RATIONALE
Vietnam has experienced significant economic changes, particularly through its open-door policy and the establishment of trade relations with countries like the United States As a result, the Vietnamese population has rapidly embraced the importance of learning foreign languages, especially English, to enhance career prospects The rise of numerous English language centers has contributed to a phenomenon known as "English clever" (Frank Trinh 2002) In today's digital age, English serves as the primary language for applications, software, and social media, making it essential for job opportunities across various markets Proficiency in English is crucial not only for English majors but also for students in fields like business administration and literature, as companies seek employees with both professional skills and strong English abilities Consequently, it is imperative for students to actively improve their English language skills.
Vocabulary plays a crucial role in mastering the English language across all skills: listening, speaking, reading, and writing A common challenge faced by students, particularly non-English majors at Tay Do University, is the tendency to forget newly learned vocabulary shortly after studying it This raises the important question: how can we effectively retain what we learn? Research has explored various techniques to address this issue, such as using images, diagrams, stories, flashcards, and mind mapping to enhance vocabulary retention.
I prioritize learning vocabulary through mind mapping as it is a vital tool for helping students retain words in their long-term memory and feel more at ease while learning English Many students often feel overwhelmed by the sheer volume of vocabulary, making recall challenging Mind mapping effectively aids in concentrating on words by using visual elements like arrows, codes, geometric shapes, and colors to highlight connections and differentiate between main ideas and details This motivated my research on "The students' attitude toward learning vocabulary through mind mapping."
ORGANIZATION OF THE THESIS
This study is organized into six chapters Chapter 1 serves as the introduction Chapter 2 provides a literature overview, covering vocabulary definitions, vocabulary learning challenges, mind mapping definitions, and its benefits Chapter 3 outlines the research question, aim, and hypothesis, along with details about the participants and instruments used Chapter 4 focuses on analyzing and discussing the results, while Chapter 5 concludes with recommendations based on the research findings.
LITERATURE REVIEW
THE OVERVIEW OF VOCABULARY
Over the past century, linguists have explored the definition and significance of vocabulary, highlighting its crucial role in foreign language learning, as noted by Kasper (1993) Vocabulary is central to language and is a fundamental aspect for language learners Despite its importance, the teaching and learning of vocabulary are often undervalued in the field of second language acquisition.
Vocabulary encompasses not only individual words but also multi-word expressions that convey single ideas, such as "post office" and "mother-in-law" (Ur, 1996) Learning vocabulary is a critical objective in language education, often underestimated by foreign language teachers, yet it plays a significant role in acquiring a second language (Paivio, 1986) Additionally, vocabulary constitutes the largest component of any language, making it essential for mastering grammar and achieving successful pronunciation (McClain, 1990).
According to the Longman Dictionary, vocabulary encompasses all the words that we know, learn, or use It can also refer to words related to a specific subject or a compilation of words along with their meanings found in a foreign language textbook.
All above concepts help us have deep understanding about what vocabulary is
Learning a foreign language presents challenges, particularly in vocabulary acquisition To effectively address these challenges, students must first identify the specific issues they face Here are some common problems encountered during the vocabulary learning process.
Forgetting is a natural phenomenon in the language learning process, and while it may seem negative, it is not inherently bad One primary reason we forget new vocabulary is the lack of regular review, leading to words fading from memory or becoming inaccessible Rote learning is often cited as a significant factor contributing to this forgetfulness, as many students report forgetting words soon after learning them through this method David Ausubel's Meaningful Learning Theory highlights the contrast between meaningful and rote learning, emphasizing that meaningful learning involves connecting new material to existing knowledge, which facilitates better retention and problem-solving for students.
Achieving success in learning a second language is possible for everyone, provided they address their memory challenges Memory is crucial in acquiring a new language, as it involves the process of remembering Human memory can be likened to a modern computer, with the key distinction being storage capacity While computers have fixed storage, humans utilize sensory memory, short-term memory, and long-term memory to retain words This article focuses specifically on short-term and long-term memory, highlighting the importance of transferring vocabulary into long-term memory for effective language learning.
Short-term memory refers to the brain's ability to hold a limited amount of information for brief periods, typically up to a few seconds This type of memory allows us to retain words we hear only a few times, but these words are easily forgotten Research by Miller (1956) indicates that our short-term memory can store approximately 5 to 9 bits of information at any given moment To achieve success, it is essential to move information beyond short-term storage.
