INTRODUCTION
Aims of the study
This study investigates the effectiveness of mind-mapping as a tool to enhance vocabulary learning among high school students in Dong Thap Province, with a focus on 12th graders at Nguyen Du High School The research aims to determine whether mind-mapping significantly improves students' vocabulary acquisition The findings are expected to provide valuable insights for students and educators seeking effective strategies to boost vocabulary learning Overall, this research highlights the potential benefits of using mind-mapping techniques to support high school students in their language development.
Research questions
To achieve the above aim, the study addresses the two following research questions about students‟ vocabulary acquisition and their attitudes towards the employment of mind-mapping in learning vocabulary:
1 What are students‟ attitudes towards using mind mapping in learning vocabulary?
2 To what extent is mind-mapping effective on vocabulary learning for the 12 th graders at Nguyen Du High School?
Scope of the study
This study examines the impact of mind mapping on students' vocabulary learning and retention, highlighting its effectiveness as a teaching tool The research involved 56 twelfth-grade students from Nguyen Du High School in Sa Dec city, Dong Thap province, focusing on how mind maps improve their vocabulary acquisition Using the 12th Grade English Textbook published by the Vietnam Education Publishing House, the study aimed to measure students' ability to learn and retain vocabulary through mind mapping techniques Conducted within a limited timeframe, this study provides valuable insights into the benefits of incorporating mind maps into secondary school language instruction.
Organization of the thesis
This thesis consists of five chapters
Chapter 1 introduces the study by providing the rationale of the study, the aims of the study, the scope of the study, and the organization of the thesis
Chapter 2 reviews relevant literature to shape the conceptual framework for the study by presenting the issues related to mind-mapping, such as its definition, classification, characteristics, and its effects on teaching and learning vocabulary The chapter ends with empirical research related to the topic of this study
Chapter 3 justifies the methodology employed to conduct this study by presenting the research site, participants, instruments, study procedures and analytical framework It also takes into account the issues of reliability and validity
Chapter 4 analyzes the data collected from the three instruments of tests, questionnaire and interview Moreover, in this chapter, the researcher discusses the findings of the study based on the results analyzed and interpreted in the previous part
Chapter 5 concludes the study by addressing key research questions and providing a comprehensive evaluation of the methodology used It offers practical recommendations for English practitioners to enhance their practices and identifies valuable areas for future research to advance the field.
LITERATURE REVIEW
Vocabulary learning and vocabulary teaching
Vocabulary is broadly defined as the set of words in a language or individual items of language that carry meaning (McCarthy, 1990) Penny Ur (1996) describes vocabulary as “the words we teach in the foreign language,” including single words, compound words, and multi-word idioms such as “post office,” “mother-in-law,” and “call it a day.” Lehr et al (2004) emphasize that vocabulary encompasses both spoken and written forms, recognizing words in listening, speaking, reading, and writing They distinguish between receptive vocabulary—words recognized in reading and listening—and productive vocabulary—words used in speaking and writing Additionally, Nation (1990) defines vocabulary as knowledge of word spelling, pronunciation, collocations, and appropriateness in context Pyles (1970) highlights that vocabulary integrates sounds and meanings essential for effective communication Overall, vocabulary involves understanding words’ forms, meanings, and proper usage to convey and receive information accurately in both oral and written communication.
2.1.2 Vocabulary learning and language proficiency
Learning vocabulary is essential for ESL learners, and teachers employ various effective strategies to enhance vocabulary acquisition These include providing explicit explanations and synonyms, as well as using role-plays and multimedia resources to increase exposure Research indicates a positive relationship between vocabulary learning strategies and improved learning outcomes (Gu, 2010), and ongoing studies continue to explore the effectiveness of these strategies in language acquisition.
Repetition is commonly used by students for vocabulary acquisition, but reciting words alone is often painful and ineffective (Ellis & Beaton, 1993; Li, Yang & Chen, 2010) To improve recall of definitions, employing memory strategies such as the keyword technique can be highly beneficial (Lawson & Hogben, 1998) Effective memory strategies, including the use of acronyms, words, and images, can facilitate better understanding and retention of vocabulary (Sozler, 2012) Therefore, training students in these strategies and encouraging their consistent application are essential steps to enhance vocabulary learning outcomes.
Effective language learning and teaching rely on underlying theories and beliefs about language acquisition When it comes to vocabulary instruction, emphasizing the implementation of communicative and lexical approaches is essential to enhance learners’ lexical competence (Hasbún, 2005) Emphasizing these approaches promotes meaningful language use and improves vocabulary retention, making them crucial for successful language education.
The Lexical Approach, introduced by Michael Lewis in 1993, emphasizes the importance of understanding and using language items based on their meaning within context Lewis (1997, cited in Hasbún, 2005) argues that most activities from the Communicative Approach align with the Lexical Approach, provided teachers adapt them to have a clear focus on lexical items Based on these principles, Hasbún (2005) proposes various tasks that promote lexical awareness and usage in language learning.
In de-contextualized gapped sentences, the gap should not occur in the topic element
Since the quantity and quality of the input influences progress the most, exercises must be based on highly probable, useful examples
Effective learning exercises should focus on teaching rather than testing, encouraging learners to recognize certain answers and deduce others through a process of elimination This approach relies on the use of linguistic clues, shared group knowledge, and a touch of educated guesswork to enhance understanding and retention.
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.
The concept of mind mapping
Mind-mapping, first introduced by Buzan in the late 1960s, is a powerful visual learning tool that has been known by various names over the years According to Jonassen, Carr, and Yueh (1998), it was also referred to as “semantic networking” and “concept maps,” highlighting its versatility in organizing information Krasnic (2012) further details common alternative terms such as “concept-mapping” and “flow-charting,” emphasizing the widespread use and recognition of visual mapping techniques in education and knowledge management.
“visual-thinking” or simply just “visualization”, “spider-diagramming”,
“memory-mapping”, “semantic-mapping” and “thought-webbing” Researchers now define mind mapping in various ways
Schwartz and Raphael (1985) describe mind mapping, or semantic mapping, as a visual organization of information that helps students connect new vocabulary with their own experiences and prior knowledge They emphasize that students are the primary creators of these word-maps, fostering active engagement and deeper understanding in language learning.
