INTRODUCTION
Rationale
Vocabulary is crucial in foreign language learning, as it enables learners to effectively master English skills related to communication According to Wilkins (1972), while grammar is important, vocabulary is essential for conveying meaning; without it, language skills like listening, speaking, reading, and writing cannot be successfully developed This perspective is echoed by Carthy, highlighting the indispensable role of vocabulary in language acquisition.
Effective communication in a second language (L2) relies heavily on vocabulary, as highlighted by research indicating that mastery of grammar and pronunciation alone is insufficient for meaningful interaction (1990, p.265) Furthermore, the extent of one's vocabulary directly influences language proficiency, reinforcing the idea that a rich lexicon is crucial for successful language acquisition (Saleh, 1997, p.12).
Vocabulary acquisition is a significant challenge for foreign language learners, as emphasized by the need not only to learn numerous words but also to retain them (2002, p.23) To address this issue, various approaches, techniques, and practices have been developed to enhance vocabulary teaching (Hatch & Brown, 1995).
Teaching vocabulary in Vietnamese high schools faces challenges due to the limited 45-minute lesson duration and the integration of vocabulary into other skills rather than focusing on it as a standalone subject Consequently, teachers often select a few words or phrases to introduce at the beginning of each lesson, primarily concentrating on reading, listening, and writing This approach leads to vocabulary not receiving the attention it deserves, as educators focus more on the methods of teaching rather than on how students learn and retain vocabulary As a result, students frequently struggle to remember vocabulary, finding it difficult to retrieve words when needed.
According to Rivers (2002), while vocabulary cannot be directly taught, it can be effectively integrated into various activities and associations to enhance learning Techniques that engage students' interests play a crucial role in vocabulary acquisition, with sensory memory being particularly significant Our brains are adept at processing complex stimuli—such as images, sounds, and emotions—which can be stored effectively To optimize vocabulary learning, students should engage both hemispheres of the brain; the right hemisphere fosters creativity and visualization, while the left hemisphere supports logical thinking.
Mind Mapping (MM), developed by Tony Buzan in the UK, is a cognitive tool that has been widely researched and implemented globally for nearly two decades Its applications span various fields, including education and professional environments, enhancing teaching and learning processes.
In recent years, Vietnam has increasingly integrated Mind Maps into its educational practices, leading to the publication of over 30 scientific papers and four notable books titled “Dạy tốt-Học tốt các môn học bằng bản đồ tư duy.” This growing body of work has garnered significant interest from educators, parents, and students alike, particularly since the start of the academic year.
2010-2011, the application of Mind Maps in teaching and learning has been piloted in 355 schools throughout our country and the Ministry of Education and Training
(MOET) has decided to apply teaching method with Mind Maps, which become one out of five training colloquiums for high school teachers nationwide (Hoang Hoa, 2012)
According to Tran Dinh Chau et al (2012, p.4) since the academic year of
From 2010 to 2012, the implementation of multimedia (MM) applications in teaching significantly enhanced active teaching methodologies in various locations across Vietnam MM has garnered considerable interest due to its ease of use and adaptability in diverse educational contexts It empowers teachers to innovate their teaching strategies while enabling students to engage in positive learning experiences that foster critical thinking and creativity Additionally, MM facilitates knowledge acquisition and the development of creative skills throughout the learning process.
Teaching vocabulary should focus not only on specific words but also on providing learners with strategies to enhance their vocabulary knowledge (Hulstjin, 1997 cited in Morin & Goebel, 2011) Consequently, language teachers must guide students in discovering the most effective strategies for their individual learning needs.
The researcher has identified significant issues in vocabulary teaching and learning at Ly Tu Trong Junior Secondary Pedagogic Trial School in Kon Tum City Traditional methods dominate EFL classes, relying on synonyms, antonyms, and translations, which fail to engage students and foster independent thinking Students often depend on vocabulary lists provided by teachers, who present long lists without making connections between words or reviewing them effectively Consequently, vocabulary is perceived as a tedious list to memorize, leading students to learn words by rote without meaningful organization Many students record new words haphazardly, sometimes neglecting to note them at all, which hinders their ability to understand word relationships This disorganized approach, despite students' efforts, limits their vocabulary retention and comprehension.
