Using mind mapping strategies to enhance english vocabulary for the seventh grade students at a secondary school in bac ninh

HANOI OPEN UNIVERSITYFACULTY OF ENGLISH USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH - GRADE STUDENTS AT A SECONDARY SCHOOL IN BAC NINH SU DỤNG CHIÊN LƯỢC

HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH - GRADE STUDENTS AT A

SECONDARY SCHOOL IN BAC NINH

(SU DỤNG CHIÊN LƯỢC BẢN ĐÒ Tư DUY ĐẼ CẢI THIỆN TỪ VỤNG TIÊNG ANH CHO HỌC SINH LÓP 7 Ở MỘT TRƯỜNG THCS Ó BẮC NINH)

PHAM THI THOM

Field: English Language

Code: 8.22.02.01

Hanoi, 2023

HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH - GRADE STUDENTS AT A

SECONDARY SCHOOL IN BAC NINH

(SƯDỤNG CHIỀN LƯỢC BẢN ĐÒ TƯDUYĐÉ CẢI THIỆN TỪ VỤNG TIÊNG ANH CHO HỌC SINH LỚP 7 Ở MỘT TRƯỜNG THCS Ở BẮC NINH)

PHAM THI THOM

Field: English Language

Code: 8.22.02.01

Supervisor: Dr Lc Phuong Thao

Hanoi, 2023

I, the undersigned, hereby certify my authority of the study project report entitled USING MIND-MAPPING STRATEGIES TO ENHANCE ENGLISH VOCABULARY FOR THE SEVENTH- GRADE STUDENTS AT A SECONDARY SCHOOL IN BAC NINH submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis.

Hanoi, 2023

Pham Thi Thom

Approved by SUPERVISOR

Le Phuong Thao

Date:

I would like to express my sincere gratitude to those who assisted me in completing this thesis Without their direction and guidance, this paper may not have been finished.Without my supervisor, Dr Le Phuong Thao, this thesis would not be nearly as complete.

In addition, I would like to extend my gratitude to all the lecturers at the English Faculty of Hanoi Open University for providing me with scholarly knowledge, valuable lectures, and instructions that assisted me in completing the final project

Furthermore, I am grateful to the Library Department instructors who made it easier for me to browse and acquire data for this thesis

And last but not least, I want to express my gratitude to my friends and family, my seniors, and my professors for their continuous backing and support throughout this period

The purpose of this study is to determine how Mind-Mapping Strategies (MMS) encourage the seventh-grade students at Le Van Thinh secondary school enhance their vocabulary, what elements impact the implementation of MMS for learning English Vocabulary (LEV), and the opinions of s students regarding the use of MMS to acquire English Vocabulary (EV) To achieve the purpose of the study, the researcher employed a sequential explanatory approach that incorporated quantitative and qualitative techniques Sequential explaining is a form of hybrid method in which quantitative data collection is followed by qualitative data collection to strengthen the quantitative data Students' test results from the pre-test, post-test, short-term memories (STM) test, and long-term memory (LTM) test are used to collect qualitative data Tests and interviews are used to acquire data using the quantitative method Descriptive language is used to convey the results of exams and interviews The analysis is used to examine the elements which affect the utilization of MMS for LEV based on the findings of the tests and the interview, as well as the data garnered from the analysis of the test and interview results The test results indicate that MMS could enhance the EV of the seventh-grade students at the Le Van Thinh secondary school The results of the interview indicate that MMS facilitated them with enhancing their EV, as they suggested that MMS enabled them

to recall EVs more effectively and naturally due to the colors and logical structure

Key Words: Mind-Mapping Strategies, Learning English Vocabulary.

EFL English as a Foreign Language

ELS English Learners

LIST OF APPENDICES

LIST OF TABLES AND CHARTS

Table 3: Statistical Table of Pre-test and Post-test Results of Class A 35

Table 4: Statistical Table of Pre-test and Post-test Results of Class B 35

Chart 2: The results of the pre-test and post-test of class B 34

Chart 3: The results of the STM test and LTM test of class A 37

Chart 4: The results of the STM test and LTM test of class B 38

CHAPTER I: Introduction I

6

2.1.1 Review of related studies worldwide 62.1.2 Review of related studies in Vietnam 7

2.2.4.1 Definition of Mind-Mapping Strategies 92.2.4.2 Advantages of Using Mind-Mapping Strategies 122.2.4.5 Characteristics of Mind-Mapping Strategies 142.4.4.6 How to make a Mind-Map Strategics 15

CHAPTER III: Research Methodology

394.3 Some suggestions for using mind-mapping strategics to LEV 43

475.1 Recapitulation

5.2 Concluding remarks

5.4 Recommendations and suggestions for further research ]

REFERENCES

APPENDICES

This chapter deals with the introduction of the thesis This chapter starts with the rationale of the study Then, the aims and objectives and research questions of this study Next, it is the method, scope and significance of the thesis The structure of the study comes in the end.