Heimlich and Pittelman (1986, p 779) describe mind-mapping as a type of graphic organizer that shares similar perspectives with Schwartz and Raphael, although they differ in that they do not consider learners as the true architects of their understanding.
Mind mapping and semantic mapping are valuable tools for helping students visually organize and understand complex information by illustrating the relationships between ideas Antonnaci (1991) emphasizes that these visual representations symbolically depict knowledge and conceptual relationships, aligning with Heimlich and Pittelman's views Buzan and Buzan (1993) describe a mind map as a visual-spatial skeleton originating from a central concept, branching out to five to ten main ideas that relate to the core, facilitating deeper understanding Similarly, Strangman, Vue, Hall, and Meyer (2003) highlight that semantic maps serve as diagrammatic displays showing connections between terms and ideas, aiding learners in reconstructing and retaining meaning systematically Luu and Le (2011) distinguish between concept maps and concept mapping, noting that while a concept map is a diagram of concepts linked together, concept mapping is a technique used to represent the structure of knowledge and relationships among topics within that structure These visual tools support effective learning by enhancing comprehension and knowledge organization.
Mind-mapping is a visual tool that represents hierarchical information, with a central idea connected to related topics through branching nodes It is a non-linear, image-centered diagram that illustrates the relationships between ideas, making complex information easier to understand According to Wikipedia (2016), a mind-map is a graphical representation of semantic connections, encouraging creative thinking and organization skills This approach fosters brainstorming and helps students develop better cognitive and organizational abilities.
Mind-mapping functions similarly to a traditional outline by organizing written ideas on paper, but it does so through a dynamic system of images, texts, and connecting lines This visual approach starts with a central image representing the main concept and radiates outward to explore related ideas, making it an effective tool for stimulating creativity and enhancing idea development SEO keywords: mind-mapping, visual brainstorming, idea organization, creative thinking, concept mapping.
Mind-mapping is a visual tool that illustrates the relationships between ideas through categorical connections It uses lines, colors, arrows, images, and pictures to enhance motivation and help individuals visualize related concepts Despite different definitions, all mind-mapping techniques share the core purpose of representing ideas visually to facilitate better understanding and recall.
Kinchin (2000, as cited in Mistades, 2009, p.2) proposes five possible structural types of mind maps: linear, circular, hub-spoked, tree-like, and networked
Figure 2.1: A mind map of wedding (Busy teacher, n.d.)
Figure 2.2: Linear, circular, hub spokes, tree, and network (Kinchin, 2000)
Hembree (2008, p 1) divides graphic organizers into five sorts:
1 KWL chart: KWL stands for Know, Wonder, and Learn With this chart, students can express what they want to know, what they already know, and what they learned about the subject
2 Venn diagram: This diagram shows the similarities (overlap) and differences (discrete part-circles) of the two different subjects
Figure 2.3: KWL chart (My warrior kids, n.d.)
Figure 2.4: Venn diagram (Sixth Grade Tales, 2014)
3 QAR: This acronym stands for Question – Answer – Relationship It is a map which includes four parts: Right there, Think and search, Author and me, and On my own In Right there questions, the answer can easily be found in the text The answers to Think and search questions are also in the text, but at a higher level; readers must know the same meaning of the word in the question and in the text to find out the correct answer They may look in different parts of the text Author and me questions are not available in the text The reader needs to use his or her own background knowledge and infer the information in the text to find out the result Finally, On my own questions are an extension to
Author and me questions Moreover, the reader need not read the text; they solicit his or her opinions
Figure 2.5: Venn diagram of Whales and Fish (Walbert, n.d.)
4 Web organizer: it looks like a net in which the large circle in the center is connected with the smaller circles outside by many lines
5 T chart: it is a chart in which the students can list two facets of the topic or two things from the same chapter
Trianto (2009, as cited in Effendi, 2004, pp 10-11) distinguishes four kinds of mind-mapping: (1) network-tree, (2) event-chain, (3) cycle-concept map, and (4) spider-concept map
(1) Network-tree: It consists of main ideas written in rectangles based on hierarchy; the relationship between ideas and words is written on the lines in the map
Figure 2.9: A network tree (Glencoe Science, n.d.)
(2) Event-chain: It is used to describe concepts in an order, a sequence of events, the steps in a procedure or of the stages of a process.
(3) Cycle-concept maps: It is a special type of event-chain map in which the sequence of events in a cycle-concept map has no final result and thus repeats itself
Figure 2.10: An event chain (Glencoe Science, n.d.)
Figure 2.11 : A cycle concept map (Glencoe Science, n.d.)
The spider concept map features a central main idea, making it an effective tool for brainstorming sessions Surrounding the core concept are sub-ideas that relate to the main topic but are not arranged hierarchically or necessarily interconnected This structure encourages the sharing of diverse ideas and promotes free thinking, making it ideal for visualizing and developing creative concepts.
According to Antonacci (2015, p 20), the three kinds of semantic maps are based in Word relationships – synonyms, antonyms, examples and non- examples – and Word connections
Figure 2.12 : A spider concept map (Glencoe Science, n.d.)
Salameh (n.d., p 6) identifies three types of semantic mapping: word-maps, concept-maps, and story-maps Word-maps feature a central key word connected to related terms, enhancing understanding of the main concept Concept-maps help organize information about various subjects systematically Story-maps arrange events, characters, and settings in a chronological and logical order, facilitating comprehension of narrative structure.
Figure 2.14 : Synonyms, antonyms, examples and non-examples (Antonacci,
Figure 2.16: A word map (Walpole & McKenna, 2007)
Teachers should carefully select appropriate types of mind maps based on the content being taught to enhance student understanding Among various mind-mapping techniques, semantic maps classified by Antonacci—such as word relationships, synonyms and antonyms, and word connections—are particularly effective for visualizing complex concepts Using these semantic maps can improve vocabulary development and deepen students' comprehension of subject material.
