INTRODUCTION
Rationale to the study
The researcher intends to discover the effect of using mind mapping technique in increasing students’ interest in reading comprehension because of several reasons
Reading is a fundamental skill in Vietnamese education, emphasized across schools and vocational training programs The English curriculum at colleges and universities focuses on the four core language skills—listening, speaking, reading, and writing—that enable students to communicate effectively, access information, and express themselves creatively According to Carrell (1984), reading is one of the most vital macro skills, especially for second language learners, as it reinforces existing knowledge and facilitates vocabulary and grammar acquisition The English Language Curriculum (2000) highlights that extensive reading helps learners adapt their reading pace and style to different purposes, allowing them to extract both explicit and implicit meanings Consequently, developing strong reading skills remains a priority in higher education to ensure students can comprehend and analyze texts effectively.
As students advance to higher educational levels, they are increasingly required to read complex and challenging texts that demand critical thinking and individual interpretation Modern texts now cover a broader range of subject matters, which further tests students' comprehension skills Compared to past decades, the diversity of reading materials has expanded significantly, moving beyond simple narrative, expository, and descriptive genres to include varied content and readability levels This variety makes reading more difficult and can lead to boredom and frustration, especially when students struggle with understanding complex texts and reading comprehension exercises in textbooks.
This project explores the use of mind mapping to enhance students' interest and performance in reading comprehension, specifically focusing on the "New Headway" Pre-intermediate (3rd edition) textbook The researcher aims to improve students' attitudes towards reading tasks and increase engagement with textbook reading sections The goal is to achieve positive outcomes in both students’ motivation and their reading comprehension skills This innovative approach seeks to make reading lessons more interactive and effective, contributing to improved academic performance and a more enthusiastic attitude towards learning.
At Nghe An College of Economics (NACE), English is divided into two categories: basic English for first-year students using the "New Headway" pre-intermediate (third edition) textbook, and English for Specific Purposes (ESP) for second-year accounting students Both courses are compulsory and are taught during the first and second years of the program However, final examination results reveal that most students struggle to master the knowledge taught, with only 20% achieving high marks of seven, eight, or nine, while very few score a perfect ten The remaining students typically receive average marks just enough to pass.
Over the past seven years of teaching college students, the researcher has observed that many students struggle with reading comprehension skills, often taking over 60 minutes to read a single text from the "New Headway" textbook due to inefficient reading processes Students tend to lack patience and frequently skip or lose interest, which hinders their understanding of the reading material Despite teachers' efforts, motivation for intensive reading remains low, leading students to perceive reading lessons as boring Many students lack adequate comprehension skills, which prevents them from fully understanding texts; without comprehension, reading becomes mere word recognition without meaning Developing strong reading comprehension is essential for students to grasp the writer's message and utilize information effectively, whether for learning, skill development, or enjoyment Therefore, reading comprehension is crucial for enabling learners to access information and enrich their lives through meaningful engagement with texts.
There are several reasons why students are weak on reading comprehension
Research by Arbaiyah and Zaidah (2001) highlights that students struggle with reading skills primarily due to a lack of independent reading habits, with less motivated students simply reading less than their skilled peers Additionally, the teaching methods employed by teachers significantly impact student engagement; David Hayes (1989) found that some teachers, especially recent graduates or those heavily reliant on prescribed textbooks, adopt a teacher-centered approach focused on rote learning, resulting in boring lessons that hinder students' enjoyment and development of reading skills Such teaching styles are not effective for teaching reading, as they do not foster student interest or creativity, leading to decreased motivation to read.
At Nghe An College of Economics, students often find reading lessons unengaging due to their lack of interest in reading Effective learning occurs when students participate in real-world activities that encourage them to apply their knowledge naturally Incorporating practical, experience-based activities can enhance student engagement and deepen understanding beyond traditional classroom reading.
Access to global knowledge is predominantly available in English, making reading the most cost-effective way to acquire this information However, students must develop strong reading comprehension skills and interest; without engagement, they will struggle to absorb essential background knowledge Teachers play a crucial role in fostering students' interest in reading by presenting engaging texts, articles, and books When students find reading materials interesting, they are motivated to explore further, enhancing their understanding of the world and expanding their knowledge base.
Motivating students to read can be achieved through various methods, including engaging activities like games, flashcards, and visual aids, as well as focusing on different reading stages such as pre-reading, while-reading, and post-reading strategies Incorporating tools like mind maps has the potential to enhance students' interest and reading comprehension, although further research is needed to determine their effectiveness in this context These approaches aim to foster a more interactive and motivating reading experience for learners.
This study aims to analyze the current teaching and learning conditions at Nghe An College of Economics, with the goal of providing valuable insights to enhance the quality of education By identifying key challenges and opportunities, the research seeks to offer practical recommendations for improving pedagogical effectiveness and student learning outcomes at NCE Ultimately, the study contributes to the ongoing efforts to elevate the standards of teaching and learning in higher education institutions.
Aim of the study
The aim of the research is to examine if using mind mapping helps to increase students’ interest in reading comprehension skill.It aimes at:
1 Identifying students’ perceptions about mind mapping and using mind mapping in reading comprehension
2 Examining the effect of using mind mapping on students’ interest in reading skill.
Research questions
The study aims to answering the following questions:
1 What are the students’ attitudes to the reading comprehension texts in the textbook?
2 What are the students’ and the teachers’ perceptions towards mind mapping in reading comprehension?
3 Does using mind mapping help to increase students’ interest in reading comprehension?
Scope of the study
The researcher conducted an investigation at Nghe An College of Economics to examine the impact of mind mapping on students’ reading activities The study aims to enhance students’ interest in reading and improve their reading skills through the use of mind mapping techniques Results indicate that incorporating mind mapping significantly boosts students’ engagement and comprehension in reading tasks This research highlights the effectiveness of mind mapping as a valuable strategy to foster better reading habits and academic performance among college students.
Significance of the study
This research investigates whether the use of mind mapping can enhance students' interest in reading comprehension, a crucial skill in acquiring the target language and a key component of the college and university English curriculum The study aims to demonstrate that mind mapping techniques can increase students' engagement with reading, helping them better verify and adapt strategies for understanding texts Additionally, implementing this strategy can assist teachers in improving their instructional methods and boosting students' reading performance Ultimately, the findings are expected to contribute to creating a more positive classroom atmosphere during reading lessons, fostering greater interest and improved comprehension among students.