1.1 Rationale

Coady and Huckin's (1997) statement that "vocabulary is central to language acquisition and of critical importance to the typical language learner" is accurate Words are essential since they are a part of every language and without them, there would be no such thing as communication We all utilize language as a tool for interpersonal communication and for expressing ourselves One of the language elements that contribute to the acquisition and application of language skills is vocabulary

This is a crucial issue since words function as symbols or indicators for concepts They serve as the conduit through which individuals communicate their beliefs We have more notions as we acquire new vocabulary As a consequence, we can express our thoughts more effectively Learning a language is essential because vocabulary is necessary for communication Therefore, all students of English or other languages should be accustomed to these words

Those who have a mastery of the language's vocabulary may find it easier to express themselves in writing and speech, as well as to understand what others mean by using various terms Since they do not understand the meanings of words, they will be unable to read, write, or converse in English Vocabulary is seen as important to effective communication in this model

Learning a language helps with schoolwork in every area, students are required to learn a foreign language as a means of better understanding themselves, their own culture, and the cultures of others, students’ need to develop these four skills in order to become fluent in a new language Listening, talking, reading, and writing are the four pillars of language proficiency They also need to be proficient in three areas related to the study of language The three parts are the grammar, the vocabulary, and the pronunciation

share their thoughts Learning new vocabulary expands our horizons and facilitates clearer expression Students and instructors of English need extensive vocabularies to learn and teach all linguistic skills The use of vocabulary is facilitated by the other language aspects as well as the four language skills.

Vocabulary acquisition is an essential aspect of language study, but it is not an easy undertaking A low score does not indicate that there have been no attempts to resolve the issue Both instructors and students have attempted to teach and acquire vocabulary using a variety of strategies and techniques However, numerous factors are believed to affect the teaching and learning process

Students with a little vocabulary will have difficulty following along with lectures and following conversations Students spend a lot of time studying English vocabulary, but the results are often disappointing and frustrating This is because many students’approach vocabulary study in the same tiresome way that they approach grammar study: by memorizing definitions Consequently, it is preferable to find a powerful mind-mapping approach for instructing kids in English vocabulary

Vocabulary has been regarded as a crucial aspect in language learning because of its central role in preventing learners from running into problems throughout the language acquisition process Students ' linguistic abilities may be greatly improved by working to increase their vocabulary Which comes next?

Vocabulary learning is notoriously challenging for students of foreign languages While vocabulary acquisition tactics are not a major focus area in the English Department

at Hanoi Open University, a small number of student -led research projects have been done in this area The researcher hopes to add to and deepen our understanding of this fascinating issue in the course of this work

1.2 Aim and objectives

This study is aimed to describe MMS which was applied in the classroom to facilitate students’ EV The results obtained can pave the way for several implications for teachers to make better decisions on encouraging their students to LEV by using MMS

- Finding out whether MMS helps the seventh- grade students in the experimental group improve their EV more than these students in the control group or not;

- Investigating the factors that influence the application of MMS for LEV and the opinions of the seventh- grade students toward using MMS to acquire EV

1.3 Research questions

1 How does MMS help the seventh- grade students in the experimental group improve their English vocabulary in comparison with these students in the control group?

2 What factors affect the application of MMS for LEV and the opinions of the seven- grade students toward using MMS to acquire EV?