Contemporary teaching methods at LTTJSPTS have proven ineffective in helping students master English vocabulary, prompting the researcher to seek more engaging approaches for vocabulary acquisition Ur (1991) conducted a memory experiment that demonstrated the importance of learning words in groups, as associations based on meaning or sound enhance recall This perspective is supported by Gower, Phillips, and Walters, reinforcing the need for innovative strategies to improve vocabulary retention among students.
According to a study conducted in 2005, individuals are more likely to remember new vocabulary when they personalize their learning experience This involves associating words with personal significance through unique images, colors, experiences, and other meaningful connections.
Different learning tasks necessitate tailored strategies, as there is no one-size-fits-all instructional method The Mind Mapping (MM) technique is recommended for enhancing memory through sensory strategies and engaging both the left and right brain in language learning By incorporating images, MM helps language items transition into long-term memory while stimulating creativity and logical thinking As Thornbury (2002) notes, effective vocabulary acquisition involves both labeling and categorizing skills Thus, MM primarily serves to create associations between ideas and enhance memory retention, ultimately improving students' vocabulary retrieval abilities.
This research aims to explore "The impact of Mind Mapping technique on learning vocabulary among grade 8 students at LTTJSPTS in Kon Tum City," highlighting the potential of Mind Mapping (MM) to enhance the teaching and learning experience by making vocabulary acquisition more engaging, enjoyable, and effective.
Aims of the study
- investigate the perceptions of learners towards MM technique for learning vocabulary
- determine the effects of MM technique on learning vocabulary by students
- stimulate teachers and learners to use Mind Maps in teaching and learning vocabulary.
Scope of the study
This research project involved 37 grade 8 students from Ly Tu Trong Junior Secondary Pedagogic Trial School (LTTJSPTS) The selection of this group was based on two key factors: first, while Tieng Anh 6 and 7 integrate all four language skills—listening, speaking, reading, and writing—Tieng Anh 8 teaches them separately Second, the vocabulary demands in Tieng Anh 8 are significantly higher, requiring students to memorize more words to successfully complete their tasks compared to other textbooks.
Significance of the study
This study aims to assist students in overcoming challenges related to vocabulary learning and memorization, particularly benefiting those at LTTJSPTS It seeks to enhance overall interest in vocabulary acquisition and provides valuable insights into the literature surrounding multimedia teaching and vocabulary learning in junior high schools Additionally, the study anticipates offering practical recommendations for both teachers and students based on its findings.
Research questions
The research mainly concentrates on the following questions:
1.What is the reality of using Mind Mapping technique to teach vocabulary to students at LTTJSPTS?
3 What are students’ attitudes towards the teachers’ application of Mind Mapping technique in teaching vocabulary?
4 To what extent, does Mind Mapping technique help enhance students’ vocabulary learning and remembering?
Organization of the study
The thesis comprises five chapters : Introduction (I), Literature Review (II), Methodology (III), Findings and discussion (IV), Conclusion, implications and suggestions for future research (V)
Chapter One – INTRODUCTION outlines the rationale behind investigating the impact of the MM technique on vocabulary acquisition among students It includes the research questions and objectives, highlighting the significance of the study and the organization of the research.
Chapter Two – Literature Review & Theoretical Background provides an overview of relevant literature that establishes the theoretical framework for the research This section defines key terms, summarizes prior studies, and highlights the theories that underpin this research.
Chapter Three – METHODOLOGY outlines the research design, participant demographics, and materials utilized in the study It details the data collection methods and provides an in-depth description of the various instruments employed in the research process.
Chapter four – FINDINGS AND DISCUSSION presents the results of the study regarding the research questions
Chapter five concludes the study by summarizing and interpreting its key findings It discusses the implications of implementing the MM technique and addresses the limitations encountered during the research Additionally, recommendations for future studies are provided to guide further exploration in this area.
LITERATURE REVIEW
Introduction
This chapter provides a theoretical foundation for the study, addressing vocabulary and vocabulary teaching methods It defines key terminology related to the MM technique and offers an overview of the textbook Tieng Anh 8 Additionally, the chapter presents an analysis and synthesis of prior research concerning the MM technique.
Issues concerning vocabulary learning and teaching
Defining vocabulary can be challenging, as scholars, linguists, and English learners each have unique perspectives on its meaning According to Ur (1991, p.60), vocabulary encompasses "the words we teach in the foreign language," suggesting that it serves as a fundamental unit of language, representing ideas in a foreign context When someone learns new words in a foreign language, they are essentially acquiring vocabulary Additionally, vocabulary items can extend beyond single words to include phrases like "post office" and "mother-in-law," which convey a single concept.