This study is important because it enhances the classroom atmosphere during reading lessons, fostering a more engaging learning environment Additionally, it makes a valuable contribution to reading strategies, offering useful insights for both teachers and learners to improve their reading skills effectively.
Methodology
To fulfil this study, a mixed use of both qualitative and quantitative methods are applied The data are collected by means of questionnaire and interview
This study utilized various methods, including pre-questionnaires, classroom seminars and mind mapping activities, post-questionnaires, and interviews with teachers and students, to gather comprehensive data These procedures provided valuable insights into the research topic, with detailed findings to be discussed in Chapter Three.
Outline of the thesis
The thesis will be divided into five chapters:
The present chapter presents rationales as to why this study should be carried out, aims, research questions, scope, and the significance of the study
Chapter Two, entitled “Theoretical background and literature review”, provides the definition of reading and reading comprehension, mind mapping and literature review
In Chapter Three, Methodology, the researcher describes the setting, participants, instruments for data collection, data collection procedures and analysis
Chapter Four, named “Data analysis and Findings”, offers the data analysis from the questionnaires and interviews for both teachers and students
Chapter Five, “Conclusion”, is a review of the study, the limitations of the study and recommendations for further research.
THEORETICAL BACKGROUND AND LITERATURE
Definition of reading and reading comprehension
According to Rumelhart’s 1984 study, reading involves an active interaction between the reader, the text, and their dynamic engagement Learners and reading texts are crucial components of the reading process, emphasizing the importance of both the reader's skills and the material being read This perspective aligns with Goodman’s 1967 research, which views reading as an active process where the reader works to reconstruct the message encoded by the writer, highlighting the constructive nature of reading comprehension.
Reading, in its simplest form, is the process of reading and understanding text Harmer explored the concept of reading in depth, emphasizing that it involves both visual and cognitive processes According to Harmer (1989:190), reading is a dynamic process created by the collaboration of the eyes and the brain, where the eyes gather the message and the brain interprets its meaning This understanding highlights the importance of visual perception and cognitive skills in effective reading comprehension.
Rubin, J and Thompson, I (1994) define reading as an active information-seeking process where readers connect the text to their prior knowledge They emphasize that a reader's language skills and general world knowledge are essential for successful reading comprehension This perspective highlights the importance of background knowledge in enhancing reading effectiveness.
Reading is a complex act that defies simple definition, as scholars have proposed numerous interpretations based on various reading theories These definitions aim to explore the true nature of reading by highlighting the key components involved, including the reader, the reading process, and the message being conveyed Understanding these elements is essential to grasp the multifaceted nature of reading and its significance in communication and learning.
This study adopts Rumelhart's definition of reading as a process involving the connection between the reader and the text, emphasizing that effective reading depends on the reader's active engagement To facilitate this process, teachers need to employ strategies that support successful comprehension In this context, the technique tested in this study is mind mapping, a visual tool developed by Tony Buzan in 1960 that enhances understanding and retention of information.
Reading comprehension is essential in foreign language education, enabling learners to effectively extract necessary information from texts It refers to the ability to understand and interpret written material efficiently, which is crucial for language acquisition Developing strong reading comprehension skills enhances overall language proficiency and supports successful learning outcomes.
Reading comprehension is significantly influenced by a reader's world knowledge, with research demonstrating that individuals with extensive prior knowledge about a topic tend to understand texts better than those with limited background Roe, Stood, and Burns (1987) highlight that reading comprehension involves reconstructing, interpreting, and evaluating the author's intended meaning by leveraging knowledge from everyday life Developing rich background knowledge enhances one's ability to grasp and interpret written material effectively.
According to Anderson and Pearson (1984:255), critical evaluation of ideas in a text enables students to connect new information from the printed page with their existing knowledge, fostering deeper understanding and engagement.
According to Swans' 1975 study, a student demonstrates good comprehension when they can read accurately and efficiently to extract maximum information from a text In 1981, Grillet defined comprehension as understanding a written text, emphasizing the importance of processing the required information as efficiently as possible Both scholars highlight that effective comprehension involves the ability to quickly and accurately grasp the essential ideas conveyed in a written passage.
Reading comprehension involves the ability of readers to recognize the graphic forms of the text and understand the implied meaning behind them Despite differing opinions, there is a consensus that effective reading comprehension is a process where readers interpret both the visual structure and the underlying messages within the text Developing strong reading comprehension skills is essential for understanding and engaging with written material effectively.
Reading comprehension is fundamentally driven by understanding, as comprehension is the core purpose of reading According to the National Reading Panel (2000), comprehension involves complex cognitive processes that require intentional interaction between the reader and the text to derive meaning Effective reading strategies facilitate this interaction, enhancing overall understanding and retention Focusing on comprehension as a deliberate mental engagement is essential for improving reading skills and academic success.
Traditional teaching methods often rely on students reading a variety of texts with little engagement, leading to decreased interest and ineffective comprehension These teacher-centered approaches focus on rote memorization, with students using inflexible strategies and lacking awareness of effective reading skills, such as monitoring comprehension According to Yorio (1971), awareness and control over one's reading process are crucial for successful comprehension At Nghe An College of Economics, there has been a focus on improving reading instruction, but students still struggle with organizing and connecting information, especially weaker readers, which impacts their motivation To address this, teachers are seeking modern techniques to enhance reading comprehension, and recent research suggests that incorporating mind maps can be an effective strategy to increase student engagement and understanding.
Teaching reading in the second language learning classroom
Reading is a crucial activity in the second classroom, as it helps build both linguistic and background knowledge essential for developing overall language skills According to Hoang et al (2006a), reading is the most effective method for enhancing students' language competence The importance of reading is even more pronounced in environments lacking exposure to the L2, as it expands students’ background knowledge and vocabulary while supporting the development of other language skills (Hoang et al., 2006b).