1.4 Methods of the study

The objectives of this study are to determine how MMS allows students to enhance their English vocabulary and how students ' vocabulary improves Consequently, the author utilized a sequential explanatory approach that combined both qualitative and quantitative techniques Sequential explanatory is a form of hybrid method in which quantitative data collection is followed by gathering qualitative information to strengthen the quantitative data Multiple methodologies, including qualitative, quantitative, descriptive, and analytic, were used to conduct the study

The pre-test, post-test, STM test, as well as LTM test outcomes for students are analyzed qualitatively in order to glean relevant data Quantitative methods are utilized to collect data through exams and interviews Descriptive language is used to convey the results of exams and interviews Analysis is used to examine the elements which have an impact on the utilization of MMS for LEV based on the data obtained from evaluations and interviews

1.5 Scope of the study

This study was conducted to examine 100 secondary students who were in the seventh -grade in Lc Van Thinh Secondary School in Bac Ninh The study mainly focuses on whether MMS helps students in secondary school improve their vocabulary or not and finds out the factors that influence the application of MMS for LEV

This study is anticipated to reveal the way MMS enables students to improve their English vocabulary and how students' vocabulary improves The results can help instructors make more informed decisions about how to motivate their students to increase LEV through the use of MMS.

Additionally, MMS should play a significant part in instructional practices A Mind Map's primary function is to facilitate the formation of links between different concepts or objects This can assist students in organizing and regulating their acquired knowledge MMS enables students to acquire a deeper understanding of their own knowledge by linking old and new information During this procedure, a comprehensive new knowledge system is developed

In teaching practice, teachers can therefore utilize the MMS to impart and aid students in knowledge creation, thereby fostering interaction between instructors and students In addition, the MMS's use of coloring pages and images can facilitate learning

On this basis, the MMS can be regarded as an educational instrument used to present teaching and instructional materials and to construct an educational network, which can aid in augmenting the efficacy of education The applicability of the MMS is not limited to LEV It is also applicable to reading, writing, and grammar instruction Future research will expand the educational applications of MMS

1.7 Structure of the study

The study is divided into 5 chapters

Chapter 1, The Introduction, gives the rationale, the aims and objectives, research questions, the scope, significance, the method, and the design of the study

Chapter 2, Literature Review, is presented as the foundation for the study First is the review of previous studies including the studies worldwide and studies in Vietnam The second part is the theoretical background/framework including: Information processing theory, knowledge visualization theory, brain science theory, mind-mapping strategies (MMS) which consists of the definition of mind-mapping, the advantages of

Chapter 3, Research Methodology, gives the population and sample, research design, research instruments, and procedure

Chapter 4, Using mind mapping strategies to enhance English vocabulary for

the seventh-grade students, deals with finding out the effectiveness of using MMS for

LEV by analyzing the tests’ results and finding out the factors affecting the application of MMS for LEV by the interview’s results

Chapter 5, Conclusion, briefly summarizes what has been discussed in the previous parts Furthermore, this chapter also presents the limitations of the research and some suggestions for further studies

References and Appendices come at the end of the study

This chapter deals with the literature of the thesis This chapter starts with the review of previous studies, it focuses on the review of related studies in the world and in Vietnam Then, the framework of this study which MMS is given It includes information processing, knowledge visualization theory, brain science theory, and mind mapping strategies Next, it is the summary of the chapter.

2.1 Review of previous studies

2.1.1 Review of related studies worldwide

Around the world, there have been many studies on how the MM method is used

to teach languages The study Teaching Vocabulary through MM Technique to the Tenth Graders of SMA Negeri 15 Palembang was written by Effendi in 2004 Based on the study's review of the data, it's clear that the students in the experimental group (who used the MM technique) made much more progress than those in the control group (who used the standard method) A study of the data shows that MM was a good way to teach words

to students in the tenth grade at SMA Negeri 15 Palembang

In addition to the above study, there are additional studies that employ MMs in language instruction The study Introducing Mind-map in Comprehension by Moi and Lian (2007) concludes that students are better able to comprehend and recall the comprehension passage by establishing meaningful connections, patterns, and relationships between concepts and information Visual mapping also helps students develop their ability to think critically and organize information and ideas, resulting in a deeper understanding of a topic Students acquire confidence in their ability to answer comprehension queries

Hofland (2007) confirms in a study named MM in the EFL classroom that MMs are memory aids that use individual connections to make it simple to access new information and visualize the thought process Consequently, MMs have proved to be an effective method for learning a foreign language In addition, he asserts that the use of MMs can provide numerous benefits for teaching reading, writing, speaking, and vocabulary