According to the Oxford Advanced Learner’s Dictionary (1995), vocabulary encompasses several aspects: it includes all the words an individual knows or uses, the complete set of words within a specific language, the terminology related to a particular subject, and a compilation of words along with their meanings, particularly in educational materials for learning foreign languages.
According to Thornbury (2006), vocabulary acquisition encompasses understanding words and their meanings, but it is a more intricate process than this definition implies Vocabulary exists in two primary forms: oral and print Additionally, knowledge of words can be categorized into receptive and productive forms.
Productive vocabulary refers to the words we actively use in speaking and writing, while receptive vocabulary encompasses a broader range of words that we understand to some extent, even if we don't use them ourselves Research by Kamil and Hiebert (1993) highlights that receptive vocabulary often exceeds productive vocabulary, containing words whose meanings we grasp without knowing their complete definitions or connotations.
According to McWhorter (1989), vocabulary encompasses the ability to recognize individual words and associate them with their meanings, which are formed by specific combinations of letters Words function as symbols that represent either tangible objects or abstract ideas For instance, the word "chair" evokes a mental image of a physical object designed for sitting, while "love" symbolizes a profound emotional connection rather than a concrete item.
Vocabulary consists of a collection of words in a foreign language that convey meaning These words serve as symbols, represented by groups of letters, and can refer to either tangible objects or abstract ideas Vocabulary can be formed from single words or combinations of multiple words.
2.2.1.2 How vocabulary is learnt and remembered
Vocabulary is crucial in language learning, yet acquiring new words poses challenges for students Effective vocabulary instruction must go beyond merely teaching how words are learned; it should also focus on how students remember them Each learner has unique styles, making word retention a complex task Therefore, educators must understand the process of how vocabulary is stored in the minds of learners to positively influence their ability to acquire and retain new words.
The process of learning and remembering vocabulary is interconnected, as the method of learning significantly impacts retention Effective presentation of words, particularly through visual aids and contextual usage, enhances students' ability to remember and utilize vocabulary (Do, 2009) Therefore, teachers should not only understand how students learn words but also how they remember them, enabling the development of improved vocabulary teaching techniques Genc (2004) emphasizes the importance of engaging students in vocabulary development through varied teaching methods to make learning more meaningful While mastering all vocabulary in a language is unrealistic and occurs throughout a lifetime, employing specific strategies can accelerate the acquisition of new words Additionally, mnemonic techniques can aid in improving long-term memory and word recall for students.
2.2.2.1 The importance of vocabulary teaching
Vocabulary learning is essential for both native and foreign language acquisition, as highlighted by Morra and Camba (2009) Many theorists, including Boers and Lindstromberg (2008), emphasize that a robust vocabulary is crucial for achieving high proficiency in a target language Researchers and educators are increasingly focusing on vocabulary acquisition in foreign language learning (Zu, 2009) A diverse and extensive vocabulary is recognized as a key indicator of communicative competence and a vital component of effective language learning (McCrostie, 2007).
Vocabulary knowledge is one of the components of language skills (Nation
Learning vocabulary is essential for effective communication in a foreign language, as it serves as a foundation for understanding and interaction Even a basic grasp of vocabulary can facilitate meaningful exchanges, highlighting its importance in the language learning process.
Vocabulary is essential in language instruction from the earliest stages, as it plays a central role in effective communication Research indicates that possessing a sufficient vocabulary, even with basic grammatical structures, enhances reading comprehension and facilitates survival communication more effectively than having a strong grasp of grammar with limited vocabulary.
Effective vocabulary teaching is crucial for learners, particularly during message-focused activities that involve listening, speaking, reading, and writing (Nation, 2005) A robust vocabulary enhances learners' ability to develop their four essential language skills—listening, reading, writing, and speaking—facilitating a smoother language learning process.
2.2.2.2 Aspects of vocabulary to be taught
In vocabulary teaching, English language teachers must understand the difference between active (productive) and passive (receptive) vocabulary Active vocabulary consists of words that students have learned and can use, while passive vocabulary includes words that students recognize but cannot produce At the beginner level, it is beneficial to introduce vocabulary sets in the classroom, allowing students to practice these early words regularly to transform them into active vocabulary.