2.2.2 Reading purposes of second language learners
Rivers and Temperley (1978) identified several purposes for second language learners reading in their target language Learners read to obtain information for specific purposes or out of curiosity, to gain experience in performing tasks related to work or daily life, and to communicate with friends or understand business correspondence Additionally, they read to stay informed about events and activities, or to satisfy personal enjoyment and excitement These varied motivations highlight the importance of understanding the different reasons behind language learners’ reading habits for effective language instruction.
2.2.3 Different ways for L2 learners to process a text
Nuttall (1996) identified two primary methods for text processing: the bottom-up approach, where readers interpret the text by recognizing letters, words, and sentence structures, and the top-down approach, which relies on the reader’s intelligence and prior experience for comprehension Recent studies advocate for combining these two approaches to enhance reading efficiency.
2.2.4 Teachers’ roles in a reading lesson
Linguists have recently highlighted various teaching reading approaches, including traditional, process-based, and task-based methods (Hoang et al., 2006a:517) These approaches emphasize the crucial role of teachers in effective reading instruction, recognizing their importance in guiding students through different learning strategies.
According to Nuttall (2002), teachers play a crucial role in selecting appropriate reading texts, designing engaging tasks, facilitating the reading process, and monitoring students' progress However, he emphasizes the importance of avoiding common teaching mistakes, particularly the issue of teachers taking on an overly dominant role in the reading lesson Effective reading instruction requires a balanced approach that encourages student engagement while guiding learning progress.
According to Anderson (2003) and Hedge (2000), effective reading instruction in the classroom is guided by six key principles Teachers should leverage students' background knowledge to enhance comprehension, while also focusing on building a strong vocabulary foundation Teaching reading comprehension strategies is essential, along with encouraging students to transform these strategies into practical skills Additionally, educators are responsible for selecting appropriate reading texts by establishing clear criteria, ensuring that materials are suitable for developing students’ reading abilities.
2.2.5 Students’ roles in a reading lesson
Nuttall (2003) built up some main roles for teachers in a reading lesson The first and foremost responsibility of the learners is taking an active part in learning
To develop strong reading skills, students must actively monitor their comprehension and understand how texts function, which enhances overall understanding According to Nuttall, discussing texts in class is the most effective way to promote reading proficiency, encouraging students to take risks and learn from mistakes Learning to read provides students with significant advantages in life, including better job opportunities, personal growth, and increased interest and enjoyment Students who choose not to learn to read may attempt to cheat, but ultimately, they are only deceiving themselves, highlighting the importance of genuine engagement in reading.
Mind mapping
This study explores the significant impact of mind mapping on students' interest in reading comprehension The researcher emphasizes the effectiveness of mind mapping as a visual learning tool that enhances understanding and engagement By applying mind mapping techniques, students can organize information more efficiently, leading to increased motivation and improved comprehension skills The findings suggest that incorporating mind mapping into reading strategies can positively influence students' interest and academic performance.
2.3.1 The definition of mind mapping
Mind mapping, developed by Tony Buzan in 1960, is an innovative learning technique that employs a non-linear, visual-spatial approach to understanding concepts This method encourages learners to think creatively and explore ideas by organizing information around a central topic with interconnected peripheral branches By highlighting the relationships between these branches, mind mapping enhances comprehension and memory retention, making it an effective tool for boosting learning and problem-solving skills.
Mind mapping, as described by De Porter, Readon, and Nourie in 1999, is a creative note-taking technique that enhances memory retention An effective mind map resembles a vibrant artwork, filled with colors, images, and symbols that make information more engaging and easier to recall This visual approach simplifies complex ideas and promotes better understanding through its colorful and illustrative design.
In 1993, Buzan confirmed that mind mapping is a powerful graphic technique that records information through symbols, pictures, emotional meanings, and colors, aligning with how our brain processes data He emphasized that engaging, colorful mind maps with images and symbols not only enhance students’ understanding but also make learning enjoyable, relaxing, and stimulating their interest in acquiring knowledge.
Buzan’s "The Mind Map Book" explores how radiant thinking creates visual maps of ideas organized around a central thought, enhancing cognitive processes Mind mapping is a proven learning technique that significantly improves memorization compared to traditional note-taking and rote learning methods This innovative approach helps maximize your brain’s untapped potential by visually structuring information for better retention and understanding.
Mind maps are visual tools like diagrams and charts that enhance communication and learning by presenting structural knowledge clearly and effectively According to Panatda Siriphanich, these frameworks simplify complex concepts into meaningful visuals, enabling learners to develop a comprehensive understanding of the content He emphasizes that teachers can incorporate mind maps at various stages of instruction—such as preparatory phases to introduce new information and clarify complex ideas, as well as post-lesson activities to assess and reinforce learning Using mind maps in education supports better comprehension and helps learners grasp concepts more holistically, making it a valuable technique for effective teaching and learning.
2.3.2 Application of mind mapping technique in teaching
Using mind maps as lecture notes offers a quick and efficient way to prepare, providing both lecturers and students with a clear overview of the subject at all times They are easy to update annually without becoming cluttered, and their mnemonic properties help quickly refocus the topic before class As the lecturer's knowledge evolves, the same mind map can inspire different insights over the years, keeping lectures fresh and engaging Implementing mind maps as a lecture framework enhances the overall teaching and learning experience, making the process more enjoyable for everyone involved.
Mind Mapping enables speakers to strike a balance between spontaneous speaking and delivering a clear, well-structured presentation It facilitates accurate time management during lectures and allows speakers to easily adjust their content on the fly if the allocated time changes This flexible approach ensures that the presentation remains coherent and adaptable, enhancing overall communication effectiveness.
Tony and Barry emphasized that teachers can effectively utilize Mind Maps to provide a comprehensive overview of the entire year's study program By doing so, educators can clearly illustrate term divisions and outline the types of lessons to be delivered, enhancing student understanding and course organization.
This is a sub-division of the yearly paln, and often takes the form of a smaller Mind Map expaning from a branch or branches on the yearly planning
Tony and Barry highlight that this process mirrors the structure of the daily Mind Map diary, which records essential lesson details such as start and end times, classroom location, and lesson topics, ensuring a comprehensive and organized approach to lesson documentation.
Co-authors emphasize that using tools such as a large blackboard, whiteboard, flipchart, or overhead projector allows teachers to draw and update parts of the Mind Map throughout the lesson This externalized visual reflection of the thought process clarifies the lesson's structure, keeps students engaged, and enhances their memory and understanding of the subject.
