High school students’ perceptions and practices of using mind maps to develop vocabulary in english classes

QUY NHON UNIVERSITY MAI HONG PHUONG HIGH SCHOOL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING MIND MAPS TO DEVELOP VOCABULARY... DECLARATION OF AUTHORSHIP The thesis entitled ―High Scho

INTRODUCTION

Rational

Nowadays, Vietnamese people's lives are greatly impacted by the development of globalization, making English an important part of their lives

Learning English has become essential for individuals seeking to capitalize on favorable job opportunities Mastery of the language necessitates proficiency in the four key skills: reading, speaking, listening, and writing Furthermore, a strong command of grammar, vocabulary, and pronunciation is crucial for effective communication in English.

"Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed"

Vocabulary serves as the essential foundation of language, significantly impacting all facets of language use As noted by Brown (2002), it acts as a fundamental building block and a core element of any language, underscoring its critical importance in effective communication.

Vocabulary learning is essential for mastering a foreign language, as highlighted by research indicating that EFL students often forget new words due to limited conversational practice To address this issue, Coady & Huckin (1997) and McCarthy & O'Dell (2002) advocate for strategy training in EFL classes to enhance vocabulary acquisition for improved oral communication Mind maps have been effectively utilized in language teaching, as demonstrated by Mirza (2017) and Anggraeni (2019), particularly in enhancing speaking skills among high school and university students Studies show that students using mind maps exhibit significantly better test performance, as they are better prepared with relevant lexical resources for speaking tasks Despite numerous studies on vocabulary development in high school, there is a lack of research on students' perceptions and practices regarding mind maps in English classes This gap has motivated the current research titled "High School Students' Perceptions and Practices of Using Mind Maps to Develop Vocabulary in English Classes."

Aim and objectives

This study investigates the students‘ perceptions and practices of using mind maps to develop vocabulary in English at Le Thanh Ton High School in Nha Trang City

The study was conducted in an endeavor to:

- Explore the students‘ perceptions of using mind maps to develop vocabulary

- Explore the students‘ practices of using mind maps to develop vocabulary.

Research questions

To obtain the aim and the objectives, the researcher answers the following questions:

1 What are the students‘ perceptions of using mind maps to develop vocabulary in English classes?

2 How is vocabulary practiced in those classes via mind maps?

Scope of the study

The research is limited to a high school, with its students in grades 10,

11, and 12 The focus is on students‘ perceptions and practices of using mind maps to develop vocabulary.

Significance of the study

The study‘s results are anticipated to shed light on the students‘ perceptions of using mind maps to develop vocabulary in English classes at

Le Thanh Ton High School in Nha Trang City is expected to benefit from a study focused on enhancing foreign language pedagogy The findings aim to assist high school students in improving their English vocabulary, contributing positively to their language learning experience.

In order to familiarize the students with using mind maps in improving vocabulary in speaking, high school teachers might include using mind maps training in their classroom instructions.

Organization of the thesis

There are five chapters in the thesis:

Chapter 1, Introduction, presents the aim, objectives, and research questions Additionally, the study scope, importance, and format are suggested

Chapter 2, Literature Review, mentions the theoretical background for the study and reviews previous studies related to this study

Chapter 3, Research Methodology, covers the research methodology, research techniques, data collection, and data analysis

Chapter 4, Findings and Discussion, reports and analyzes the results of the research

Chapter 5, Conclusions and Implications, presents the key conclusions

In light of this, the consequences, restrictions, and suggestions for additional related studies are presented.

LITERATURE REVIEW

Vocabulary

Vocabulary encompasses various definitions, including all the words an individual knows or uses, the entirety of words in a specific language, terminology relevant to particular topics, and curated lists of words with their definitions, especially in language learning resources As Alkufaishi states, vocabulary serves as a crucial vehicle for thought, self-expression, interpretation, and communication.

To communicate effectively in English, having a large vocabulary is essential for expressing ideas clearly (1988, p 47) According to Hatch and Brown (1995), vocabulary refers to the collection of words that a speaker of a specific language utilizes Hornby (1995) expands on this by defining vocabulary as the total number of words within a language, while Hornby (2006) emphasizes that it encompasses all the words an individual knows and uses.

Vocabulary is a fundamental aspect of language proficiency, significantly influencing learners' speaking, listening, and writing abilities (Richards & Renandya, 2002) It encompasses the knowledge of words and their meanings (Diamond & Gutlohn, 2006) and is defined as the capacity to comprehend word meanings (Hiebert & Kamil, 2005).