It is hard to find studies in Vietnam that are related to the topic of this study Dang Thanh Diem's graduate paper, which was released in 2011, was called "Using MMs and diagrams to teach vocabulary to first-year mainstream students, Faculty of English Language Teacher Education." Her results showed that there was a difference in performance regarding the Experimental Group and the Control Group This shows that using MMs and pictures to teach vocabulary can help students remember the words better and for longer Also, students were eager to learn about MMs and diagrams after hearing

a lesson that used them

In addition to this study, there arc numerous studies on teaching and acquiring vocabulary Do Thi Lan Anh (2010) Using videos and films to teach English vocabulary

to students in the tenth form students

Some techniques for teaching vocabulary in the coursebook "Powerbase Elementary" for first-year, non-major students at Vietnam National Economics University by Nguyen Thi van (2006), enhancing learning English Vocabulary through Gaines: the action research by Vu.P.T (2011), and so on Although these studies have no direct connection to the subject of "Using MM to teach vocabulary," they all contribute significantly to general knowledge about vocabulary and vocabulary instruction

2.2 Theoretical background

2.2.1 information Processing Theory

Memory and learning are closely related In part, forgetting is caused by the inability to locate links to the data stored in the mind There are numerous signals that serve as retrieval aids, so if we analyze data at a profound significant level and then store it in our intellectual networks, it will be far easier to reach it if necessary

Finding the necessary term via a related concept is more likely the more links there are among concepts and the more complete the mental image of connected concepts is The chance of forgetting all of one's connections decreases considerably as one makes more

of them When something has so many ties to other things, it's almost impossible to write

memory trace is imprinted more deeply.

Consider the challenge of learning new English words: if you don't have good memory abilities, you'll quickly forget what you've learned even if you know the word's spelling and meaning

However, when he breaks down each word into its component parts and considers them as links in a chain of linked thoughts, his ability to remember and use the words improves dramatically If we help him associate the word "orange" with a type of fruit, its color, seeing it at the store and in the foodstall he consumes, and remembering the way it tastes, the word will develop into an integral part of his functional language

In conclusion, the longer information is stored in memory, the more fully we process sensory information This might illustrate why some learners put in a lot of effort memorizing vocabulary yet still do poorly on tests Since it builds data linked to the words, the Mind-Map is a depiction of deep information processing Schunk (2012) writes that as people make connections between bits of knowledge, it becomes easier to learn and remember

The Mind Map also provides a structured presentation of data It always radiates outward from the center, and the peripheral ideas radiate outward from there in a logical fashion Having information neatly filed away and related in a logical approach aids recall When you think of one thing, your mind automatically thinks of everything else connected to it

2.2.2 Knowledge Visualization Theory

In 2004, Epper and Burkhard were the first to introduce a theory of knowledge visualization They assert that visual representation is a method for facilitating the comprehension of complex information and insights as well as an instrument capable of translating abstract data into solid information

The term "knowledge visualisation" is used to describe the use of any and all visual methods for building and conveying complex ideas Knowledge visualization goes beyond just relaying information in order to facilitate another person's ability to reconstruct, recall, and accurately apply ideas, experiences, beliefs, expectations,

of corporate administration.

It eventually makes its way into the classroom, where it becomes an integral part

of effective teaching The brightly colored photos, photographs, and graphics that populate the Mind Map make it an illustration because of its ability to visually express information The usage of Mind Maps in the classroom is supported by the notion of knowledge visualization

2.2.3 Brain Science Theory

Humans have left and right brain hemispheres, as proposed by Roger Wolcott Sperry (1961), an American neuropsychologist who won the Nobel Prize in Physiology

or Medicine in 1981 for his work on the split brain Things like logic, language, judgment, and reasoning are all handled by the left hemisphere of the human brain The right hemisphere of the brain is responsible for processing visual information as well as auditory information like music and sound

According to Ziganshina (2017), each hemisphere of the brain serves a different purpose Logical cognition occurs in the left hemisphere of the cerebral cortex, whereas visual or symbolic thought occurs in the right hemisphere The right hemisphere of the brain is thought to have a far larger capacity for long-term memory than the left The right hemisphere of the brain is the seat of imagination and original thought (Sperry, 1967)

However, many people have gotten used to reasoning with words rather than pictures That's why most people aren't making the most of what their right brain regions have to offer Line, color, and pictures come together in the Mind Map to help stimulate the right hemisphere of the brain and unleash the full potential of both halves of the brain The effectiveness of learning may be increased when the two hemispheres work together

2.2.4 Mind Mapping Strategies

2.2.4.I Definition of Mind-Mapping Strategies

memorization, introduced the idea of Mind-Mapping as an aid for note-taking Tony Buzan initially employed this method to assist students who had failed their classes He noticed that those students significantly improved their academic performance and their manner of thinking Even some of them became outstanding scholars.