Long-term memory functions as a permanent storage system for vocabulary, akin to a computer's hard drive Unlike short-term memory, which is temporary, long-term memory allows students to successfully integrate and retain words for extended periods As noted by Thornbury (2002), this type of memory boasts a vast capacity and maintains its contents reliably over time.
To be honest, it is also hard for learners to keep words into long-term memory Therefore, commonly, students only hold about seven items for no more than around
30 second at a time The main aim is to find the way to transfer vocabulary from short- term memory to long-term memory
A positive attitude toward learning a foreign language significantly contributes to success in language acquisition Many students hold a negative outlook, often feeling discouraged by past experiences with poor memory To engage in effective conversations, learners need to build a vocabulary of around 20,000 word families, which can be overwhelming and stressful Additionally, the fear of making mistakes can hinder progress, as negative beliefs about memory can complicate language retention Conversely, a positive mindset encourages learners to adopt diverse strategies that enhance skill development in language learning.
Learners often face challenges in vocabulary acquisition, making it essential to implement effective strategies to address these issues This paper highlights mind mapping as a powerful tool for overcoming vocabulary learning obstacles and facilitating a more fluent approach to English language acquisition.
THE OVERVIEW OF MIND MAPPING
Mind mapping, as described by McClain (1990), is an essential organizational skill that enhances students' understanding of concepts and objectives This visual thinking tool effectively represents ideas and helps students structure data, synthesize information, recall facts, and generate new ideas A mind map emphasizes the central idea as the most important point, with branches extending outward to support details It provides an overview of a course, with each branch leading to further developments in the map.
Tony Buzan, born in Palmers Green, Enfield, Middlesex, is the pioneer of mind mapping techniques and the founder of mnemonic systems An alumnus of Kitsilano Secondary School in Vancouver, he showcased his expertise through a series of influential books, including *Use Your Memory*, *Master Your Memory*, *Use Your Head*, *The Speed Reading Book*, and *The Mind Map Book* Buzan's exploration of mind mapping is grounded in various theories about the brain.
According to Tony Buzan's "Use Your Head," research by Sperry and Ornstein highlights the distinct functions of the left and right sides of the brain The left brain is associated with logic, language, reasoning, and analysis, while the right brain excels in rhythm, music, imagination, and pattern recognition Typically, students rely predominantly on the left side for vocabulary learning, which can lead to rapid forgetting of words To enhance vocabulary retention, it is essential to engage both hemispheres of the brain Utilizing techniques such as mind mapping allows learners to tap into their full cognitive potential, leveraging imagination and visual elements to improve memory retention Mind mapping not only facilitates effective note-taking but also promotes a comprehensive approach to information absorption by stimulating both sides of the brain.
Mind maps can be classified in two main ways, with the first method focusing on their purpose for studying This classification includes seven distinct types of mind maps.
• Cyclical maps are maps using biological cycles to structure words
• Radial maps are maps with a central word radiating sub-areas
• Converging maps are the maps show causes that lead to a effect
• Hierarchical Maps are maps refer to hierarchical relationship between a larger piece of part and its subordinate
• Interacting Maps are concept maps structures that interlink with each other in a variety of ways
• Comparison Maps are maps for comparison of two things or more than
Linear maps illustrate the progression of a process from start to finish Additionally, mind maps can be categorized based on the method of creation, which includes hand-drawn and computer-generated mind maps Each type offers distinct advantages and disadvantages.
2.2.3 How to make a mind map
Mind mapping can be approached in various ways, and one effective method is to create a hand-drawn mind map Here are four simple steps to guide you in crafting your own mind map by hand.
1 Take a piece of paper and necessary things for mind mapping
2 Star in the centre of the paper Write a description of the subject Note that we should use picture represent the subject because "a picture is worth a thousand words" and put it in a circle
3 With a central image, write main themes for this central subject Note that keeping these main themes in unique shape to see easily
4 Write its subordinate for each main theme Note that printing words in capital or using images In addition, we should put words in upper lines
2.2.4 Some benefits of mind mapping
This section highlights the benefits of mind mapping, building on the definition discussed in section 2.2.1 The primary goals of using mind maps include enhancing creativity, improving information retention, and facilitating better organization of thoughts.