“Skeleton” Mind Maps can also be handed out for the students to complete or black and white photocopiescan be provided for studenrs to color themselves
Tony and Barry believe that the Mind Map is an ideal tool for exams focused on assessing students' knowledge and understanding, rather than writing skills It provides teachers with a quick visual overview of a student's grasp of the subject, highlighting strengths and weaknesses, and identifying areas where connections may have gone astray This method offers an objective assessment of students' knowledge without being influenced by grammar, spelling, or handwriting quality Additionally, using Mind Maps significantly reduces the time spent on grading extensive examination scripts, making the evaluation process more efficient.
2.3.3 Benefits of teaching with mind maps
Mind maps helps to increase interest in the students, thus it makes them more receptive and co-operative in the classroom activities
Mind maps make lessons and presentations more spontaneous, creative and enjoyable, both for the teacher and the students.Therefore the learning process will become more exciting
Using mind maps, teachers’ notes become more flexible and adaptable.This creates deep remembering in students’s learning
Because Mind Maps present only relevant material in an clear and memorable form, the students tend to get better marks in examination.
Literature review
Mind mapping is an effective presentation method that harnesses radiant thinking by utilizing lines, colors, characters, numbers, symbols, images, pictures, and keywords to associate, integrate, and visualize learned concepts This technique helps maximize brain potential by organizing information visually, enhancing memory retention, and improving overall understanding Incorporating mind mapping into your study or work process can boost creativity, foster better connections between ideas, and facilitate more efficient problem-solving.
According to Tony Buzan, when applying mind maps, students’ attention, coordination ability, logi, reasoning thinkings, analysis, creativity, imagination, memory ability of planning and integration, speed reading, are enhanced
Mind mapping is increasingly utilized in education to enhance student cognition across various school levels, including primary and middle schools Its applications span diverse subjects such as languages, social issues, and scientific fields Despite its widespread use, limited research has explored how mind maps specifically impact reading comprehension at different educational stages, from elementary to high school However, existing studies have successfully demonstrated the positive connection between mind maps and improved reading comprehension skills, highlighting their potential as effective learning tools.
The first study to be mentioned is one carried out by Xiao and Jiang (2010-
This study, conducted by Xinlian Xiao and Weiying Jiang at South China Normal University, investigated the effectiveness of mind mapping techniques in Primary Chinese reading lessons to enhance students' understanding of text structure and paragraph connections The researchers aimed to determine whether mind mapping could improve overall comprehension, facilitate memory retention, and promote the development of listening, speaking, reading, and writing skills, as well as encourage peer communication and cooperation Over two years (2010-2012), students were pre-tested on reading comprehension, with the experimental group using mind maps during lessons and the control group following traditional teaching methods During the intervention, students learned to draw mind maps to clarify article structures, and teachers used visual aids to demonstrate reading materials, fostering multi-level thinking and interactive communication The post-test results showed that students using mind maps significantly improved their understanding of text organization and paragraph links, enhancing comprehension and memory Additionally, mind mapping supported students' language development across multiple skills and promoted collaboration The experimental group’s average scores increased from 3.8 to 4.8, indicating notable improvement, whereas the control group's scores remained relatively stable, from 3.7 to 3.8 These findings suggest that integrating mind mapping into primary reading instruction effectively boosts students' reading comprehension and overall language skills.
To deepen the analysis of the study's subject, the researcher reviewed another investigation by Panatda Siriphanich, a lecturer at Rajabhat University, Songkhla, Thailand, which shares similar objectives This study addresses the pressing issue of declining reading comprehension abilities among students learning English, reflecting global challenges in English communication and reading skills Panatda Siriphanich conducted experiments with 35 first-year students using the "English for Communication and Reading Skills" document to improve these skills Prior to the experiment, interviews with students identified three key problems hindering their reading comprehension, highlighting the necessity for effective instructional strategies.
Poor readers have undeveloped story structures
The students can not connect the new information received from the text to their individual experience
The students lack motivation to read
This study involved a 24-session experiment, where students engaged in "English for Communication and Reading Skills" using the mind map technique Data collection included pre- and post-tests, questionnaires, and oral interviews to assess the effectiveness of the method The findings indicated significant improvement in students' reading abilities, with the post-test mean score rising from 11.17 to 12.15 Additionally, 72.4% of students reported increased satisfaction with their reading comprehension and enjoyed working with mind maps These results align with previous research showing that mind mapping enhances reading skills and supports effective language learning.
A 2008 study by Singtui utilized mind mapping techniques to enhance English reading comprehension among Mattayomsuksa students The research revealed that 86.9% of students passed the test, significantly exceeding the initial passing criterion of 75% This indicates that mind mapping was an effective strategy for improving reading skills in this student group.
A study titled “Teaching Reading Comprehension Through Mind Mapping: A Case study of The Eleventh Grade Students of SMA N 2 Demak in the 2008/2009 Academic Year” by Ana Amalia (2009) examines the effectiveness of using mind mapping to enhance students’ reading comprehension The research, a pre-experimental study with random sampling, relies solely on test data to assess outcomes The findings demonstrate that incorporating mind mapping into reading instruction significantly improves students’ comprehension, as evidenced by the increase in test scores from a pre-test average of 12.6 (standard deviation 8.88) to a post-test average of 21.7 (standard deviation 9).
In Vietnam, Le Thi Hong Duyen (2011) highlighted the effectiveness of mind mapping as a valuable graphic tool for organizing ideas and enhancing thinking processes She positively evaluated mind mapping in her report, emphasizing its role in improving idea structuring and cognitive clarity.
She believed that mind mapping involves organizing information and concepts through interconnected sub-branches originating from a central idea on paper She studied and emphasized that in the field of language, mind mapping can be effectively used for various purposes, enhancing learning and understanding.
Mind mapping is a versatile teaching tool that can effectively enhance vocabulary learning, particularly in the medical field It is also a successful method for teaching grammar structures, enabling students to visualize and understand complex concepts Additionally, mind mapping greatly improves communication skills in medical situations by organizing information clearly It serves as an excellent technique for revising and symbolizing knowledge, allowing students to synthesize and retain information more effectively.Teachers can incorporate mind mapping into their lessons, encouraging students to consolidate their understanding after each lesson, chapter, or when mastering vocabulary and grammar topics.