In the early stages of a language course, it is essential for students to understand the context in which new vocabulary is used, as well as the acceptable and unacceptable collocations associated with each word This foundational knowledge helps learners grasp the nuances of meaning embedded within the vocabulary, ensuring they can use the words effectively in active communication.
According to Harmer (1992), distinguishing between active and passive vocabulary in students is challenging, as words can shift between these states An active word may revert to passive storage if not frequently used, while a passive word can become active when prompted by contextual usage This highlights the dynamic relationship between active and passive vocabulary.
2.2.2.3 Factors to be considered in teaching vocabulary
Wallace (1982, p.207) explains that teaching vocabulary should consider the following factors:
- Aims: The aim of teaching vocabulary is to make the teacher easy to formulate the material, which will be taught to the students
The Use of Mind Maps
Mind Maps, originally known as radiant thinking, were developed by Tony Buzan in the 1970s Initially conceived for memory enhancement, Buzan soon recognized their potential for fostering creative thinking as well By the end of 1970, he began writing a book on Mind Maps, exploring various applications linked to brain theories and establishing foundational rules for the technique To promote Mind Maps globally, Buzan taught the method to his students and authored numerous books advocating its use Since 1990, "Mind Maps" has been trademarked by the Buzan Organization.
A Mind Map, as described by Budd (2004), is a graphic organizer that features major categories radiating from a central image, with subcategories branching out This tool, highlighted by Buzan (2000), is effective for generating ideas, taking notes, developing concepts, and enhancing memory It serves as a powerful resource for teachers to improve learning outcomes and establish a solid foundation for education Particularly beneficial for visual learners, Mind Maps facilitate thought management, direct learning, and foster connections (Stephens & Hermus, 2007) They are an excellent method for introducing topics, boosting student engagement, and quickly capturing ideas Furthermore, Mind Mapping is a versatile skill applicable across all ability levels and subjects (Goldberg, 2004).
2.3.2 Theories of “Mind Maps” Perceptions
The concept of Mind Mapping, popularized by British psychologist Tony Buzan, challenges traditional linear note-taking methods Buzan argues that conventional outlines force readers to process information in a left-to-right, top-to-bottom manner, which contradicts the brain's natural preference for non-linear scanning By leveraging insights about cerebral hemispheres, Buzan advocates for Mind Maps as a more effective organizational tool for enhancing comprehension and creativity.
MM over other forms of note - making In this section, some basic theories about the assumption of Buzan’s Mind Maps are discussed
Cognitive psychologists assert that an individual's prior knowledge is stored in the brain's cognitive structures, and activating this prior knowledge, or schema, is essential for meaningful learning According to schemata theory, our existing knowledge and expectations significantly influence our understanding of new information by providing a framework for integrating it effectively (Nunan, 1999, p.257).
Radiant thinking is an effective and natural approach to utilizing our brain's capabilities When we engage our senses—such as smelling flowers or listening to music—our brain processes a vast array of information, with each sensation or thought represented as a central sphere This sphere radiates countless hooks, symbolizing associations that form an intricate network of connections Unlike linear thinking, our minds operate through a complex web of associations, where neurons act as points from which thoughts branch out in various directions This expansive information-processing ability gives rise to radiant thinking, exemplified by Mind Maps, which visualize the brain's capacity to connect and organize thoughts like a super bio-computer.
2.3.2.3 Researches into the Left and Right Hemispheres
The concept that the left and right hemispheres of the brain engage in distinct thought processes has gained significant attention, influencing educational theories like David Lazear's “Eight Ways of Knowing” and various self-help literature (Morris, 2006) Vocabulary learning, particularly through Mind Mapping (MM), engages both hemispheres, highlighting their role in cognitive function Research by Nobel Prize winner Dr Roger Sperry validated Mind Maps as an effective brain-compatible thinking method, revealing that the cerebral cortex's two hemispheres are responsible for diverse intellectual tasks, including logic, rhythm, imagination, and more Sperry's findings emphasized that integrating these tasks enhances overall brain performance, indicating that practicing MM not only strengthens memory and information processing but also utilizes a broad spectrum of cortical skills.
The Mind Map becomes more effective when incorporating both left and right brain-thinking tools, significantly improving the clarity, structure, and organization of your thoughts By strategically utilizing these cognitive tools, the Mind Map enhances your overall thinking process.