The ideas were later gathered into books by Tony Buzan (1991) Hence, the idea

of mind mapping emerged To illustrate its usefulness, Buzan used the analogy of a city map He emphasizes how the hub of a city is analogous to the centre of a Mind Map In a city, the main street stands in for the main concept, while the side streets symbolize the supporting details, etc The Mind Map will help you see your progression from one stage

to the next

When creating a "mind map," one uses a hierarchical system to group ideas together and draw connections between them Like a radiating graph, it has a focal point and many branches A Mind-Map's layout may stand in for the way the brain works One way to look at it is as a diagram of the connections between various fields of knowledge Through organization and categorization

The MMS simplifies the process of remembering by converting dry facts into a clear and concise picture With MMS, fresh information "hooks onto previously stored data without any effort on your part The more of these hooks there are, the easier it is to 'catch out' the important data As a result, mastering MMS makes acquiring new knowledge far less of a chore the more you use it

According to Buzan (1991), a "mind map" is "a diagram in which words, concepts, tasks, and other aspects are represented by linked nodes and structured in a circular form around a central key word or notion." It helps with conceptualization, visualization, organization, and categorization A data visualization shows the relationships and associations between different data points

Murley (2007) says that mind-mapping is a powerful way to come up with ideas and talk about them orally and in writing Budd (2003) says that mind-mapping is a type

smaller branches that grow from the main idea.

It is a visual tool for coming up with ideas, taking notes, organizing your thoughts, and coming up with new ideas Most people start making a mind map in the middle of the page to show the main idea or topic Then, draw lines in all directions to make a diagram

of terms, ideas, and data that are related to each other

Furthermore, mind maps physically represent concepts in a relational structure, with the central subject at the paper's center, major subtopics on branches emerging from the central topic, and subtopics around each major subtopic A mind map may be made using pen and paper or a computer application (Murley, 2007)

Thombury (2002) argues that the ability to classify and categorize is essential for language acquisition In order to help students remember new words, the author selects mind mapping as a method to assist in memory

When it comes to teaching and studying the English language, mind mapping is only one option among several This strategy is used by many teachers to teach literacy skills including writing, reading, and public speaking

Mind mapping, as described by Buzan (2005), helps students remember what they've read and retrieve it quickly when called upon They will have the ability to arrange their thoughts logically on paper

Students will find this method useful in situations when they need to express their views to the group Mind mapping, as observed by Buzan (2005), is an effective tool for fostering students ' capacity for both note-taking and original thought

Mind mapping helps students clarify their thinking by allowing them to visually organize their ideas into networks The process starts with a concept, which is then represented by the fundamental branches of mind mapping, which in turn are mixed with visually exciting colors and pictures to excite the left brain

mind mapping is seen as one of the approaches or activities that may be used to teach vocabulary However, there are no hard and fast rules for teaching vocabulary, and teachers may choose from a wide range of approaches The Mind Mapping Strategy is a flexible learning tool.

A mind map is a kind of visual organizer useful for expanding one's lexicon Students may think about phrases and topics in many different ways while using a visual organizer Most word map organizers call for students to come up with their own definition, set of synonyms, set of antonyms, and visual representation of a target vocabulary word or subject Vocabulary expansion is crucial for students ' progress in learning English The innovative method of note-taking known as "mind mapping" aids memory retention of large amounts of data

Because it highlights the essential notion and makes vocabulary learning easier, mind mapping is seen as one of the approaches or activities that may be used to teach vocabulary However, there are no hard and fast rules for teaching vocabulary, and teachers may choose from a wide range of approaches The Mind Mapping Strategy is a flexible learning tool

A mind map is a kind of visual organizer useful for expanding one's lexicon Students may think about phrases and topics in many different ways while using a visual organizer Most word map organizers call for students to come up with their own definition, set of synonyms, set of antonyms, and visual representation of a target vocabulary word or subject Vocabulary expansion is crucial for students ' progress in learning English The innovative method of note-taking known as "mind mapping" aids memory retention of large amounts of data

In light of the above, it should come as no surprise that mind mapping may aid students in idea generation Moreover, mind mapping may be used in the classroom Students just need a blank piece of paper and a pen or pencil to create a mind map They may also employ technology to create mind maps

2.2.4.2 Advantages of Mind-Mapping Strategies

be in the middle, with related themes clustered around it The same holds true for sub­subtopics, which are never far from their parent topics This structure helps keep the big picture in mind and makes it easier to see how things are related to one another.