Figure 2.17: A concept map (Penn State, 2000/2015)
Figure 2.18 illustrates a story map (Manis, 2012), highlighting that the second type was more frequently used due to its effectiveness In English 12 lessons, vocabulary focus is primarily centered on the main topic or lesson title Key words are radiated from the title to facilitate understanding This approach allows the mind map to develop organically, reinforcing key concepts and supporting language comprehension.
A semantic map is composed of three essential components: the core question or concept, strands, and supports The core question represents the main idea or keyword that guides the map Strands are the supporting ideas that reinforce the central concept, while supports are the specific details within each strand that differentiate one idea from another Implementing these elements effectively enhances understanding and clarity, making semantic maps a valuable tool for organizing complex information.
According to Windura (2008, as cited in Effendi, 2004, p 13), each feature of mind-mapping offers unique benefits to learners The central image in a mind-map represents the main idea, positioned at the center to enhance students' engagement This approach activates the right hemisphere of the brain and strengthens memory retention, making mind-mapping an effective learning tool.
Ways to make mind mapping
Fraser (1993, as cited in Luu & Le, 2011, p 132) proposed four essential rules for constructing effective concept maps or mind maps First, use rectangles or other geometric shapes to contain key words, phrases, or simple drawings that represent concepts Second, connect these concepts with arcs, which may include optional linking words that clarify the relationship; for example, “nonverbal” and “waving” can be linked with the word “is” to show their connection Third, there is no single “right” way to create a concept map, emphasizing flexibility in its design Lastly, maps with numerous interconnections indicate greater complexity, requiring more advanced understanding from learners.
There are many ways to make a mind-map However, these ways share something in common in characteristics and rules
Johnson and Pearson (1984, as cited in Nguyen, n.d., p 635) outline a systematic approach to creating mind maps for teaching vocabulary The process begins with the teacher writing a key word or topic on the board or paper to serve as the central theme Students are then encouraged to brainstorm and generate related words, fostering active engagement with the vocabulary Next, learners categorize these words and assign labels to organize the vocabulary effectively Finally, students analyze and discuss the relationships between the words, enhancing their understanding of the vocabulary network This method promotes visual learning and deepens vocabulary comprehension through structured cognitive mapping.
Chall (1996, as cited in Amoush, 2012, pp 715-716) outlines essential steps in creating an effective map, including analyzing key concepts and vocabulary within the text The process involves organizing related words logically and incorporating these terms into diagrams to enhance understanding This approach aids in visualizing connections between concepts, making it a valuable strategy for language learners and educators aiming to improve comprehension and vocabulary retention.
To create an effective mind map for teaching, educators begin by introducing the lesson topic and highlighting the key concept using visual aids like drawings or photos They then facilitate group discussions where students identify and explore related words, with teachers recording sub-concepts around the main idea using lines and arrows to connect them To enhance clarity, teachers add connecting words on the lines and utilize different colors for visual distinction Students continue by categorizing remaining words from general to specific levels, explaining their organizational choices Finally, teachers organize concepts with labels and connect them with directional links, enriching the mind map until it is fully completed, making it a comprehensive visual tool for understanding lesson content.
Denton, Bryan, Wexler, Reed, and Vaughn (2007) outline five key steps for teaching students how to effectively create mind maps The process begins with the teacher introducing a topic and writing it on the board, followed by modeling the activity by prompting students to list related words and categorize them visually Next, teachers guide students through independent practice and peer comparison to reinforce learning Finally, educators help students understand real-life situations where semantic maps can be applied, enhancing their comprehension and use of this valuable visual tool for organizing information.
To create an effective mind map, start with a landscape-oriented white paper and draw a colorful image in the center, writing the key word in capital letters Next, draw thick, colorful branches radiating from the central image to represent main themes, using different colors for each Add additional main-theme branches around the initial mapping, continuing to develop thick, vibrant branches that highlight basic ideas related to the key words with capital letters Finally, enhance your mind map's creativity by incorporating images on all main branches to symbolize each key theme and visualizing important keywords with relevant visuals This step-by-step process for mind mapping is detailed in Buzan and Buzan’s work (1993, pp 97-103).
Le (2012, p 107) outlines a four-step process for creating an effective mind map First, start with the main topic to establish the central focus Then, add sub-headlines connected to the main topic to organize key ideas Next, incorporate sub-sub-headlines to expand on each sub-topic, enhancing the map’s depth Continue refining the second and third steps until the mind map is complete, ensuring a clear and comprehensive visual representation of ideas.
Krasnic (2012) outlines ten essential steps for creating an effective visual map, beginning with selecting the core concept or subject to be mapped Next, gather all relevant information to ensure the map is comprehensive yet focused The map should be simple, concise, relevant, accurate, complete, logical, and clear to enhance understanding Start the diagram in the center with the main central concept, and then add primary ideas on branches extending from it Organize ideas systematically by categorizing main concepts and sub-concepts using frameworks such as Ws (what, when, where, how), classification, definitions, divisions, evaluation, function, history, and process, to create a coherent and meaningful visual representation.
To create an effective mind map, start by identifying the core properties, characteristics, roles, relationships, and structure of the concepts Next, branch out sub-concepts from the primary ideas to elaborate and clarify, moving from general to specific Capture and organize key concepts by reordering and editing them to form a clear "skeleton" of the map Then, enrich the map by adding valuable information to these core concepts Once the content is complete, enhance the visual appeal and clarity by incorporating icons, colors, images, and formatting elements to improve overall effectiveness.
Finally, he goes through the visual map checklist for any final edits
1 Map is well organized and clear
2 Content is factually accurate and complete
3 Concepts are logically arranged and follow a natural progression
4 Concepts are succinctly presented with minimal text
5 Visual map shows what you have learned about the topic and what you want presented
6 Links show correct and meaningful relationships between each connected concept
7 Labels accurately describe the relationship between concepts
8 Text is clear and easy to read
9 Color is effectively used for emphasis and increased comprehension
10 Graphics are used only when necessary to increase comprehension
11 If someone other than you will be using the map, it must still make sense to the intended audience
12 Spelling and grammar are correct throughout the map
Students can create a basic mind map by writing the main topic in a central circle on their paper As they brainstorm, they draw lines radiating outward from the central theme to connect related ideas These ideas are then written on the branches, helping organize thoughts visually When students recognize additional related concepts, they add new branches to expand their mind map This process continues until all ideas are explored, enhancing brainstorming and idea organization skills.