• Brainstorming (individually or in groups)
• Researching and consolidating information from multiple sources
• Gaining insight on complex subjects
Mind maps offer a versatile tool for enhancing vocabulary learning through brainstorming, studying, memorization, gaining insights into complex subjects, and sparking creativity When faced with a large number of words, students can utilize mind mapping by starting with a key idea and listing relevant vocabulary Organizing these words logically into subcategories aids in understanding and fosters individual creativity This method allows learners to express their thoughts across various concepts, such as family, food, and shopping, ultimately enriching their vocabulary acquisition experience.
According to McClain (1986), mind mapping offers several advantages by organizing basic subjects into a network of concepts, which enhances the understanding of relationships among ideas This structured approach facilitates clearer comprehension and retention of information.
1 The main idea is clear as it is central to the map
2 More important supporting concepts radiate out to lesser important points
3 Study technique review and recall are more effective when analyzing a total map of related idea Picture, symbols, color, etc encourage better recall
2.2.5 The rules of mind mapping
To effectively learn vocabulary through mind mapping, it is essential to understand the principles established by renowned psychologist Tony Buzan in his 1974 book, "Use Your Head." Buzan's research is grounded in theories about brain function, and he outlines specific rules for creating effective mind maps, which enhance cognitive processing and retention of information.
1 A colored image in the centre
2 Main ideas branch off the centre
3 Main ideas should be in larger letters than secondary ideas
4 Words - always one word per line Each word has an enormous number of associations, and this rule allows each one more freedom to link to other associations in your brain
5 Words should always be printed (either upper or lower, or a combination of upper and lower cases)
6 Words should always be printed on the lines (this gives your brain a clearer image to remember)
7 Lines should be connected (this helps your memory to associate) The connected lines should be the same length as the word for efficiency of both association and space
8 Use as many images as possible (this helps develop a whole-brained approach, as well as making it much easier for your memory; a picture is, in this context, worth a thousand words)
9 Use dimension wherever possible (things outstanding are more easily remembered)
10.Use numbers or codes or put things in order, or show connections
11.For coding and connecting use: a Arrows b Symbols c Numbers d Letters e Images f Colors g Dimension h Outlining.
PREVIOUS STUDIES
In this chapter, I will explore theories relevant to my research proposal on students' attitudes toward vocabulary learning through mind mapping, a key technique for vocabulary mastery Recent studies have examined mind mapping, yet their scopes and methodologies differ from my approach.
Al-Jarf's (2009) research focuses on improving the writing skills of freshman students through the use of mind mapping software The study involved two groups of students enrolled in their first English writing course as a foreign language A post-test was utilized as the research instrument, revealing significant differences in writing performance between the experimental group, which employed the mind mapping software, and the control group, which did not The findings indicate that students using the software achieved greater gains in their writing skills compared to those in the control group.
The study by Ertug Evrekli and Ali Gunay Balim (2009) examines mind mapping applications in special teaching methods courses for science teacher candidates, focusing on their opinions regarding these applications Involving 25 science teacher candidates, the research utilized a questionnaire consisting of six open-ended questions about the use of mind mapping in constructive science and technology education The findings indicate that mind mapping is an effective tool in constructive science and technology, benefiting students at various stages of their learning.
RESEARCH METHODOLOGY
RESEARCH AIM, RESEARCH QUESTION AND HYPOTHESIS
The purpose of the study was to investigate student's behavior, especially the first year non-English majored students at Tay Do University toward learning vocabulary through mind mapping
This thesis is conducted in order to answer a following question:
What are the attitudes of non-English majored freshmen at Tay Do University towards learning vocabulary through mind mapping?
Based on the related references and the research question, I hypothesized that first-year non-English majored students would have positive attitude in studying vocabulary by mind mapping.
PARTICIPANTS
This research involved 30 first-year students from Literature Class 6 at Tay Do University, aged between 19 and 21, comprising both male and female participants They primarily used their mother tongue, Vietnamese, while learning English Although they found English to be an interesting subject, they acknowledged its difficulty in mastering Despite the absence of standardized proficiency evaluations, their shared classroom experience suggested comparable abilities among them The contributions of these students were instrumental to the success of the study.