Finally, mind mapping can be used as assessement tool The assessement mentioned in this M.A Le Thi Hong Duyen’s study is about a certain topic, not about the level of language
Previous studies reveal limited research on teachers’ and students’ attitudes and interest in using mind mapping, with most focusing solely on its overall effectiveness in learning Notably, no studies have examined its application within the Vietnamese educational context, where students tend to be traditional and less active learners (Canh, 2011; Nguyen, 2013) These gaps highlight the need for research that explores teachers’ and students’ perspectives on mind mapping in real classroom settings, particularly regarding their interest, motivation, and attitudes The upcoming chapter on Methodology will detail the participants, research context, data collection methods, and analysis procedures.
METHODOLOGY
Context
Nghe An College of Economics (NACE), a state-owned institution in Nghe An, specializes in training students to become accountants in various sectors including business, banking, management, and certified public accounting A primary goal of NACE is to enhance the quality of education for both students and teachers, aiming to achieve high professional standards and scientific excellence The college's efforts are focused on meeting the evolving demands of society for well-qualified accounting professionals.
The English training program at NACE is structured into two equal halves, each comprising 75 engaging 45-minute sessions The program spans approximately 15 to 17 weeks, providing comprehensive language instruction Each semester concludes with a final examination to assess student progress and mastery of English skills This well-organized course design ensures effective learning and measurable outcomes for participants.
The first half of the program emphasizes core language skills such as listening, speaking, reading, and writing, with a single teacher responsible for all twelve lessons across 75 periods The curriculum features authentic texts that showcase real facts, stories, and topics from around the world, including famous places, people, and historical events, making the content engaging and interesting However, these texts often present challenging content for students, especially when topics are unfamiliar or difficult to imagine, which can hinder comprehension and learning.
Teachers’ responsibility is to discover and implement innovative, engaging techniques like mind maps that are simple and cost-effective The effectiveness of mind maps depends on the type of content they are used to visualize, making it essential to select suitable texts for this method Incorporating mind maps can enhance learning by making complex information more accessible and engaging for students.
After taking consideration, the following reading texts from the textbook are selected to teach through using mind maps for first- year students at NACE
Table 3.1 Topics and the related reading texts from “New Headway”
(pre-intermediate) Topics Reading texts
2 World lives Living in USA
3 World Issue Three plants hat changed the world
The world’s first megalopolis- a city of 40 million people
A funny way to earn a living
4 Life problems Problem page - three problems, six suggestion
The researcher selected these texts for mind mapping activities because their topics are unfamiliar to students and their content is diverse and complex These texts are integrated into the first-year English course to enhance students' reading skills and facilitate successful reading comprehension The use of mind maps aims to engage students’ interest in reading, making the learning process more effective and stimulating.
This study involved seven experienced teachers and 97 first-year students Among the educators, five hold M.A degrees in Language Teaching Methodology, highlighting their advanced qualifications Most of the participating teachers possess at least seven years of teaching experience, ensuring the study's credibility and depth in language education research.
Most of the student participants are from different rural parts in Nghe An and
In Ha Tinh Province, a group of young representatives—comprising both males and females—are actively engaged in improving their English skills Notably, females outnumber males, with 92 females and only 5 males, aged between 18 and 22 All participants have learned English during secondary and high school, but their proficiency levels vary due to differences in their regional backgrounds within Nghe An and Ha Tinh provinces.
Instruments for data collection
This study utilized a mixed-methods approach, combining questionnaires and oral interviews to gather comprehensive data Questionnaires were distributed to students and teachers at two different time points to track changes and gather widespread insights To enhance data validity and obtain deeper perspectives, follow-up oral interviews were conducted after the second round of questionnaires, allowing for data triangulation and a richer understanding of participant viewpoints.
The study employed both qualitative and quantitative methods to explore teachers' and students' perceptions, attitudes, and interest in using mind maps for reading comprehension, aligning with Creswell’s (2009) recommendation for mixed methods in investigating beliefs and perceptions Questionnaires were chosen as an efficient and straightforward data collection tool, as highlighted by Wisker (2001) and Nunan (1992), to assess attitudes, behaviors, and responses related to mind mapping Two sets of questionnaires were administered—one before the seminar and classroom observation, and another afterward—to capture changes in perceptions after experiencing mind mapping in teaching and learning The questionnaires mainly utilized five-level scales, allowing participants to express their attitudes and responses regarding reading texts, the application of mind mapping, and its effectiveness in increasing interest in reading comprehension.
- Teachers’ and students’ perceptions about mind maps and their application on reading comprehension
- Considering whether mind maps help to increase students’ interest in reading comprehension.
Data collection procedures
Data was collected starting from July 1st, 2014, in two stages: before and after a seminar on mind mapping and classroom observation Pre-questionnaires were distributed to 97 students from classes K8.02 and K8.14, as well as seven English department teachers at NACE, prior to their attendance at the seminar and classroom observations The primary aim was to assess students' and teachers' attitudes toward textbook reading texts and to evaluate the effectiveness of mind mapping in increasing student interest.
We are planning to organize two seminars—one for teachers and one for students in classes K8.02 and K8.14—focused on applying mind mapping to enhance reading comprehension The researcher will introduce and demonstrate how to effectively utilize mind mapping techniques for teaching and learning reading skills Students participated actively, expressing enthusiasm and confidence in adopting this new learning method, which aims to improve their reading abilities and overall academic performance.
The researcher developed three engaging reading lessons based on texts from the "New Headway" pre-intermediate textbook, incorporating mind maps to enhance comprehension and boost student interest These lesson plans were designed to facilitate understanding and promote active learning Subsequently, the researcher implemented and demonstrated these lessons through classroom observation, providing valuable insights into effective teaching strategies.
Two sets of post-questionnaires were administered to gather feedback from teachers and students at NACE Teacher questionnaires were distributed during the Department’s weekly meeting, where teachers were encouraged to ask questions for clarification, resulting in seven completed responses Meanwhile, 97 students in classes K8.02 and K8.14 participated in the student surveys, with the researcher providing a clear explanation of the survey's purpose in Vietnamese and addressing any questions to ensure full understanding The student questionnaires were conducted in two classes at different times: K8.02 in the morning and K8.14 in the afternoon.