Different methods of mind-mapping vary in their effectiveness, with some approaches producing better learning outcomes than others Using colorful visuals and images in mind-mapping significantly enhances vocabulary acquisition, making the learning process more engaging and effective Incorporating vibrant colors and relevant images into your mind-maps can boost memory retention and improve overall language learning.
Advantages and disadvantages of mind mapping
There are many benefits of using mind-mapping Buzan, T and Buzan, B
Mind-mapping helps readers save time by focusing on core ideas and only noting relevant words, enhancing efficiency (1993, p 89) Its major advantages include leveraging the full range of mental skills, overcoming information overload, and consolidating pertinent information and resources in one organized visual map (Krasnic, 2012, p 42) Mind-mapping promotes clear thinking through organized connections, fosters creativity, develops holistic understanding, and improves problem-solving, decision-making, memory, and comprehension Its attractive and interactive design maintains interest and engagement Additionally, semantic mapping aids in recalling words or concepts both in isolation and context (Zarei & Adami, 2013, p.17) Witter-Merithew highlights that mind-maps are easy to prepare, structured logically, and their visual-spatial hierarchy encourages further review, understanding, and identification of contradictions, paradoxes, or gaps within the text.
Mind-mapping plays a crucial role in education by offering numerous benefits for effective teaching It significantly enhances lesson planning by allowing teachers to visualize topics, organize their order, and develop engaging methods to capture students’ interest Using mind-mapping, teachers can start with a central topic and expand on related concepts, making lessons more dynamic and visually appealing This approach makes audio-visual lessons more engaging than traditional lectures, helping students follow the material more easily Additionally, linking ideas through mind-mapping promotes logical understanding, enabling students to grasp concepts more naturally Finally, mind-mapping fosters collaboration between students and teachers, encouraging group work where students share resources, process information collectively, and improve their comprehension and evaluation skills (Heimlich & Pittelman, 1986, as cited in Tateum, 2007, p 18).
Mind-mapping is a valuable tool for students to brainstorm, explore ideas, and understand complex concepts more effectively It helps visualize relationships and connections between ideas, making it easier to communicate new thoughts and track their thought progression Additionally, mind-mapping enhances note-taking and critical planning skills, enabling students to recall information with ease and improve their overall learning efficiency.
According to Zaid (1995, p.6), students can enhance their reading comprehension, written expression, and vocabulary development through the use of mind-maps Furthermore, mind-maps help students develop their ability to use words correctly by understanding the relationships between words (White, 1998, as cited in Saeidi & Atmani, 2010, p 52), leading to improved language skills and more effective communication.
Kinchin (2000, as cited in Mistades, 2009, p 2) highlights that pupil-produced maps are highly effective in the learning process, as they allow for clearer identification of students’ misconceptions compared to traditional methods Additionally, student errors and alternative understanding frameworks can be more easily examined through these maps (Edmondson, 2000, as cited in Mistades, 2009, p 2).
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
Mind-mapping offers several key advantages for learners, including its flexibility, allowing users to label or organize ideas freely according to their preferences It also saves time by ensuring that all sub-topics are clearly connected to the main idea, enhancing understanding and retention of the material Additionally, the use of colors, images, and creative elements in mind-maps stimulates imagination, making the learning process more engaging and enjoyable Overall, mind-mapping is an effective learning tool that fosters clearer comprehension and boosts creativity.
Mind-mapping is an effective technique for learning vocabulary by organizing words in a logical and accessible way According to Baker and Westrup (2000), mind-mapping "stores vocabulary in a logical and helpful way, so that students can find old words and add new words easily and quickly." This method enhances vocabulary retention and retrieval, making language learning more efficient and engaging.
Learning vocabulary involves not only acquiring new words but also effectively retaining them in long-term memory Sensory memory plays a crucial role in this process, and activities like graphic organizers, especially mind-mapping, can enhance vocabulary acquisition Mind-mapping encourages brainstorming by connecting related words, making learning more engaging and comprehensive It aligns with brain functions by combining logical reasoning from the left hemisphere with creative visualization from the right hemisphere, promoting holistic thinking Incorporating pictures, drawings, and graphics helps students develop strong mental images of words, increasing retention and motivation Additionally, mind-mapping fosters an understanding of word relationships through categorization and grouping, deepening vocabulary comprehension Collaborative group work during mind-mapping promotes critical thinking, enhances memory retention, and makes vocabulary learning more efficient and enjoyable.
To maximize mind-mappings‟ advantages, Buzan, T and Buzan, B
According to 1993, p 96, effective mind-mapping principles include capitalizing words to enhance readability, using unlined paper to create a clear workspace, and starting the mind-map at the center of the page with connecting lines to organize ideas visually Additionally, designers can utilize different colors for each hierarchy level, applying consistent colors to similar classifications to distinguish between different groups of words.
Hofland (2007, p 31) identified some disadvantages of mind-mapping, noting that students often find it unfamiliar or unappealing Older students perceive using crayons for mind-mapping as childish, while others prefer traditional note-taking methods, leading to resistance against this technique This resistance suggests a need for strategies to improve students' attitudes towards mind-mapping and encourage their active participation in this learning method.
Stewart (2010, p 6) states one of the limitations of mind mapping is that
Mind-mapping is a valuable tool for teaching vocabulary in reading comprehension lessons, though it is not a universal teaching solution or an all-purpose graphic organizer It should not be viewed as a replacement for diagramming sentences or charting a novel’s plot, as its effectiveness is limited to certain educational contexts Acknowledging these limitations, researchers utilize mind-mapping specifically to enhance vocabulary understanding in reading lessons rather than applying it to story analysis.
2.5 When and where to use mind mapping
Since first trademarked by the first mind-mapper, Tony Buzan, in May
Since 1990, organizations across education and business sectors have increasingly embraced mind-mapping as a valuable tool While still underutilized in educational settings, mind-mapping has proven highly effective for brainstorming solutions to business challenges, enhancing creativity and problem-solving efficiency (Stewart, 2010, p 4).