INSTRUMENTS
This thesis utilized a survey questionnaire and an interview, both conducted in Vietnamese and later translated into English The questionnaire comprised sixteen items, while the interview consisted of six questions focused on the impact of studying vocabulary through mind mapping and students' attitudes towards this approach The details of the questionnaire and interview questions can be found in Appendix A.
The questionnaire comprised sixteen items focused on assessing students' attitudes toward learning vocabulary through mind mapping Each student received a questionnaire to gather comprehensive data for the research The response options included five levels: strongly disagree, disagree, don't know, agree, and strongly agree.
A brief description of a questionnaire is as follow
• The items 1, 5, 9, 14 focused on investigating the student's interest in learning vocabulary by mind mapping
• Next, items 2, 8, 16, 13 referred to the benefit of mind mapping on studying vocabulary
• Items 3, 6, 15, 10 to concentrate on the feasibility of conducted study
• Finally, items 4, 7, 12, 11 investigated the difficulties' students when learning vocabulary with this method
The interview consisted of six questions designed to gather individual insights after analyzing the questionnaire results Five non-English major students were invited for a face-to-face interview lasting twenty minutes The primary aim was to explore their experiences and perspectives on learning vocabulary through mind mapping techniques.
PROCEDURE
The study consisted of five main phase as follow
• In the first phase, I went to the library to find related documents
• Then, the questionnaire and interview questions were implemented in phase 2 basing on aims to answer research question
In phase 3, I conducted a literature class for sixth graders to introduce them to the concept of mind mapping I divided the class into five groups, assigning each a specific topic to create their mind maps while reviewing vocabulary The group with the most voted mind map would receive a small gift as a reward.
In Phase 4, I conducted a questionnaire and invited five students to participate in an interview, focusing on their attitudes toward learning vocabulary through mind mapping All questions were initially posed in Vietnamese and later translated into English The data collected from both the questionnaire and interviews were analyzed to draw meaningful insights.
• Finally, the data were present at phase five and the thesis was completed.
RESULTS
RESULT OF QUESTIONNAIRE
This study aimed to explore students' attitudes toward vocabulary learning through mind mapping, utilizing a questionnaire distributed to thirty non-English major freshmen at Tay Do University Participants expressed their opinions on a five-point scale ranging from strongly agree to strongly disagree, addressing the research question posed at the outset The findings provided statistical evidence regarding (1) students' interest in vocabulary study through mind mapping, (2) the benefits associated with this technique, (3) the feasibility of learning words via mind maps, and (4) the challenges encountered in their usage The learners' attitudes are illustrated in the subsequent charts.
4.1.1 Students' interest in learning vocabulary through mind mapping
The pie chart illustrates that 94% of students exhibited a positive attitude towards learning vocabulary through mind mapping, indicating its effectiveness Conversely, only 1% of students did not experience improvement with this method This data suggests that mind mapping is a valuable tool for vocabulary acquisition among learners.
4.1.2 Learners' attitude toward benefits of mind mapping
The category of student's attitude toward the benefits of using mind mapping included items 2, 8, 16, 13 The result of the items was expressed in the following chart:
A significant 97% of students in this study found that mind mapping was beneficial for non-English majors The advantages of mind mapping are substantial, as evidenced by the data, which indicates that only a small number of students reported no benefits from using this technique.
4.1.3 Learners' general attitude toward the feasibility
The pie chart illustrates students' attitudes toward the feasibility of learning vocabulary through mind mapping, revealing significant differences in preferences Notably, 58% of students disagreed with the effectiveness of mind mapping as indicated in the questionnaire, while only 20% expressed agreement This suggests that certain issues, such as the perception that "studying vocabulary with a mind map takes too much time in class," may have influenced their responses.
Applying mind mapping in the classroom can be challenging for teachers, as managing the class during this process may prove difficult However, utilizing mind mapping techniques for vocabulary learning is a practical approach that enhances student engagement and understanding.
4.1.4 Learners' attitude toward the difficulties of applied mind map
A recent study revealed that 58% of learners reported no issues with using mind mapping for their studies However, 31% experienced challenges, particularly with vocabulary acquisition, as they struggled with the overwhelming number of words and the logical design of their mind maps.
As mentioned in above pie chart, 6% of students did not have opinion about these problems.