In addition, students ' creative thinking skills will be developed Through the use

of keyword phrases and linkages shown by pictures, symbols, and colors, MMS allows for more efficient memory storage by organizing all relevant subjects into a single mind map Students ' curiosity and creativity are both flourishing as a result of MMS's use in the classroom The visual and auditory experience that MMS provides to students is superior

Furthermore, as Murley (2007) pointed out, mind-map "maps" are easily digestible Students benefit from the increased efficiency and less wasted time that comes from teaching to several learning styles in EFL courses Visual learners, who remember information better when it is represented by photos and other graphic aids, will find MMS particularly helpful

The use of MMS to improve education was also highlighted by Al-Jarf (2011) As

an illustration tool, it helps visually-oriented students organize their thoughts, focus their studies, and make meaningful associations According to Al-Jarf (2011), using MMS helps students better organize, prioritize, and integrate course content

According to Pramono, students who use MMS report improvements in a variety

of areas, including pronunciation, vocabulary, intelligibility and naturalness of speech, task performance, and communication (2013) They favored using English above any other language

The popularized image of mind maps with central and branching ideas on paper was initially created and promoted as the most effective learning aid, and we arc quite persuaded of its efficacy

Enhancing inventive reasoning: If you need to generate ideas for a term paper

or a project, mind maps are an excellent tool to use The visual organization of

generation of ideas.

Improve information retention: When you create a mind map from the materials you arc studying, you actively engage with them, which improves your ability to recall the information

Increased efficiency: As you can almost immediately see the result of your efforts, organizing your thoughts into a colorful, incisive diagram motivates further study

Time-efficient editing: Need to review hundreds of pages prior to a test? Mind maps will save you a great deal of time because they are so readily assimilated and centered on concepts rather than volumes of text

Deconstructing complex ideas: Mind maps are a great way to explain more complex topics because you can divide them into related pieces and investigate their relationship through the use of colors, images, and sub-branches

In conclusion, multi-sensory learning (MMS) is a powerful way to help people learn, solve problems, think critically, and remember things by using the strengths of both sides of the brain

z.2.4.3 Characteristics of Mind Mapping Strategies

Based on the work of Budd (2003), mind maps share four key features:

a The starting point for each mind map is a picture representing the most important idea or subject Since the human brain finds it easier to generate new ideas when presented with visuals, the mind map's focal point is one such image

b In a mind map, ideas are "released" from the main idea or image as branches that connect to each other The sizes of the branches are different, and the words that link them help to show how important the subtopics are to the main theme

c Ultimately, the mind map is organized as a hierarchy of related concepts Palmberg (2011) argues that our minds arc continuously making connections between seemingly unrelated things Once this is done, the mind forms a mental picture of the building

recommended that the picture be used in various places across the mind map Mind maps rely heavily on the use of color, while traditional outlines seldom make use of it To that end, many mind maps choose a single hue to represent each major concept Instead of using whole sentences, each department focused on a single term.

2.2.4.4 How to make a Mind-Map strategies

According to Murley (2007), several different software packages may be used to create mind maps Mind maps drawn by hand are best created on a big piece of blank white paper laid out in landscape orientation with a pen People use pens of many sizes and colours Using paper and ink, these are the steps for making a mind map:

a) Put the main point or subject right in the middle of what you're writing When making a mind map, we may find that having the website in landscape mode is more practical

b) Use lines, arrows, branches, and different colors to show the link between the topic and the main idea Relationships are needed for the idea to stay connected to the main subject

c) Do not make any more art Instructors should draw quickly, with no time for redrafting In the initial stage of mind mapping, all ideas, including those that won't be used later, should be evaluated

d) Use different colors to signify various ideas We may use whatever approach

we choose, but maintaining uniformity will help US create a more useful mind map in the following stage

e) Give us some breathing room on this page to include new ideas as we go We could switch to A3 if A4 is too cramped

There are some examples about making a mind map which is based on Buzan (2005) is presented below:

(2005)

(2005)

This chapter discusses the thesis's literature This chapter begins with a review of previous research, focusing on studies conducted in Vietnam and around the globe The framework of this research is then provided by MMS It consists of the processing of information, knowledge visual theory, neurological hypothesis, and mind mapping techniques Next, the chapter's summary is presented.