Mind-mapping is a versatile tool increasingly used to organize personal lives, develop business ideas, and enhance education across various settings It boosts workplace productivity by encouraging employees to share innovative ideas and tap into their creativity At home, mind mapping helps individuals plan shopping lists and daily tasks more logically and strategically Most importantly, it significantly improves students' productivity and learning outcomes in educational environments.
According to Wittkower (n.d., pp 5-7), mind-maps can be created by both experts and learners, serving different purposes Experts utilize mind-maps to outline their plans, present speeches comprehensively, take essential notes, and record information quickly and accurately Conversely, students employ mind-maps as evaluative, mnemonic, writing, and analytical tools to enhance their understanding and retention of information This versatile use of mind-maps highlights their importance in effective learning and professional planning.
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
Empirical research
Research indicates strong support for the effectiveness of mind mapping in vocabulary learning, highlighting its role as a valuable teaching strategy Studies suggest that mind mapping enhances student performance and fosters a positive learning attitude, making it an effective tool for vocabulary instruction.
This section reviews numerous research studies relating to mind- mapping They were conducted in Vietnam and in other socioeconomic contexts such as Indonesia, Iran and Turkey
Effendi (2004), a student from PGRI University in Indonesia, conducted a research study titled “Teaching Vocabulary through Mind Mapping Technique to Tenth Grade Students of SMA Negeri 15 Palembang.” The study involved randomly selecting 60 students out of 360 tenth-grade students at SMA Negeri 15 Palembang during the 2009 academic year, aiming to improve vocabulary learning through innovative teaching methods.
In 2010, the researcher conducted a study with 60 students divided into control and experimental groups, each containing 30 students The study utilized post-testing as the sole assessment method to evaluate the effectiveness of mind mapping in vocabulary instruction The results showed a calculated t-value of 2.396, surpassing the t-critical value of 1.725, indicating that mind mapping significantly improved vocabulary learning Based on these findings, the researcher recommends implementing mind mapping techniques in tertiary-level education to enhance vocabulary acquisition.
Abdollahzadeh and Amiri (2009) conducted a quasi-experimental study to examine the impact of semantic mapping on EFL learners' vocabulary acquisition, considering different perceptual learning styles They selected 196 homogeneous intermediate Iranian EFL learners and divided them into control and experimental groups, with an eight-week instructional period Their findings revealed that semantic mapping significantly enhanced vocabulary learning compared to traditional methods, improving long-term memory retention and motivation However, the study found no significant difference among learners with various perceptual learning styles—visual, auditory, kinesthetic, or multi-sensory—in benefiting from semantic maps, despite visual learners performing slightly better.
Saeidi and Atmani (2010) investigated the impact of semantic mapping on vocabulary learning across genders using a quasi-experimental design at Iran's Islamic Azad University, Tabriz Branch Their study involved 120 intermediate students—60 males and 60 females—divided into four groups, with two experimental and two control groups Following the treatment, results from ANCOVA analysis showed that semantic mapping significantly improved vocabulary acquisition in the experimental groups Importantly, there was no gender difference in vocabulary improvement, indicating that semantic mapping is equally effective for both male and female learners in vocabulary instruction.
Research involving 32 pre-intermediate students from Selcuk University’s School of Foreign Languages demonstrated that mind-mapping significantly enhances vocabulary acquisition A preliminary survey with 40 items revealed that students’ beliefs about vocabulary-learning strategies directly influence their preferred methods In the main study, students were divided into an experimental group and a control group, both undergoing a 25-hour per week treatment regime Findings showed a strong correlation between students’ beliefs and their strategy preferences, while t-test results confirmed that semantic mapping outperformed traditional vocabulary teaching methods in effectiveness.
Nilforoushan (2012) examined the impact of semantic mapping on vocabulary teaching and students’ awareness of deep vocabulary knowledge The study involved 60 intermediate Iranian EFL adult learners, carefully selected for homogeneity through preliminary tests and randomly divided into control and experimental groups Over 20 instructional sessions, the experimental group received vocabulary instruction utilizing semantic mapping, while the control group did not Post-tests revealed that the experimental group significantly outperformed the control group in vocabulary achievement, indicating the effectiveness of semantic mapping Additionally, MANOVA results demonstrated that students in the experimental group enhanced their understanding of evaluation and potency dimensions of vocabulary, ultimately improving their ability to apply vocabulary appropriately in context.
A study by Dang (2011) at Vietnam National University, Hanoi, explored the effectiveness of mind-mapping and diagrams in teaching vocabulary through surveys, interviews, and vocabulary tests with 100 first-year students The research involved control and experimental groups undergoing trial lessons and assessments, applying a true experimental method to ensure rigorous data collection Results indicated that while mind-mapping and diagrams were used at Division I, their usage was not widespread Crucially, the post-test scores (t obtained = 2.18 and 2.17) exceeded the critical value (2.145), demonstrating that incorporating mind maps and diagrams significantly enhances vocabulary learning and retention among first-year students.
Based on the existing research, the researcher chose to conduct this study to address the gap in Vietnam, as there has been no investigation into the suitability of mind-mapping for high school students Specifically, this study focuses on Grade 12 students at Nguyen Du High School to evaluate how effective and applicable mind-mapping techniques are for their academic needs and learning processes.
Chapter summary
This chapter establishes the conceptual framework by providing essential information about mind-mapping and its connection to lexical proficiency, which enhances the researcher’s confidence to proceed with the study It also identifies research gaps by referencing previous empirical studies related to the topic, ensuring a solid foundation for the research The theoretical framework outlined here will guide the design of the subsequent research in the next chapter.
METHODOLOGY
Overview of approach
This study investigates the impact of mind-mapping, an independent variable, on vocabulary acquisition, the dependent variable, focusing on students' lexical gains and attitudes toward this learning strategy An experimental design is ideal for examining these effects; however, due to the inability to randomly assign participants to control and experimental groups, a quasi-experimental approach is selected This decision is based on the researcher’s responsibility for teaching two classes since the start of the academic year.