RESULT OF INTERVIEW
The interview, detailed in Appendix B, featured six questions and involved five randomly selected students Their responses were measured using a five-point scale in the questionnaire The answers provided by the students clearly reflect their attitudes towards learning vocabulary through mind mapping.
Do you like learning vocabulary with mind-maps? Why?
Students expressed a strong interest in learning vocabulary through mind mapping, as it made the process more engaging Nga noted, "I feel great comfort when learning vocabulary this way because the symbols and pictures in the mind map helped me feel less bored." In contrast, traditional learning methods often left students feeling uncomfortable with foreign language acquisition With mind mapping, they reported increased confidence in using English and found it easier to retain vocabulary.
Learning vocabulary through mind mapping offers significant benefits, as highlighted by five students who embraced this technique Luan noted that mind mapping greatly improved his vocabulary retention and helped him categorize words by topic Similarly, Nga emphasized that this innovative approach to English learning aids in connecting related words and visual elements, thereby enhancing memory recall.
In your opinions, does mind mapping help you remember new words better? Explain your ideas and give examples
Participants in the interview unanimously agreed that mind mapping significantly enhances vocabulary retention compared to other methods Mai noted that using color classification for each branch created a vivid mental image of words, while the incorporation of symbols added excitement to her vocabulary learning experience Ngan emphasized the importance of individual creativity in constructing mind maps, stating that a logical order not only facilitates easy vocabulary review but also aids in long-term retention.
Do you get any difficulty when learning vocabulary with mind maps? What are the difficulties? What do you do to overcome these problems?
Five students expressed mixed feelings about mind mapping in their studies Luan noted the challenge of implementing mind mapping in class, as it could complicate classroom management He suggested that students should practice vocabulary through mind mapping at home Mai admitted to struggling with logically organizing vocabulary, which consumed a lot of her time She acknowledged the effectiveness of mind mapping for vocabulary enhancement but felt insecure about creating mind maps independently and recognized the need for more practice.
How much time you finish a mind map by hand fully?
Luan revealed that he frequently practiced vocabulary through mind mapping at home, initially finding it challenging However, with repeated attempts, he now completes a mind map in just 7 minutes, while his peers typically take 10 to 15 minutes Ngan noted that the time required varies by subject, stating, "For difficult topics, it takes me 15 minutes to finish a complete mind map," and mentioned the difficulty in assessing the accuracy of the time taken.
Will you apply mind mapping to your study in the future? Why?
All students acknowledged the benefits of mind mapping for vocabulary learning, despite encountering some challenges They believed that consistent practice would enhance their fluency Han expressed her intent to use mind maps to improve her English and vocabulary in her future studies Similarly, Luan emphasized the effectiveness of mind mapping in enhancing reading skills and expanding vocabulary, affirming his commitment to applying this technique both now and in the future.
DISCUSSION
The hypothesis in section 3.1.3 is validated by the observation that non-English major freshmen exhibit a positive attitude towards learning through mind mapping Supporting materials in chapter 2 align with these findings The literature review highlights that one of the challenges in vocabulary acquisition is related to learners' attitudes Consequently, utilizing mind mapping emerges as an effective strategy for learners Furthermore, to enhance the effectiveness of mind mapping, students must adhere to its fundamental principles While mastering this technique may not be overly difficult, it does require effort and practice.
Many students expressed a lack of confidence when learning a new language, yet they found studying vocabulary through mind mapping to be very engaging A significant number of students strongly agreed with this approach, and all five interviewed students indicated their intention to incorporate mind mapping into their studies Furthermore, they expressed a desire for their teachers to utilize this technique for vocabulary instruction in the classroom and hoped for more opportunities to practice mind mapping.
Formulating vocabulary learning challenges through mind mapping is crucial for students Many students initially experience fear and confusion when using this method for the first time As a result, they may struggle to effectively learn vocabulary using mind mapping techniques.
Students must master the rules of implementing mind maps and organizing words logically Contrary to feeling bored, they find this method to be an engaging experience However, time management poses a significant challenge for teachers when using this technique in the classroom Without adequate preparation, the process can become time-consuming.
One of the key challenges researchers face is proposing effective solutions to improve vocabulary learning Utilizing mind maps multiple times can significantly boost students' confidence Additionally, fostering a comfortable environment among peers is crucial for addressing these challenges Most students agree that vocabulary learning enhances collaboration with their classmates This collaborative sharing and integration not only helps them complete mind maps but also enables them to overcome difficulties in studying foreign languages more effectively.