Expanding a learner's vocabulary requires linking words with related terms, understanding examples and non-examples, and using them accurately in sentences (Snow, Griffin & Burns, 2005) Vocabulary encompasses the range of words a speaker employs to express their thoughts and feelings, highlighting its importance in effective communication.

2.1.2 Importance of vocabulary and vocabulary learning in learning a foreign language

In order to learn a language, vocabulary is crucial According to Schmitt

A strong vocabulary is essential for mastering a language, as inadequate vocabulary hinders communication and comprehension for English language learners (2008, p 329) Morra and Camba (2009) emphasize that vocabulary acquisition is crucial for both native and foreign language learning, enabling learners to express their ideas and understand others Wilkins (1972, pp 112-112) highlights that while grammar is important, vocabulary is indispensable for communication, with Lewis (1993, p 98) identifying lexis as the core of language Schmitt (2010, p 4) notes that students prioritize dictionaries over grammar books, reflecting their awareness of vocabulary's significance Furthermore, Laufer and Ravenhoust (2010) assert that reading plays a vital role in vocabulary development, which is a key predictor of reading success Nation (2000) states that to comprehend oral or written texts, students must know approximately 98% of the vocabulary, with an estimated vocabulary size of 8,000 to 9,000 words needed to understand novels and newspapers.

Schmitt (2000) highlights the essential role of vocabulary in effective communication and second language acquisition Mastery of vocabulary is fundamental for learners to develop their speaking, listening, reading, and writing skills For many foreign language learners, especially those studying English as a foreign language (EFL), vocabulary learning is a primary focus and a vital task A strong vocabulary foundation is necessary for successful reading, writing, speaking, and listening Ultimately, enhancing vocabulary is critical for mastering any language.

According to Al Quahtani (2015), learners often face significant challenges when acquiring vocabulary in English due to three main factors: limited opportunities for practice, differences between their native language and English, and the intricate nature of word systems These obstacles can hinder effective vocabulary learning and retention.

The first step for effective vocabulary learning is identifying the difficulties encountered during the process According to Thornbury (2004, p

27), the following are among the most common difficulties in vocabulary learning: pronunciation, spelling, length and complexity, grammar, interpretation, range, connotation and idiomaticity

Difficult-to-pronounce words are harder to learn, and discrepancies between sounds and spelling can complicate pronunciation and spelling errors Interestingly, long words are not inherently more challenging to learn than short ones; however, high-frequency English words are typically shorter, making them easier for learners to encounter and remember Additionally, the grammatical rules associated with verbs can pose challenges, as it can be confusing to determine whether to use an infinitive (e.g., to swim) or an -ing form (e.g., swimming) after verbs like enjoy, love, or hope.

Students often confuse words with overlapping meanings, such as "make" and "do," which can lead to interpretation problems For example, we "make breakfast" but "do housework." Words with broader usage, like "put," are generally perceived as easier compared to their more specific synonyms Additionally, uncertainty about connotations can create further challenges; for instance, "propaganda" has a negative connotation in English, while its equivalent in other languages may simply mean "publicity." Conversely, "eccentric" is neutral in English, but its closest translations might carry negative implications Furthermore, idiomatic expressions, such as "make up your mind" or "keep an eye on," are often more difficult to comprehend than words with straightforward meanings like "decide" or "watch."

According to Gower, Philips, and Walter (1995), the difficulty level of a vocabulary word is influenced by various factors, including its similarity to the learner's first language, its connotation, pronunciation, spelling, multi-word combinations, collocation, and context of use.

Vocabulary difficulty often hinges on the resemblance between a student's first language and English, both in form and meaning Similarities can be misleading, as they may not aid comprehension Additionally, grasping a word's connotation—its positive or negative associations—can be challenging For instance, describing someone as "skinny" versus "slim" conveys different attitudes, highlighting the importance of word choice in communication.

Pronunciation and spelling pose significant challenges for students, especially those from languages with regular spelling systems, as many English words have irregularities For example, words like "through," "though," "thought," "tough," and "thorough" often lead to mispronunciation and confusion Additionally, lexical items can consist of multiple words, such as in compound nouns like "sports car" or phrasal verbs like "to put someone up," which are particularly difficult for English learners due to their reliance on short words Furthermore, the collocation of words can be complex; for instance, we use "strong" with "wind" and "coffee," but only "light" with "wind" and "weak" with "coffee." Understanding the appropriate usage of vocabulary is also a challenge, as certain terms, like "pushing" in the context of age, are only applicable in specific situations, particularly when referring to older individuals.