This study addresses two key research questions by measuring students’ vocabulary proficiency before and after implementing mind-mapping as a teaching tool Data collection involves three methods: vocabulary tests, questionnaires, and interviews, with tests being the primary focus for assessing learning outcomes The main indicator of the experiment's success will be improvements in vocabulary test scores, reflecting increased proficiency Additionally, questionnaires and interviews will provide insights into students’ perceptions of the effectiveness of mind-mapping in vocabulary acquisition Further details of the research methodology and findings will be elaborated in the upcoming sections.
Research site
Nguyen Du High School, located in Sa Dec City, Dong Thap Province, offers a total of 26 classes across grades 10 to 12, including ten 10th-grade classes, nine 11th-grade classes, and seven 12th-grade classes—all dedicated to the general English program The school has 146 students in grade 12, many of whom struggle with English and feel intimidated by learning the language Facilities at the school are limited, lacking modern infrastructure to support effective teaching and learning While the school provides two computer rooms for IT practice and two classrooms equipped for PowerPoint-based lessons, it does not have a listening lab for students to hone their listening skills.
Students at Nguyen Du High School primarily come from underprivileged families, making English an unfamiliar and challenging subject for many The school offers four 45-minute English classes per week, with the Grammar Translation Method being the dominant teaching approach, focusing mainly on grammar, structure, and reading This instructional style makes English appear unattractive and difficult, as speaking, listening, and writing skills are rarely taught despite their presence in the curriculum Additionally, students struggle with limited vocabulary acquisition because the vocabulary load per lesson is overwhelming, leaving little time for effective learning.
Balancing a demanding study load of 12 subjects along with mastering extensive English knowledge presents a significant challenge for students aiming to achieve high English proficiency Despite receiving formal English education, students often focus solely on passing exams rather than developing practical language skills for real-world use Time constraints and the emphasis on exam success hinder effective language acquisition and practical application of English.
Research participants
This study will involve 56 students from classes 12A and 12B during the 2016-2017 academic year The researcher is limited to these classes as she was assigned to teach them at the start of the school year, and does not have the authority to select additional classes.
Purposely, Class 12A, which have received the traditional teaching method, will be the control group, and Class 12B, which have been under mind- mapping treatment, will be the experimental group
Table 3.1 describes 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 each comprised 28 students, ensuring equal group sizes The gender distribution varied between groups, with the control group including 12 females (42.85%) and 16 males (57.14%), while the experimental group consisted of 15 females (53.57%) and 13 males (46.42%) This balanced participant composition enhances the validity of the study’s findings.
The study found that gender differences did not impact vocabulary acquisition through mind mapping (Saeidi & Atmani, 2010) Most participants were young, approximately 17-18 years old, with 85% and 89% of 17-year-olds in the control and experimental groups respectively A small percentage of students were 18, but the one-year age gap did not significantly influence their English learning All students began studying English in Grade 6, giving them approximately seven years of English learning experience.
In general, in all the four factors under consideration, namely the number, gender, age, and English learning experience, were almost homogeneous between the two groups of participants.
Research instruments
The primary research instrument is the set of textbooks, which serve as the main teaching resource for the course These textbooks will be utilized throughout the study to facilitate data collection As measurement tools, they enable the researcher to gather relevant data effectively, ensuring comprehensive analysis of the subject matter.
The main material for this study was the English 12 textbook compiled by Hoang Van Van and colleagues (2009), providing a comprehensive foundation for the research Supplementary resources included English multiple-choice exercises created by Mai Lan Huong (2011) and additional materials sourced from test stores developed by skilled English teachers in Dong Thap These materials were carefully organized prior to the experiment to ensure smooth implementation and reliable results.
The first semester English 12 curriculum covers topics such as Home Life, Cultural Diversity, Ways of Socializing, the School Education System, Higher Education, Future Jobs, and Life in the Future Due to an overloaded program, the Ministry of Education and Training removed Unit 7, Economic Reforms, leaving only seven units Each unit includes five lessons focused on reading, speaking, listening, writing, and language focus Vocabulary is emphasized as the most important component of the reading lessons, leading to the incorporation of mind-mapping techniques in lesson planning A summary of the selected reading materials can be found in Table 3.2.
The control group, Class 12A, was taught using a traditional four-step word presentation method trained at Dong Thap University This approach involves clearly pronouncing the new word multiple times, eliciting its meaning either ostensively with realia, pictures, and gestures or verbally through synonyms, antonyms, and translations The study employed different materials and techniques for both groups, but the control group's instruction focused on explicit, structured word introduction to enhance vocabulary learning.
In her teaching approach, she began by using visual aids, such as a picture of a person picking up rubbish to illustrate the phrase “out the garbage,” making the lesson engaging and memorable She emphasized vocabulary by introducing words like “give a hand,” asking students to identify synonyms like “help,” and explaining words like “mischievous” in Vietnamese, encouraging students to describe related traits The method included repetition, where students chorally and individually repeated new words to ensure correct pronunciation, often asking the whole class and individual students to repeat twice She then wrote the vocabulary on the board and, optionally, provided illustrative sentences to deepen understanding To reinforce learning, she employed activities such as Rub out and Remember, What and Where, Slap the Board, Matching, and Bingo after presenting all new vocabulary, making her teaching both effective and interactive while adhering to core vocabulary presentation steps.
The researcher implemented a new mind map technique with the experimental group, class 12B, to enhance their understanding of vocabulary and concepts Initially, she provided a model of a mind map to ensure students understood its purpose, then demonstrated how to create one for Unit 1 by introducing the topic and listing key vocabulary on the board Students were given five minutes to think about meanings before engaging in guided questions related to the vocabulary, such as family responsibilities and personal characteristics, fostering deeper comprehension The teacher demonstrated constructing a mind map with the central keyword, encouraging students to visualize connections For subsequent units, she repeated this process, leading students to work collaboratively in groups to complete their own mind maps within ten minutes, which they submitted for review The lesson culminated with the teacher creating a comprehensive class map using colorful chalk and illustrations, solidifying understanding and promoting active participation, thereby improving vocabulary acquisition through visual learning and collaborative effort.