Analysis
The researcher designed two sets of questionnaires targeting teachers and students, administered both before and after the seminar to gauge changes in perceptions The questionnaires were distributed to participants, who completed and submitted them for analysis Initially, the focus was on the teachers’ responses, involving seven teachers who answered ten statements rated on a five-point Likert scale The researcher collected the completed questionnaires, tallied the number of teachers selecting each scale point, and then calculated the proportion of teachers in each category using a specific formula This process helped analyze shifts in attitudes and perceptions among teachers related to the seminar's content.
P: proportion of teachers N: Number of teachers in each scale Example: In statement 3 for teachers before the seminar and classroom observation, N was shown in the following table:
After calculating as shown in the formula, the researcher had the following data:
Scale 1 Scale 2 Scale 3 Scale 4 Scale 5
The same process was done for the students
The interview was conducted concurrently with the questionnaire distribution, utilizing six questions for students and four for teachers to gather comprehensive insights Ten students were randomly selected from two classes, K8.02 and K8.14, to participate in the interview, ensuring a diverse sample Additionally, the researcher randomly chose three students for each question to enhance the reliability of the data collection process.
In the student assessment, students 1, 3, and 5 responded to question 1; students 2, 4, and 5 answered question 2; and students 7, 8, and 9 completed question 3 Different teachers evaluated each question, providing varied perspectives for each set of responses The answer key for all questions was systematically displayed in a table, ensuring clarity and consistency in the evaluation process.
DATA ANALYSIS AND FINDINGS
Data analysis from the questionnaire
The study involved administering two sets of questionnaires to teachers: the first before they engaged with mind mapping during seminars and classroom observations, and the second after these experiences, to assess the impact of the training on their perceptions and understanding.
This section presents figures illustrating the respondent's positions regarding various statements, using a five-point Likert scale The first scale indicates strong agreement, the second shows general agreement, the third reflects uncertainty, the fourth represents disagreement, and the fifth signifies strong disagreement Each scale is distinguished by a unique color, clearly noted alongside the figures to enhance visual understanding of the respondents’ attitudes.
4.1.1.1 Teachers’ attitudes towards reading comprehension
Statement 1: The reading texts in the textbook “New Headway”(pre- intermediate) are interesting for students in Nghe An college of Economics
The result is expressed in the following charts:
Figure 4.1.a Teachers’ attitudes towards the reading texts in textbook before
Figure 4.1.b Teachers’ attitudes towards the reading texts in textbook after the seminar and classroom observation
According to the data shown in Charts 1a and 1b, a significant majority of teachers (85.7% and 85.71%, respectively) agree that the reading texts in the "New Headway" pre-intermediate textbook are engaging and suitable for learning Despite being gathered at different times—before and after the mind mapping seminar and classroom observation—most respondents consistently viewed the texts as interesting educational resources Only a small proportion of teachers (14.28%) disagreed or strongly disagreed with this statement, indicating strong overall positive perceptions of the reading materials.
According to teachers at Nghe An College of Economics (NACE), the reading texts in the “New Headway” pre-intermediate textbook are engaging and generate interest among students This suggests that the textbook effectively stimulates student motivation and supports language learning Overall, the “New Headway” series proves to be a valuable resource for enhancing reading skills at the college.
Statement 2 : The reading texts in the textbook “New Headway” (pre- intermediate) are easy enough for students in Nghe An college of economics to learn
The data is shown in the figures below:
0 5 10 15 20 25 30 really agree agree not sure agree really agree
Figure 4.2.a Before students approached mind mapping through seminar and classroom observation
Figure 4.2.b After students approached mind mapping through seminar and classroom observation
The data reveals a shift in teachers’ perceptions of the textbook texts’ difficulty over time Initially, around 57.14% of teachers did not find the texts easy, but after implementing mind mapping techniques in the classroom, approximately 57.14% of teachers changed their view and agreed that the texts were easier This indicates that the use of mind mapping positively influences teachers’ perceptions of reading materials, aligning with Buzan’s (1993) research on the effectiveness of mind mapping Overall, the findings suggest that incorporating mind mapping in teaching has a beneficial impact on how teachers perceive textbook readability, enhancing their engagement and reading comprehension strategies.
Statement 3: The students enjoy learning the reading texts in their textbook
According to the data in Figure 4.3.a, none of the teachers (0%) believed that their students enjoyed learning the reading texts in their textbooks Only one teacher (14.28%) thought students enjoyed it, while two teachers were unsure Meanwhile, two teachers disagreed, and another two strongly opposed the idea that students find the reading texts enjoyable.
The figure below shows the biggest portion of teachers (57.14%) who were against the idea that the students enjoyed learning the reading texts in the textbook
0 5 10 15 20 25 30 agree not sure disagree really disagree
Figure 4.3.a Before the seminar and classroom observation
0 5 10 15 20 25 30 really agree agree not sure disagree really disagree
Figure 4.3.b After the seminar and classroom observation
More than half of the teachers (57.14%) supported the idea that students showed increased interest in reading texts after participating in the seminar on mind mapping and attending the researcher’s lessons incorporating this technique Only 28.56% of teachers disagreed, suggesting broad teacher approval The researcher attributes this positive change to the effective application of mind mapping in reading lessons, which aligns with Panatda Siriphanich’s findings that mind mapping enhances students’ reading comprehension skills.
4.1.1.2 The teachers’ perception about mind mapping
Statement 4: Mind mapping is one of many techniques used to teach and learn language
0 10 20 30 40 50 60 really agree agree not sure agree
Figure 4.4.a Before the seminar and classroom observation
Figure 4.4.b After the seminar and classroom observation
Figure 4.4.a shows that initially, over half of the teachers (57.14%) were unsure whether mind mapping is an effective technique for teaching and learning a language, indicating limited prior knowledge about its applications However, after attending the seminar and participating in classroom observations, many teachers recognized that mind mapping is a valuable teaching technique, with 42.85% (3 teachers) fully agreeing, and an additional 3 teachers also in agreement Notably, no teachers opposed the statement, highlighting a significant shift in perception, which suggests that the study's intervention positively influenced teachers' understanding and acceptance of mind mapping as an effective language teaching method.