Mind mapping is a powerful cognitive tool that integrates imagination, association, and location, utilizing the strengths of both the left and right brain to enhance thinking processes.
The right hemisphere of the brain is associated with imagination and spatial thinking, while the left hemisphere focuses on analytical, reflective, and verbal tasks Understanding these distinct functions and their interaction can provide teachers with valuable insights into effective teaching methods tailored to various learners' levels, ages, and styles By employing diverse strategies to present information, educators can enhance students' ability to retain and recall knowledge, ultimately leading to greater success in learning.
The saying "A picture is worth a thousand words" highlights the power of images in enhancing memory and creativity, as they engage various cortical skills and evoke strong associations This underscores the effectiveness of Mind Mapping, which utilizes images to facilitate thought processes, making it a uniquely suitable tool for creative thinking and memory retention.
The dual coding theory, proposed by Paivio, emphasizes the significance of images in learning, defining it as a memory function that operates through two subsystems: verbal and visual This theory posits that the integration of verbal and imagery processing enhances knowledge acquisition (Paivio, 2006: p.1) Cognition, according to dual coding theory, involves a specialized verbal system for language and a nonverbal imagery system for non-linguistic elements, which are also relevant in language contexts While the verbal system is crucial for language-related tasks, it is often insufficient on its own; the most engaging and meaningful interactions occur when it leverages the extensive knowledge and capabilities of the nonverbal system.
Thomson and Paivio (1994) emphasize that visual aids significantly enhance memory retention compared to written words, fostering stronger connections between images and language This memory is crucial for developing robust language skills, especially in childhood, where associating objects with their corresponding words boosts conceptual understanding in second language acquisition Furthermore, Paivio (2006) highlights that encouraging learners to create mental images while reading improves comprehension and vocabulary He also notes that the combination of pictures, mental imagery, and verbal elaboration greatly enhances understanding and learning across all educational levels, from grade school to university.
The disadvantages of imagery processing arise when text content cannot be visually represented, particularly with abstract concepts and words Research indicates that abstract ideas are typically stored as specific words rather than images, complicating the translation between imagery and verbal memory connections (Rieber and Kini, 1991; Sadoski, Geotz, and Avila).
1995, Sadoski, Paivio, & Geotz, 1991 as cited in Paivio, 2006)
In the following section, the terminology related to MM technique is defined and clarified
2.3.3 The Definitions of MM Technique
MM technique refers to teaching technique using MM as a tool to represent students’ understanding by using words, pictures with color and symbols in a hierarchical or tree branch format
Mind Mapping (MM), developed by Tony Buzan in 1993, is a powerful technique designed to enhance effective learning Buzan is recognized globally as a leading authority on optimizing brain function for improved learning and productivity.
Mind Mapping (MM) is a popular brainstorming technique that visually regulates ideas and their interconnections, making it an effective note-taking method According to Buzan (1993), MM is a powerful graphic tool that unlocks the brain's potential by recording information through symbols, images, emotional meanings, and colors, mirroring the way our brains process information This approach, which incorporates visuals and color, not only enhances vocabulary comprehension for students but also creates an enjoyable learning experience, ultimately fostering a greater interest in mastering vocabulary.
An overview of nationwide grade 8 curriculum
Upon completion the textbook Tieng Anh 8 published by MOET (2001), the students are able to use English language for communication
- Listening and understanding the general as well as specific information in conversation from 80 to 100 words
- Understand listening materials which are spoken with a slow speed
- Asking and answering questions related to the theme -based reading texts in the textbook
- Attainting basic skills of communication
Reading - Getting main ideas, and specific information from reading texts from 110 to 140 words related to the themes in textbooks
Writing - Developing the skills of writing such as writing letters, reports, describing things, places, giving instructions…
- Developing the ability of using the languages: vocabulary and structures
The book features a theme-based approach, comprising 16 units aligned with the national curriculum for lower secondary English education (2001) Each unit is designed to provide a clear understanding of the themes relevant to the curriculum.