CONCLUSIONS
All students participated in the survey and interview regarding the impact of mind mapping on vocabulary learning, as detailed in appendices A and B The findings reveal not only the students' attitudes towards vocabulary study but also confirm the research question Additionally, the hypothesis that "learning vocabulary through mind mapping positively affects non-English majors" is supported by the interview responses.
CONCLUSION
SUMMARY OF THE RESULT
This paper focuses on exploring the technique of mind mapping as a method for non-English major students to enhance their vocabulary acquisition Through the use of a survey questionnaire and interview questions, key findings have emerged from the research process.
Participants demonstrated a positive attitude toward learning vocabulary through mind mapping, which effectively expanded their vocabulary The results indicated that students found this method engaging and enjoyable, although they also faced some challenges in the process.
PEDAGOGICAL IMPLICATIONS
Vocabulary is crucial for the success of foreign language learners and the development of other skills, as highlighted in chapter two Learning vocabulary through mind mapping enhances the second language acquisition experience To improve this process, teachers should provide numerous opportunities for non-English major students to engage in an active learning environment by incorporating various activities into English teaching The implementation of these techniques should be organized logically, and the use of visual aids must be time-efficient Such strategies serve as motivation for learners to master the English language.
The school must be equipped with essential study tools, including projectors and language laboratories, to enhance the learning experience This modern approach allows students to easily grasp instructors' lectures and apply them in practical situations, fostering a comfortable and effective learning environment.
The school should enhance opportunities for students to engage with foreign volunteers, allowing them to exchange learning methods Additionally, interacting with international peers will boost Vietnamese students' confidence and reduce errors stemming from their native language.
THE LIMITATION OF THE STUDY
A significant limitation of this study was the small population size, consisting of only thirty participants, which restricts the findings to the perspectives of freshmen students regarding the role of mind mapping in vocabulary learning Additionally, due to the constraints of the study conditions, non-English majors only practiced this technique in class, resulting in the data reflecting a limited view of students' attitudes toward learning vocabulary through mind mapping.
RECOMMENDATIONS FOR FURTHER STUDY
Basing on the subject that I was researching "students' attitude toward learning vocabulary through mind mapping", I could give some further studies as follow:
• Investigation of the positive effect of mind mapping on reading kill
• Study of the role of the techniques on enlarging vocabulary
• Investigation of students' attitude toward learning vocabulary by flashcard and note-taking
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STUDENTS' ATTITUDE QUESTIONNAIRE TOWARD LEARNING
My name is Tran Thi My Hanh, a fourth-year student at Tay Do University, and I am conducting research on students' attitudes toward learning vocabulary through mind mapping I have designed a survey questionnaire for this purpose, and your participation will greatly contribute to the success of my study Thank you for your support!
How long have you studied English? years
Please tick the blank that corresponds to your degree of agreement with the statement from number 1 to number 16
1 I feel comfortable when studying vocabulary with mind map
2 I receive some benefits when I have to study with mind map
3 Studying vocabulary with mind map takes much time in class
4 I don't know how to make a mind-map
5 Studying vocabulary with mind map is very interesting
6 It’s very difficult for the teacher to manage your class during the mind mapping time
7 I cannot arrange the words in a mind map logically
8 Mind mapping helps me remember the new words better
9 I like studying vocabulary with mind map
10 Studying vocabulary with mind map is not practical
11 It's not easy for me to cooperate with my partners when making a mind-map
12 It’s too difficult for me to remember so many words to make a mind- map
13 Mind mapping is really an effective way to review vocabulary
14 I feel more confident in English use when studying with mind map
15 It’s impossible to apply mind mapping in your class
16 Mind mapping helps me link those words together
1/ Do you like learning vocabulary with mind-maps? Why?
2/ what benefits you can get after learning vocabulary by making mind-maps?
3/ In your opinion, does mind mapping help you remember new words better? Explain your ideas and give examples
4/ Do you get any difficulty when learning vocabulary with mind-maps? What are the difficulties? What do you do to overcome these problems?
5/ How much time you finish a mind map by hand fully?
6/ Will you apply mind mapping to your study in the future? Why?