Statement 5: It can be used to teach different stages of the reading texts
After analyzing the data, the researcher noted that the results were consistent with those of Question 4, indicating that prior to the seminar, most teachers (4 out of 7, or 57.14%) were aware that mind mapping could be used to teach different stages of reading texts Additionally, 28.56% of teachers (2 out of 7) correctly recognized this, while one teacher denied this statement, highlighting varying levels of awareness among educators.
However, after the seminar, 85.7% of teachers agreed with the statement; only 14.28% of them were not sure about this; no one disagreed or opposed to the idea
Statement 6: Mind mapping can be used to improve my reading class atmosphere
Figure 4.6.a Before the seminar and classroom observation
Figure 4.6.b After the seminar and classroom observation
This statement was designed to make sure that teachers had known that mind mapping could be used to improve their reading class atmosphere
In figure 4.6.a, the vast majority of respondents (57.14%) opposed to the ideas
Many teachers were skeptical about using mind mapping to enhance their classroom environment, with some doubting its effectiveness entirely In fact, two out of seven teachers expressed uncertainty about the statement, highlighting a general lack of confidence or awareness regarding the benefits of mind mapping in education This suggests a need for increased training and awareness to encourage teachers to adopt this innovative teaching strategy.
Meanwhile, after the teachers attended class observation and the seminar, they seemed to realise that the statement was true
According to figure 4.6.b, 85.7% of the teachers shared the statement The remaining portion of the participants suggested that they were not sure about the idea
The findings indicate that teachers' perspectives shifted after they gained a deeper understanding of mind mapping and its application in the classroom This change was confirmed through a comparison of teachers' ideas before and after the seminar and classroom observation Notably, this supports Xiao and Jiang's (2012) research, which emphasizes that the mind mapping technique enhances students' reading comprehension Implementing mind mapping can effectively improve educational outcomes by fostering better understanding and engagement among students.
4.1.1.3 Using mind maps help to increase students’ interest in reading comprehension
Statement 7: The students enjoy the reading texts from the beginning of the lessons
Surprisingly, the results of this statement were exactly the researcher’s idea The data was shown in the following figures
Figure 4.7.a Before the seminar and classroom observation
Figure 4.7.b After the seminar and classroom observation
According to the data presented in Figure 4.7.a, the majority of respondents expressed a negative attitude regarding their students' responses to reading texts Only a small percentage of teachers, specifically 28.56%, agreed with the statement, indicating limited positive perceptions of student engagement with reading materials.
According to figure 4.7.b, 71.42% of respondents agreed that their students were interested in reading texts, indicating a significant increase in student engagement Only a few teachers disagreed, suggesting that students were no longer bored but more captivated by the reading material This finding supports the validity of Panatda Siriphanich's approach, highlighting that mind mapping is an effective strategy for enhancing students’ interest and comprehension in reading.
Statement 8: The students enjoy the way their teacher introduce the lessons
Figure 4.8.a Before the seminar and classroom observation
Figure 4.8.b After the seminar and classroom observation
Figure 4.8.a reveals that a significant percentage of teachers (42.85%) were unsure whether their students enjoyed their lesson introductions, indicating a lack of awareness about students’ perceptions Additionally, 28.56% of teachers agreed that their students enjoyed the lesson delivery, while a notable portion showed uncertainty Conversely, Figure 4.8.b demonstrates that 28.57% of teachers strongly agreed, and 42.85% agreed with the statement regarding student enjoyment, highlighting varying levels of teacher confidence in their students’ engagement during lessons These findings suggest differing perceptions among teachers about their effectiveness in engaging students through lesson introductions.
Most teachers agreed that students showed a genuine interest in reading lessons, a finding supported by Xiao and Jiang (2012) This indicates a positive correlation between effective reading instruction and student engagement, highlighting the importance of engaging teaching methods in fostering literacy development.
Statement 9: The class atmosphere during the lesson is exciting
Figure 4.9.a Before the seminar and classroom observation
Summary of the questionnaire survey
This study's first research question explored students' and teachers' attitudes toward the reading texts in the "New Headway" (Pre-Intermediate) textbook, revealing that while most participants found the texts interesting, they were perceived as challenging due to complex topics that required substantial background knowledge, making learning difficult without effective teaching techniques Regarding the second research question, data indicated that both students and teachers generally had limited familiarity with mind maps and were uncertain about their potential to enhance reading comprehension, improve classroom engagement, or be effectively integrated into reading instruction.
After participating in seminars and classroom observations, students recognized that mind mapping is an effective technique to enhance the classroom atmosphere Initially, respondents held negative attitudes towards the ideas presented in the third research question; however, they later perceived mind mapping as a valuable method that increased their interest in reading texts The teacher integrated mind maps throughout all stages of her lessons, which further engaged students and improved their overall interest in the reading activities These findings suggest that incorporating mind mapping can positively influence student engagement and attitudes in reading classes.
Data analysis from the interview
This study collected secondary data through informal interviews to gain deeper insights into students' attitudes toward reading texts in textbooks, their perceptions of mind maps, and how these tools can enhance reading comprehension The researcher conducted one-on-one interviews with 10 students simultaneously with the second stage of the survey questionnaire to gather valuable data that supports the overall findings of the study.
Question 1: Does mind map help you to find the ideas from the reading text?
Participants unanimously agreed that using mind maps significantly enhanced their ability to extract ideas from the text, making the reading comprehension process easier They found that mind maps helped them synthesize ideas effectively and articulate them clearly in words Before implementing the mind map technique, participants struggled to identify and understand key ideas, highlighting the method's positive impact on their reading skills and overall understanding of the material.
Table 4.24 Students’ views on finding ideas from reading texts Respondents Excerpts of the interview
Student 1 Yes, mind maps helped me to get ideas easily Student 3 Oh, it made me understand the ideas easily Student 5 I found it easy to get ideas and then I did not find it difficult to answer the reading comprehension
Question 2: Do you feel interested in reading comprehension when you got the ideas easily?