"He's pushing there!" to imply "He's almost there." It's also critical to understand whether a word or phrase has a distinct informal or formal style

Many individuals struggle with pronunciation, writing, and spelling, largely due to the complexities of word inflections Additionally, selecting the correct meaning of words and understanding their contextual usage poses further challenges Lastly, encountering idiomatic expressions often leaves people confused and uncertain.

According to Hornby (1995), vocabulary is the total quantity of words that make up a language While Alkufaishi (1988, p 47) states that vocabulary is ―a vehicle of thought, self-expression, interpretation, and communication‖

Enhancing vocabulary knowledge and its correct usage is essential for foreign language learners Achieving this requires a shift in mindset from traditional teaching methods to a focus on learners and their language acquisition processes (Sadighi & Zarafshan, 2006) Language learning strategies, as outlined by Rubin (1987) and O'Malley and Chamot (1995), encompass the activities and techniques that learners employ to comprehend, retain, and utilize language effectively This approach encourages language teachers to assist students in adopting effective vocabulary learning strategies for independent vocabulary study (O'Malley & Chamot, 1995).

Catalán (2003, p 56) defines Vocabulary learning strategies (VLSs) as

Understanding the mechanisms involved in vocabulary acquisition is essential for language learners This includes processes such as discovering the meanings of unfamiliar words, committing them to long-term memory, recalling them when needed, and effectively using them in speaking and writing Language learning strategies are cognitive techniques that help students enhance their vocabulary retention and recall Since memorizing every word in a language is impractical, learners must employ these strategies at different stages of their learning journey to improve their word processing and recall abilities.

Mind Maps

2.2.1 Overview of mind maps and mind mapping

Mind maps have been utilized for thousands of years as a powerful graphic technique that unlocks the brain's potential (Buzan, 1993) Defined as an associative network of images and words, mind maps engage various cognitive skills such as logic, color, and spatial awareness (Buzan & Buzan, 1996) They serve to organize ideas, representing tasks and concepts through a central keyword linked by branches, often incorporating colors, short phrases, and images (Buzan, 2006) Additionally, mind maps are recognized as non-linear visual outlines that enhance memory, creativity, productivity, and organization (Murley, 2007) Their versatility allows for application in any area requiring thought, planning, or creativity (Buzan, 1989).

The human brain consists of two equal hemispheres, with the left side controlling the right side of the body and the right side controlling the left, as discovered by Sperry (1968) Mind mapping, as highlighted by Buzan (1989) and Hofland (2007), effectively stimulates whole-brain thinking by engaging both the logical left hemisphere and the creative right hemisphere Research indicates that mind maps enhance memory retention and facilitate quick learning in EFL classes, as evidenced by studies from Kamli (2019) and Rezapour-Nasrabad (2019) This technique promotes simultaneous brain activity, leading to improved cognitive processing (Muhlisin, 2019).

Mind mapping is rapidly replacing traditional outlining and note-taking methods in offices worldwide This technique starts with a central image and incorporates keywords, colors, codes, and symbols The growing popularity of mind-mapping software is enhancing this approach Buzan highlights key principles of mind mapping, such as emphasizing important information, making associations, maintaining clarity, and developing a unique personal style According to Buzan, the essential elements of a mind map—such as paper, colors, words, images, structures, and lines—are crucial for effective visualization.

Figure 1 Rules of mind mapping (Buzan in Byrnes, 2010, p 2)

In education, utilizing mind mapping techniques provides an effective method for teaching and learning vocabulary According to Trianto (2009), there are four types of mind maps: network tree, event chain, cycle map, and spider map.

The Network tree, as highlighted by Senthamarai (2008), serves as an effective tool for illustrating meaningful relationships between concepts through propositions According to Ramos (2015), this medium is represented in two-dimensional images, where each concept is assigned an uneven weight Supahar (2018) explains that this concept map is organized hierarchically, with the most inclusive concept positioned at the top and subsequent, less inclusive concepts arranged below.

Figure 1 Conflict and solution trees developed as a proposition for the inadequate management of resources in a rural community in the south of Brazil (Camila, 2018, p 15)

The network tree mind map offers a structured approach to organizing vocabulary by categorizing words according to their relationships, including synonyms, antonyms, and thematic links This visual representation aids learners in understanding the nuances and associations between words, enhancing their vocabulary comprehension (Trianto, 2009).