To clarify what she had done for both groups, she modeled a typical lesson of Unit 1: Home life (Appendix 1)
Important data were collected through three different instruments: a pre- and post-test assessment of vocabulary, a pre- and post-questionnaire, and an interview The researcher utilized triangulation to enhance the validity of the findings, following Miles and Huberman’s (1994) recommendation to select sources with diverse biases and strengths that complement each other This mixed-methods approach ensured a comprehensive understanding of the research outcomes by cross-validating data from multiple perspectives.
3.4.2.1 Pre-test and post-test
This study evaluated students' vocabulary skills through pre- and post-tests to assess the effectiveness of mind-mapping training The initial pre-test was administered at the start of the course to establish a baseline, while the post-test was conducted after the mind-mapping treatment to measure any improvements The purpose was to compare the lexical abilities of the two groups and determine the impact of mind-mapping on vocabulary enhancement The researcher was responsible for administering and scoring all tests to ensure consistency and accuracy.
The researcher used the 11th-grade final exam results from the Dong Thap Department of Education and Training for the pre-test, saving time and effort on preparing a separate test Most students, coming from unprivileged families, did not attend extra classes over summer and typically worked to support their families, leaving little time for relaxation The 45-minute test included two parts: 28 multiple-choice questions and three writing questions, focusing on vocabulary and grammar To align with the study’s purpose, only vocabulary-related questions—14 in total—covering synonyms, meanings, parts of speech, stress, and pronunciation were analyzed to assess students’ vocabulary competence before the intervention.
To evaluate the impact of mind mapping on the experimental group, a post-test consisting of 30 multiple-choice questions about vocabulary will be administered to both groups The post-test will be timed to ensure consistent assessment conditions, providing valuable data on the effectiveness of mind mapping as a learning strategy.
Each test is allocated 20 minutes, with questions carefully selected from a test bank compiled by teachers across all schools in Dong Thap Province The Dong Thap Department of Education and Training requires each school to create their own exams for each grade level These assessments must be submitted prior to the semester exams, ensuring a standardized and quality-controlled testing process across the region.
In a high school, grades are classified as follows to identify students‟ ability
The questionnaire is a vital research instrument due to its quick, easy, and cost-effective nature, making it a powerful tool for evaluation It is particularly suitable for collecting data on students’ attitudes toward vocabulary learning and mind-mapping Utilizing questionnaires enables efficient assessment of learners’ perspectives, contributing valuable insights to the study.
The researcher distributed a pre-questionnaire to assess students' motivation and challenges in vocabulary learning, comprising 20 items rated on a four-point Likert scale The questionnaire was divided into four sections: the first examined students’ attitudes toward learning vocabulary, the second explored their self-study strategies, the third gathered insights about previous teachers’ methods, and the fourth identified difficulties encountered during vocabulary acquisition These structured questions provided a comprehensive understanding of students’ perceptions, methods, and obstacles related to vocabulary learning.
After the mind-mapping treatment, the researcher handed out a post-
The study utilized a five-grade classification system to assess students' vocabulary learning abilities A post-intervention questionnaire with 15 items was administered to the experimental group to gather their feedback on learning vocabulary through mind mappings These items were divided into three themes: students’ advantages in using mind maps for vocabulary acquisition (items 1-9), their disadvantages or challenges with this method (items 10-13), and their future willingness to continue using mind mappings for vocabulary learning (items 14-15) This comprehensive feedback aimed to evaluate the effectiveness and student perceptions of the mind mapping technique in vocabulary education.
To avoid any misunderstanding from the students, the researcher delivered a Vietnamese version of the pre- and post-questionnaire
According to Oppenheim (1992), interviews increase respondent engagement and motivation, making them more effective than questionnaires for handling complex and open-ended questions They allow for in-depth exploration and can be conducted at a suitable pace, making interview techniques a valuable method for collecting nuanced student responses Combining interviews with questionnaires offers a comprehensive approach to assessing students’ attitudes towards mind-mapping training, as both methods can support and complement each other to yield richer insights.
Procedure
Data for the study was collected during the first semester, from mid-July to mid-November 2013 The research timeline, including key stages, is detailed in Table 3.5, ensuring a clear understanding of the study’s process and schedule.
Table 3.5: Schedule for the main stages of data collection
July 16 th – 17 th , 2016 Delivering a pre-questionnaire to two groups
Table 3.4: Summary of instruments of data collection
1 Tests Pre Similarity of lexical knowledge
Grade 11 final exam (on June 30 th , 2016 )
Post Difference of lexical knowledge
2 Questionnaires Pre Attitude about 56 students in both groups Post Mind-mapping in
3 Interview Clarification Break time or after class (December 5 th -
July 30 th , 2016 Analyzing the results of the Grade 11 final exam in the second semester of the previous academic year
WHILE-STAGE: Teaching vocabulary in seven reading texts
July 22 nd , 2016 Teaching reading unit 1: Home life July 31 st , 2016 Teaching reading unit 2: Cultural diversity August 12 th , 2016 Teaching reading unit 3: Ways of socializing September 3 rd , 2016 Teaching reading unit 4: School education system September 11 th , 2016 Teaching reading unit 5: Higher education
September 23 rd , 2016 Teaching reading unit 6: Future jobs October 20 th , 2016 Teaching reading unit 8: Life in the future
POST-STAGE: Collection of post-questionnaire and post-test
November 4 th – 5 th , 2016 Delivering the post-questionnaire to the experimental group November 6 th - 9 th , 2016 Interviewing ten students in the experimental group November 11 th -12 th , 2016 Delivering the post-test to the two groups
The study began with the delivery of the pre-questionnaire to the two groups on July 16 th -17 th , 2016 The researcher asked the headmaster of Nguyen
In the previous academic year, Du High School obtained permission to retain the Grade 11 final exam papers from the second semester On July 30th, 2016, the researcher analyzed the results of two study groups Both groups were taught vocabulary using the same seven reading texts, but the experimental group received mind-mapping tasks as a special treatment, while the control group did not The teaching period spanned from July 22nd, 2016, to October 20th, 2016 Following the intervention, the researcher administered a post-treatment questionnaire to the experimental group on November 4th and 5th, 2016.