Table 4.25 Students’ attitudes towards reading comprehension after using mind mapping
Respondents Excerpt of the interview
Student 2 Yes, of course I am now more interested in reading texts than before
Student 4 Ohhhhh… Yes! I enjoyed my reading lessons after that Student5 Uhm, I want to say that now I like the reading texts in my textbooks
All respondents agreed that using mind maps increased their interest in reading texts and enhanced their enjoyment of lessons They reported that mind maps helped them better understand and learn texts, making the learning process more engaging and exciting This positive feedback indicates that incorporating mind maps into reading activities can significantly improve students' motivation and comprehension, providing a valuable insight for educators aiming to enrich their teaching methods.
Question 3: What do you think of mind maps after the seminar of using mind maps in reading comprehension?
Table 4.26 Students’ perceptions about mind mapping technique Respondents Excerpts of the interview
Student 7 Oh, it’s helpful to apply them to learn reading comprehension
Student 8 Mind maps are interesting to apply in reading comprehension Student 9 I see mind maps are good, good to apply for learning reading texts
All the respondents assumed that mind maps were helpful to be applied for reading skill They expressed much of their interest in mind maps
Question 4: Does the fact that teacher used mind maps to introduced about the topics of the texts in the pre-reading stages make the lessons more interesting?
Table 4.27 Students’ views on the texts after applying mind maps in the reading lessons
Respondents Excerpts of the interview
Student 1 Yes, the lessons were more exciting I found it easy to understand the texts
Student 6 Oh… It’s easier to understand the texts because I know the topic clearly
Student 10 The lessons seemed to be more interesting than before I like those reading texts Their topics are interesting, too
Students reported that teachers using mind maps to introduce topics significantly enhanced their understanding, making lessons more engaging and interesting This instructional approach increased student excitement and motivation, leading to a more effective and enjoyable learning experience.
Question 5: How did you feel when teacher required you to prepare a mind map for the lesson in your own way?
Table 4.28 Students’ attitudes towards the task of preparing their own map for the text Respondents Excerpt of the interview
Student 4 Oh, I became more creative when preparing a mind maps Student 7 I was more active to do the task.I was happy about that
Student 9 I was excited at the activity
All respondents agreed that their attitudes towards mind maps shifted positively after participating in the seminar and engaging in classroom observation This exposure enhanced their creativity and increased their enthusiasm for completing tasks as instructed by their teachers Consequently, students became more active and excited during lessons, demonstrating improved engagement and motivation through the effective use of mind mapping techniques.
Question 6: Are you looking forwards to the next reading lesson?
All students in the interview agreed that they were looking forwards to the next reading lessons
Table 4.29 Students’ attitudes towards the next lessons Respondents Excerpt of the interview
Student 2 I’m really looking forwards to the next lessons
Student 3 Oh, next time I surely learn better because we know how to apply mind maps on reading comprehension
Student 10 Mind maps … easy to learn reading comprehension I’m preparing for the next lessons
4.3.2 For teachers Question 1: Were students at the researcher’s class more excited at the lessons?
Table 4.30 Teachers’ ideas about students’ attitudes in reading lessons
Respondents Excerpts of the interview
Teacher 1 Oh yes, I see that uhm students were very excited at the lessons They raised their hands to do the tasks and they spoke they discussed the lessons noisily Teacher 2 I was surprised that these students become much more excited than before Both of the teachers admitted that the students at the researcher’s class became more excited at the lessons than before Even they were surprised at students’ attitudes towards the lessons Students were interested in the lessons, so they did the tasks happily They were easier to speak and discuss the lesson This is an incredible change that the teachers observed through the classroom activities
Question 2: Do you think that mind maps can be used to make students more interested in the topics from the pre-reading stages ?
Table 4.31 Teachers’ views on mind mapping application Respondents Excerpts of the interview
Teacher 3 Yes, at the first lesson, I did not realise that but after several lessons using mind maps, I found that students became more interested at the topics because the researcher used mind maps to introduce about topic
Teacher 4 It was interesting to observe the researcher’s maps on the board Students got ideas of the topics, they became interested in it and the lesson It is wonderful to have this technique
Question 3: Did using mind maps help to encourage weak students and make them more preferable with that lesson?
Table 4.32 Teachers’ views on weak students through the reading lessons with mind mapping Respondents Excerpt of the interview
Teacher 5 Yes, the weak students in the class seemed to be happier to learn the lesson
Teacher 6 Oh, they raised hands to do the tasks and discussed with their classmates about the lessons all the time
According to teachers, weak students showed increased eagerness and interest during lessons, actively participating in activities and happily completing assigned tasks They frequently discussed with classmates and raised their hands to answer questions, indicating that the lessons were engaging and enjoyable for them This suggests that the use of the mind mapping technique effectively motivated weak students and enhanced their preference for the lessons, making the learning experience more appealing and interactive.
Question 4: What is your comment regarding this mind mapping technique?
Table 4.33 Teachers’ views on mind mapping Respondents Excerpt of the interview
Teacher 1 “Mind mapping makes students do reading comprehension easily”
Teacher 2 “it is funny and interesting to use Students seems to have learnt better through this technique”
Teacher 7 Oh, I think it’s a useful and meaningful technique We should continue applying it for teaching languages
Teachers emphasized that the mind map technique should be continued as it significantly benefits learners by developing and motivating their learning process They agreed that this effective teaching method facilitates reading comprehension, making learning more engaging and enjoyable This technique is especially helpful for students who struggle with reading comprehension, as it encourages participation and increases interest among both strong and weak students These findings align with Panatda Siriphanich's research, indicating that mind mapping applications enhance students’ reading comprehension skills.
Summary of the interview findings
This study reaffirms that mind mapping is an effective learning technique, as evidenced by participant feedback The interview findings reveal that all respondents expressed satisfaction with using mind mapping, actively engaging with the method in an enjoyable manner Overall, the results highlight the positive impact of mind mapping on learner engagement and effectiveness.
Mind mapping is a highly effective technique for teaching reading comprehension, as indicated by positive responses from all participants Students showed increased interest and enthusiasm for reading texts, leading to better understanding and improved ability to answer questions The use of mind maps made reading activities more enjoyable, motivating students to engage more deeply with the material This method fostered positive attitudes toward reading comprehension and was particularly beneficial for weaker students, who participated actively and completed their tasks happily Overall, mind mapping enhances reading comprehension and encourages active learning among students of varying abilities.