Unit 1 My friends Personal information
Unit 2 Making arrangements Personal information
Unit 3 At home Personal information
Unit 4 Our past The world around us
Unit 6 The young pioneers club Community
Unit 8 Country life and city life Community
Unit 9 First-aid course Health
Unit 11 Traveling around Vietnam Recreation
Unit 14 Wonders of the world The world around us
Unit 16 Inventions The world around us
Student academic performance is assessed through a combination of ongoing and periodic tests aligned with the curriculum, textbook, and essential skills A diverse range of test formats is necessary, including oral assessments, short 15-minute tests, longer 45-minute tests, semester evaluations, and final examinations Each test should encompass the four language skills—listening, speaking, reading, and writing—as well as knowledge of phonetics, vocabulary, and grammar, with each component contributing equally to the overall evaluation at 20%.
2.4.4 Types of teaching and learning Tieng Anh 8
As recommended in Hướng dẫn thực hiện chương trình Trung học cơ sở môn
According to the Ministry of Education and Training of Vietnam (2011), effective teaching methods must prioritize student-centered learning, fostering an environment where students can apply their experiences and knowledge This approach encourages active participation and accepts mistakes as part of the learning process The textbook "Tieng Anh 8" follows a theme-based curriculum that reinforces topics from grades 6 to 9 Given these characteristics, the Mind Mapping (MM) technique is particularly effective for teaching vocabulary in "Tieng Anh 8." It allows grade 8 students to organize vocabulary thematically, creating a central image that branches into related concepts Additionally, since much of the vocabulary pertains to everyday life, students can easily connect foreign words with mental images, enhancing their learning experience.
Previous studies related to study
Research demonstrates that Mind Mapping (MM) is effective in promoting meaningful learning across various subjects, including science, psychology, and teacher education, for students at all educational levels (AL-Jarf, 2009) Additionally, MM aids in developing essential skills such as dynamic thinking, critical thinking, and coherent writing (Al-Jarf, 2009) Students have reported that Mind Maps are an engaging and enjoyable learning tool, enhancing their educational experience (Evreklia, Balim & Inela, 2009) Furthermore, findings by Zampetakis, Tsironis & Moustakis (2007) indicate that students favor collaborative work with Mind Maps, which fosters synergistic interaction and collective knowledge-building.
Research by Toi (2009) highlights the effectiveness of Mind Maps (MM) in enhancing memory retention, demonstrating that children who utilized this technique recalled words significantly better than those who relied on traditional lists, achieving memory improvements of up to 32% This finding is supported by the work of Farrand, Hussain, and Hennessey, further establishing the value of Mind Maps in educational settings.
In a study conducted in 2002, it was found that the Mind Mapping (MM) technique enhanced the long-term retention of factual information by 10% among medical students The researchers tested the effectiveness of MM against various summarizing techniques using a 600-word essay with second and third-year medical students The results indicated that “Mind Maps provide an effective study technique when applied to written material.”
“encourage a deeper level of processing” for better memory formation
Regarding the research matter of teaching vocabulary with MM technique, the researcher could only find one related study named: “Teaching vocabulary
The study conducted by Indah (2010) at University PGRI, Indonesia, shares similarities and differences with the current research Both studies utilize the same independent variables and employ mind mapping (MM) techniques based on Buzan’s principles, and both adopt a true-experimental research method However, Indah's thesis utilizes a Posttest Only Random Control Group Design, while the current study implements a Pretest-Posttest Design A key distinction lies in the assessment methods; Indah’s research includes only one vocabulary test administered before and after the treatment, whereas this study incorporates two vocabulary tests—one pretest and one post-test—along with seven quick vocabulary quizzes to enhance outcome reliability Additionally, Indah’s thesis relies solely on vocabulary tests to evaluate the effectiveness of the MM technique, while this research employs a diverse range of instruments, including interviews and pre- and post-questionnaires, to gather students' perceptions and evaluations of the technique, ultimately leading to more reliable findings.
2.5.2 Review of studies in Vietnam
There are a variety of studies on the matter of teaching and learning vocabulary
In 2011, Tran Ho Thi My Linh conducted research titled “An Action Research on the Use of Audio-Visual Aids in Teaching English Vocabulary in Grade 6 at Ham Nghi Junior High School, Hue City.” The findings indicated significant improvements in students' English vocabulary acquisition through the integration of audio-visual aids in the teaching process.
Over a 12-week period, most students successfully tackled challenges related to understanding word meanings, spelling, and pronunciation Nonetheless, certain issues persisted, primarily due to inadequate classroom facilities and the absence of CD players.
