the treatment phase, both groups undertake a post-test to evaluate their retention of the language items Subsequently, a questionnaire is distributed to the experimental group to gather their feedback on the effectiveness of using mind maps for vocabulary learning.
Students in the experimental group participate in a group interview rather than individual sessions, as scheduling individual appointments is challenging The entire group is asked the same questions, allowing for freedom of expression among the students With the interviewees' consent, the sessions are recorded for later analysis Once all data is collected, it will be analyzed to address the two research questions.
Analytical Framework
The study employs two types of data analysis: quantitative and qualitative Quantitative analysis focuses on statistical and numerical measures of public opinion, as noted by The British Library Broad (2012) In contrast, qualitative analysis involves organizing observations and insights to derive meaningful conclusions, as described by Glesne & Peshkin (1992) and cited in Brown (2001).
3.7.1 Quantitative Analysis of Pre-test and Post-test
Quantitative analysis was conducted for both the pre-test and post-test of the experimental and control groups, utilizing the Statistical Package for the Social Sciences (SPSS) version 26 for Windows This analysis included calculating score frequency, mean, and standard deviation to provide insights into the average values and dispersion of test scores Frequency, or raw count, measures the number of items or individuals within nominal scale levels, which in this study reflects learners' grades in the pre-test and post-test The mean, or arithmetic average, is determined by dividing the total of all data values by the number of values, offering a comprehensive view of the data Additionally, the standard deviation indicates the average distance of scores from the mean, revealing variability in student performance By calculating the standard deviation for both groups, the researcher aims to provide a clearer understanding of score variability around the central tendency.
The t-test is utilized to compare two means and assess the probability of a statistically significant difference at a specified probability level (Brown, 2001, p 146) In this case, an independent samples t-test is employed due to the presence of two distinct groups The significance (2-tailed) value of the means will be evaluated against an alpha level of 0.05 to determine if the difference between the two groups post-study is statistically significant A significance value below 0.05 indicates a statistically significant difference.
This study employs Likert-scale questions with five response options, assigning values to each choice (strongly agree = 1, agree = 2, neutral = 3, disagree = 4, strongly disagree = 5) to efficiently calculate the average for each questionnaire item The researcher computes the arithmetic mean, alongside score frequency and percentage, where frequency indicates how often a specific answer is given This frequency can be expressed as a percentage by dividing the count in one category by the total responses across all categories, facilitating reader comprehension However, since raw frequency serves as the fundamental unit of analysis and percentages may obscure critical details, it is advisable to present both metrics (Brown, 2001, pp 115-116).
Interview analysis is a key aspect of qualitative data analysis, where researchers create explanations, formulate hypotheses, and develop theories by categorizing and interpreting collected data (Brown, 2001) To effectively summarize and integrate information, researchers utilize tables, matrices, and quotations They categorize various ideas into four main areas: students' knowledge of mind mapping, their opinions on it, perceived benefits and drawbacks, and their future intentions regarding its use.
In addition, the students are coded according to gender, for example, M1 or F2.
Validity and Reliability
Validity and reliability are crucial elements in surveys that reflect the objectivity and significance of research Increasing the reliability of measures is essential, as it fulfills a necessary condition for validity; a test score can only be considered valid if it is reliable (Bachman).
1990, p.60) Thus, it is important to check the reliability and validity for the data collected
Seliger and Shohamy (1989) emphasize that various extraneous factors can compromise research findings Similarly, Pallant (2007) defines validity as the extent to which a test or scale accurately measures its intended construct.
Validity is crucial in research, as a lack of it renders the study meaningless To ensure the study's legitimacy, the researcher employs several strategies First, both the pre-test and post-test are designed using the same matrix, ensuring objectivity Second, students are allowed to complete Likert-scale questionnaires and interview questions independently, free from peer influence Lastly, the use of a triangulation method that combines qualitative and quantitative approaches helps to balance the strengths and weaknesses of the research instruments Through these measures, the researcher aims to reduce the risk of illegitimacy in the study.
Reliability refers to the consistency of a survey in measuring its intended variable (Brown, 2001) It indicates how consistently an instrument performs under the same conditions with the same subjects, reflecting its freedom from random error (Pallant, 2007) To establish the reliability of this study, the researcher has meticulously detailed the methods and data analysis process.
The researcher utilized Cronbach’s alpha to assess the internal consistency of the survey instruments, as it provides a reliable estimate for both dichotomous responses and scaled answers, such as those from a Likert scale (Brown, 2001) A higher Cronbach’s alpha score indicates greater reliability of the scale, with values exceeding 0.7 deemed acceptable (Nunnally, 1978; Pallant, 2007).
252) claim that internal consistency with Cronbach’s alpha “should be applied to all new measurement methods”
To establish the reliability and internal consistency of the questionnaire responses, the researcher evaluates Cronbach’s Alpha for the items included in the questionnaire.
The table 3.3 shows the result of the Cronbach’s Alpha calculated by SPSS version 26 for the test
Table 1.3: Reliability statistics for the questionnaire
The Cronbach’s Alpha value for the 15-item questionnaire is 0.781, indicating acceptable reliability as it exceeds the 0.70 threshold established by Nunnally (1978) This confirms that the questionnaire demonstrates strong internal consistency and reliability.
Summary
Chapter 3 introduces the setting of learning and teaching, the participants, the teaching material used in the study, the study procedure, data types and methods of data collection, analytical framework used to undertake the pre-test, the post-test, questionnaire and interview It has also tackled the issues of reliability and validity of the study The next chapter will scrutinize and examine these types of data more specifically.