This chapter deals with the research methodology of the thesis This chapter starts with the population and sample of the study Then, the research design and instrument of this study is given Next, it is the procedure and the summary of the chapter.

3.1 Population and Sample

3.1.1 Population

According to Creswell (2008), a population may be described as "a group of individuals with the same characteristic." In response to this observation, the author of this piece of research came to the conclusion that the sample group included high school students from Le Van Thinh who had achieved an Al level in English

3.1.2 Sample

A subset of a population that is representative of the whole population as a whole

is referred to as an example in Arikunto's (2010) definition On the basis of the suggestion made by the instructor, Class A was selected to serve as the experimental class, while Class B was appointed to play the role of the control class

The sample for this experiment consisted of both Class A, which had fifty students, and Class B, which also had fifty students Both classes were taken from the same school

Table 1: The sample

3.2 Research Design

Using a sequential explanatory hybrid method, which is a quantitative and qualitative approach combined Students were provided with a pre-test to determine their vocabulary knowledge The author then provided them with a vocabulary list pertaining

students into two classes which are Experimental Class (Class A) whose students were treated by using MMS to LEV and Control Class (Class B) whose students were not given the method.

Then, the students in both Class A and B were given a post-test The post-test was used to determine whether MMS can be useful for students in LEV or not

Moreover, in order to get convinced results, the students in both classes A and B took two memory tests which arc short-term memory (STM) test (which was given immediately after the post-test) and long-term memory (LTM) test (which was given after 3 months from the post-test was taken) to find out whether MMS could influence STM and LTM or not The STM test and LTM test were asking students in both class A and B write down all of the vocabularies (topic book) which they could learn in the vocabulary list which the writer gave them after the pre-test

Finally, to figure out the factors affecting the application of MMS for LEV, the writer used an interview The interviewees were 50 students of experiment class (class A)

3.3 Research Instrument

3.3.1 Quasi Experiment Teaching

The author conducted a semi-experimental investigation She employed mind mapping as an approach for teaching LEV in Experimental Class (Class A)

The teaching was divided into six meetings, with a pre-test administered at the first meeting, a post-test and STM test administered at the fifth meeting, and an LTM test administered at the final meeting The author conducted only three meetings for the Control Class (Class B), which included a pre-test, post-test, and STM test at the first meeting, and an LTM test at the third

A Experimental Class (Class A)

1/ The First Experimental Class Meeting (September 5, 2022).

The writer entered the classroom and greeted the students She went on to describe the goals of her research and the importance of vocabulary development for ESL learners

brief five-minute self-introduction.

The author then gave a pre-test to determine the level of students' vocabulary knowledge She had the whole class take around 30 minutes to talk about their favorite books aloud Finally, the author gave students a literature-related word list to learn (Appendix II)

2/ The second Experimental Class meeting (10 September 2022).

Before beginning her presentation on MMS, the author checked the attendance roster at the second meeting of the experimental class The author gave each student a sample mind map to use as a guide

The author then went on to describe the mind map she had just handed out and provide instructions on how to make one's own The author next had the students use the vocabulary list (see Appendix II) she had given them at the first meeting to develop a basic mind map about the novels that included the terms on the list, while she monitored the work The author then had students demonstrate their understanding of MMS by presenting their own mind maps to the group

3/ The Third Experimental Class Meeting (15 September 2022)

In the third session of experiment class, the instructor checked the roll to ensure everyone was there The author then started showing the students how to generate ideas

by teaching them the fundamentals of mind mapping She then gave everyone an opportunity to ask any remaining questions

Finally, the author showed the students how a mind map may help them think of their own ways to simplify the process of acquiring vocabulary and other English skills

4/ The Fourth Experimental Class Meeting (20 September 2022)

On September 20, 2022, the fourth meeting of the experimental class was held At the beginning of the fourth session of the experimental class, the author checked the roll