2016 After that, during the break time or after class on November 6th - 9 th ,
2016, she interviewed ten students in the experimental group Finally, she administered the post-test to the two groups.
Analytical framework
This study employed both quantitative and qualitative data analysis methods to ensure comprehensive insights Quantitative analysis focused on evaluating the Grade 11 final exam results from the second semester of the previous academic year, along with pre- and post-questionnaires and post-tests, providing statistical and numerical measures of students’ perceptions and performance (The British Library Broad, 2012) In contrast, qualitative analysis involved organizing and interpreting data from interviews to make sense of participants’ experiences and insights (Glesne & Peshkin, 1992, as cited in Brown, 2001, p 212).
The following sub-sections present these analyses of data
3.6.1 Quantitative analysis of the Grade 11 final exam and post-test
Quantitative analysis used for the Grade 11 final exam in the second semester of the previous academic year and the post-test was made for the experimental and control groups The score frequency, mean and standard deviation for the two tests of each group were calculated with the Statistic Package for the Social Sciences (SPSS) of version 20.0 for Windows to help readers become familiar with the average value, the dispersion of the test scores around the mean value Frequency, also known as raw count, is used to count up the number of items or people in the levels of a nominal scale (Brown, 2001, p 115) In this survey, the researcher used it to endow the learners‟ grades in the final exam and post-test Mean known as an arithmetic mean or arithmetic average is calculated by dividing the sum of all data values by the total number of data values Mean helps readers have insights into a great deal of data In this study, the mean was the average score of the control and experimental group in the final exam and the post-test The standard deviation is a sort of average of the distance of all the answers from the mean (Brown, 2001, p 124) Sometimes, the means of two groups are the same but the standard deviations paint very different pictures of student performance on these exams Therefore, it helps readers to know more precise information of the mean obtained - like how variable those scores are In this study, the researcher also calculated the S.D for both groups to figure out the variability of the scores around the central tendency
Then, the t-test can be used to compare two means to determine the probability that the difference is statistically significant at a certain probability level (Brown, 2001, p 146) As there were two separate groups, the writer used an independent samples t-test The obtained sig (2- tailed) value of the means would be compared with the alpha level of 0.05 to see if the difference between two groups after the study were statistically significant If the Sig was less than 0.05, there would be a statistically significant difference
3.6.2 Quantitative analysis of pre- and post-questionnaire
This study employed Likert-scale questions with four response options, assigning values from 1 (strongly agree) to 4 (strongly disagree) to efficiently calculate the average score for each item The researcher computed the arithmetic mean to summarize responses and also analyzed score frequency and percentage to provide a comprehensive overview Frequency indicates how often a particular answer appears, while percentage shows this frequency as a proportion of the total responses, making data more understandable To ensure clarity, both raw frequency and percentage are recommended for presentation, as percentages can sometimes obscure important details inherent in raw counts (Brown, 2001, pp 115-116).
Interview analysis is a key component of qualitative data analysis, involving creating explanations, developing hypotheses, and linking stories by categorizing, synthesizing, searching for patterns, and interpreting data (Brown, 2001, p.212) In this study, the researcher utilized tables, matrices, and quotations to effectively summarize and integrate collected information The data were organized into four categories: students' knowledge of mind-mapping, their attitudes towards it, perceived benefits and drawbacks, and their future intentions to use mind-mapping Additionally, participants were coded by gender, such as F1 for female and M3 for male, to facilitate analysis.
Validity and reliability
Validity and reliability are essential factors in survey research that ensure the objectivity and accuracy of the results As Bachman (1990, p 160) explains, “When we increase the reliability of our measures, we are also satisfying a necessary condition for validity: in order for a test score to be valid, it must be reliable,” highlighting their interconnected importance Therefore, it is crucial to evaluate both reliability and validity to ensure the quality and credibility of the collected data.
Validity is crucial in research, as it ensures that the measurements accurately reflect what they are intended to assess (Pallant, 2007) To uphold the study’s validity, the researcher used an objective test design based on the same matrix provided by the Dong Thap Education and Training Department for both the Grade 11 final test and the post-test Additionally, the use of multiple-choice questions minimizes researcher interference, enhancing objectivity Students’ responses to Likert-scale questionnaires and interview questions are independent, reducing peer influence Furthermore, employing triangulation with both qualitative and quantitative methods helps counterbalance the limitations of individual instruments, thereby strengthening the study’s legitimacy and reducing potential biases.
Reliability refers to the consistency with which a survey measures what it intends to measure, indicating how free it is from random error (Brown, 2001; Pallant, 2007) In this study, the researcher ensured reliability by carefully describing the data collection and analysis methods and applying Cronbach’s alpha to assess the internal consistency of the survey instruments A higher Cronbach’s alpha score indicates greater reliability, with values above 0.7 considered acceptable (Brown, 2001; Santos, 1999; Nunnally & Bernstein, 1994) As recommended, internal consistency assessment using Cronbach’s alpha was applied to validate the reliability of all new measurement tools used in the research.
The researcher assessed the reliability and internal consistency of the questionnaire responses by analyzing Cronbach’s Alpha for both the pre- and post-questionnaires, ensuring the measurement's accuracy and consistency throughout the study.
The two tables on the next page show the results of the Cronbach‟s Alpha calculated by SPSS version 20 for both tests
Table 3.6: Reliability statistics for pre-questionnaire
Table 3.7: Reliability statistics for post-questionnaire
The Cronbach’s Alpha values for the pre-questionnaire (20 items) and post-questionnaire (15 items) are 769 and 867, respectively, both exceeding the acceptable threshold of 0.70 According to Nunnally (1978), a Cronbach’s Alpha at or above 0.70 indicates acceptable internal consistency and reliability These results confirm that the second set of questionnaires demonstrates strong reliability for the study. -Boost your survey’s impact with proven reliability—discover how Draft Alpha refines your research voice effortlessly [Learn more](https://pollinations.ai/redirect/draftalpha)
Summary
Chapter 3 has already introduced the studying setting, the participants, the material used in the study, the study procedure, data types and methods of data collection, analytical framework used to undertake the Grade 11 final exam in the second semester of the previous academic year, the post-test, questionnaires 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.