In the same vein, Nguyen Dinh Vinh (2011) did an experimental study on
A study on the use of mnemonic strategies for enhancing vocabulary retrieval among Grade 12 students in Tieng Anh 12 textbooks at Le Loi High School in Kon Tum Province revealed significant improvements in students' vocabulary recall Additionally, the frequent application of these strategies positively influenced students' perceptions of their effectiveness.
Research on the use of Mind Mapping (MM) techniques in English language teaching highlights significant findings from Phan Ngoc Thuy's 2012 BA thesis, "An Investigation into the Application of Mind Mapping in Teaching English Grammar for 10th Grade Students at Hai Ba Trung High School, Hue City." The study revealed that nearly 75% of students in the experimental class found grammar lessons more enjoyable through the MM technique Furthermore, these students demonstrated improved performance by selecting a greater number of correct answers in grammar exercises provided by their teacher.
Research has highlighted the significance of multimedia (MM) in language teaching and learning, yet there is a scarcity of studies examining the impact of MM techniques specifically on vocabulary acquisition This thesis seeks to address this gap by exploring innovative teaching methods aimed at enhancing students' vocabulary retention and retrieval at LTTJSPTS.
Summary
This chapter outlines essential concepts pertinent to the research, beginning with issues related to vocabulary learning and teaching It further clarifies the application of multimedia (MM) in English education An overview of the nationwide grade 8 curriculum is also provided, followed by a discussion of previous studies conducted in Vietnam and other countries that relate to the research topic.
The review indicates that the Mind Mapping (MM) technique is beneficial for both English as a Foreign Language (EFL) Vietnamese students and teachers in vocabulary instruction Despite limited research on the application of MM for high school vocabulary teaching in Vietnam, particularly at LTTJSPTS in Kon Tum City, the researcher is determined to investigate the impact of the MM technique on vocabulary learning among grade 8 students at this institution.
METHODOLOGY
Research Design
The research conducted at LTTJSPTS during the initial 17 weeks of the 2012-2013 academic year aimed to address the challenges learners faced in vocabulary acquisition This location was selected due to its relevance to the study's focus, and the researcher, serving as the English group leader, found it advantageous to facilitate the necessary conditions for the investigation.
This experimental study utilized a one-group design, incorporating both pre- and post-questionnaires, as well as pre- and post-tests, alongside seven quick vocabulary quizzes to assess outcomes effectively.
Following the results, nine students were selected for interviews based on their performance, with three from the top scores, three from the middle scores, and three from the bottom scores, to explore the impact of the MM technique on vocabulary retention.
Participants
The participants in the study were 37 grade 8 students aged from 13 to about
In the 14th class at LTTJSPTS, there was an equal distribution of male and female students, all recognized as high achievers in grade 8 At the start of each academic year, these students participated in placement tests covering Math, Literature, and English, and those who scored well were grouped together in the same class.
Instrumentation
3.5.1 The Use of MM Technique
The study introduced the Mind Map (MM) technique for teaching vocabulary at the beginning of the school year using pictures and videos over one or two periods Students were encouraged to adopt this innovative method for vocabulary learning, and various Mind Map software options were provided for home study However, due to the lack of computers, students primarily created Mind Maps using pens and paper, while the researcher demonstrated the technique on a laptop to motivate students and facilitate their understanding of the MM approach.
The implementation of the MM technique in vocabulary teaching aimed to replace traditional methods like pictures, flashcards, and gestures From the start of the school year, students were trained on how to effectively use the MM technique, with ongoing reminders to apply it appropriately throughout the research period.
1 Place an image or topic in the center using at least three colors
2 Use images, symbols, codes, and dimensions throughout your Mind Map
3 Select key words and print using upper or lower case letters
4 Each word/ image is alone and sitting on its own line
5 Connect the lines starting from the central image The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre
6 Make the lines the same length as the word/ image
7 Use colors- your own code- throughout the Mind Maps
8 Develop your own personal style of MM
9 Use emphasis and show associations in your Mind Map
10 Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches
Students, then are advised to base on Mind Maps to retrieve vocabulary This activity was done during the process of learning
Throughout the course, students utilized Mind Maps (MM) to engage their prior knowledge of vocabulary related to the topic They compared their Mind Maps with those of their peers and the teacher Additionally, students participated in presentations where they showcased their Mind Maps on the board, effectively sharing their recall of the newly learned vocabulary with the class.
Questionnaires were selected as an effective method for data collection in the needs analysis, tailored based on the theoretical framework established in the literature review Prior to distribution at LTTJSPT school, a pilot test was conducted with five EFL teachers and 20 grade 8 students to assess the reliability of the questionnaire This pilot aimed to identify which items should be retained and which required revision, ensuring the effectiveness of the final questionnaire in evaluating the reality of its use.
The MM technique for teaching vocabulary at LTTJSPTS encompasses 14 items organized into three clusters: students' perceptions of the significance of learning English vocabulary, the actual implementation of the MM technique by teachers, and students' views on the technique prior to intervention The post-questionnaire also includes three clusters focusing on students' perceptions of the MM technique after intervention, their views on the teacher's application of the technique in vocabulary learning, and the impact of the MM technique on vocabulary retention and retrieval Table 3.1 provides a summary of these questionnaire clusters.
Table 3.1 : Summary of the clusters
Students’ perception of the importance of learning vocabulary in their English lessons
The reality of teachers’ applying MM technique in teaching vocabulary at LTTJSPTS
Students’ perception of MM technique on learning vocabulary
Students’ attitudes toward the teacher’s application of the MM technique
The effects of the use of MM technique in enhancing the remembrance and retrieval of vocabulary
3.5.3 The one group pretest-posttest design
The study employed a one-group pretest-posttest design to assess vocabulary retention among students over 17 weeks, utilizing two vocabulary tests as pretest and post-test, along with seven quick quizzes Each test consisted of 20 items, with a time limit of 10-20 minutes, while quizzes were allocated 5-10 minutes The assessments included multiple-choice, matching, and gap-filling formats, mirroring familiar activities from the students' course materials This approach aimed to evaluate the learners' vocabulary retention and improvement Multiple-choice questions were favored for their objectivity, ease of scoring, and ability to identify misconceptions, ultimately providing valuable feedback on instructional effectiveness (University of Cape Town, 2009).
After designing the pretest and posttest, both were piloted to ensure reliability, with vocabulary tests administered to 20 participants at LTTJSPTS The pretest, consisting of 20 items, achieved a reliability coefficient (Alpha) exceeding 0.70, as did the posttest, confirming the tests' effectiveness in measuring students' vocabulary retention Scores were meticulously recorded on score sheets and analyzed using the SPSS program.
In addition to the vocabulary pretest and post-test, seven quick vocabulary quizzes were administered to assess students' vocabulary retention These quizzes, lasting five to ten minutes, were conducted at the beginning or end of certain class periods They serve as an effective feedback mechanism for both learners and educators According to Thornbury (2002), it is beneficial to test vocabulary from the previous lesson at the start of the subsequent one.
Informal interviews with students were conducted to gather their perspectives on the application of the MM technique in vocabulary learning, chosen for their ability to capture nuanced ideas and emotions This method allows for clarification of ambiguous responses, ensuring comprehensive data collection The interview questions were structured to validate information obtained from questionnaires, and to facilitate understanding, they were conducted in Vietnamese All interviews were held flexibly at convenient times at LTTPTS.
Following the post-test data collection, nine students were interviewed, selected based on their performance in the vocabulary test: three with the highest gains, three with average gains, and three with the lowest gains The interviews were conducted in Vietnamese to ensure clarity and allow participants to accurately express their thoughts and feelings Each interviewee responded to five questions, with the first two focused on their preferences regarding the "MM technique" for vocabulary learning The final three questions aimed to evaluate the impact of the MM technique on vocabulary retention and to gather suggestions for its application.
Vocabulary lessons were planned for about two periods per week lasting from 10 to 15 minutes The intervention period was targeted during 12 weeks.
Data analysis
The whole procedure of the study is summarized in the following table
Table 3.2: Procedure of the research
- Piloting questionnaires and vocabulary tests
- Introducing and training students how to use MM technique in learning vocabulary in this study
- Delivering and analyze pre-questionnaire
- Doing treatments: implementing the usage of MM technique
- Delivering some quick vocabulary quiz tests
Week 16 - Delivering post-test and post-questionnaire
Summary
This chapter outlines the research methodology, detailing the type of research utilized in the study It describes the participants involved, the data collection procedures, and the instruments used Specifically, questionnaires, achievement tests (including Pretest and Post-test), and seven quick vocabulary quizzes were piloted and administered to 37 students at LTTJSPTS Additionally, interviews were conducted with nine of these students to gather further insights.