According to Mulis (2022), event chain mind mapping can also be used for exploring steps in a procedure, or steps in a process, as presented in Figure 3

Figure 2 Event chain of mind mapping (Mulis, 2022)

The event chain mind map emphasizes the sequencing and connection of vocabulary words through temporal or causal relationships, making it an effective tool for teaching vocabulary in context, such as in narrative storytelling or historical events This method enables learners to grasp how words evolve both chronologically and logically within a sequence, thereby enhancing their understanding and retention of the material (Trianto, 2009).

The concept map illustrates that the combination of accidents ultimately leads to no conclusive outcome, effectively demonstrating the relationship between various accident combinations and their recurring production of specific results.

Figure 3 Life cycle of butterflies (Kidspress magazine) (https://kidspressmagazine.com/science-for-kids/misc/misc/life-cycle-butterflies.html)

The cycle map mind map presents vocabulary words in a cyclical or iterative format, making it an effective tool for teaching recurring themes and cyclical processes in language learning Educators can leverage this method to enhance vocabulary retention through repetition and reinforcement, highlighting the cyclical nature of language acquisition and usage (Trianto, 2009).

The spider concept effectively distributes viewpoints stemming from a central idea, leading to a broader range of diverse ideas This approach is ideal for visualizations involving non-hierarchical objects, non-parallel categories, and group consensus outcomes.

Figure 4 Spider mapping (Andrew Jones, 2018)

The spider map mind map centers around a main idea, expanding into related vocabulary and concepts This structure promotes associative thinking and the exploration of interconnected ideas In vocabulary instruction, the spider map enhances creativity and divergent thinking, enabling learners to investigate various aspects of a word or topic (Trianto, 2009).

2.2.3 Steps of making mind maps

Creating an effective mind map involves seven essential steps as outlined by Buzan (1993) Start by placing the main idea in the center of a blank page to allow for natural expansion in all directions Use engaging images to capture attention and incorporate a variety of colors to energize the brain Connect major branches to the central image to enhance understanding and retention of information Opt for curved branches instead of straight lines to create a more dynamic structure Limit each line to a single keyword to boost the mind map's flexibility and power Lastly, consistently integrate images throughout the map to reinforce concepts visually.

Murley (2007) emphasizes that a mind map should center around the main idea, with related concepts displayed in a relational context To create an effective mind map, start by placing the central theme in the center of the paper and use visual aids like branches, arrows, and colors to illustrate relationships It's crucial to sketch quickly without lengthy breaks or editing, focusing on capturing all potential ideas Assign distinct colors to represent different concepts, and ensure there is ample white space on the page for future additions This approach facilitates easy updates to the diagram over time.

Al Naqbi (2012, p 15) emphasizes the importance of starting a mind map in the center of a blank page, utilizing images to reinforce the main idea Incorporating vibrant colors is essential to enhance visual appeal The next step involves connecting primary branches to the central image and extending secondary and tertiary branches accordingly Curved lines should be used instead of straight ones to maintain engagement, as straight lines can bore the brain Each line should feature a single keyword, maximizing clarity and flexibility in mind mapping Finally, including images is crucial, as they can convey complex ideas effectively The quality of a mind map is significantly influenced by the creator's creativity and attention to detail, highlighting the variations in techniques based on the use of images and colors.

Mind mapping, as noted by Buzan and Buzan (1993), enhances reading efficiency by allowing individuals to focus on key concepts Hobartswan (2010) highlights its global application in business and education, emphasizing three primary educational uses: facilitating student presentations as an alternative to PowerPoint, serving as a pre-writing tool, and acting as a teaching aid, particularly for non-native English speakers by breaking down language into manageable chunks Additionally, Jf (in Kristina, 2010) identifies mind mapping as beneficial for language learners in three key areas: expanding vocabulary, establishing a clear context for study sessions, and organizing thoughts prior to writing.

Learning becomes easier and more memorable with this approach Byrnes

Previous studies

A study by Heidari & Karimi (2015) explored the impact of mind mapping on English vocabulary learning and retention among male first-graders at Shahed High School in Hamedan, Iran Two classes were selected, with students randomly assigned to experimental and control groups The experimental group utilized various mind-mapping features, such as colors, symbols, and images, for vocabulary instruction, while the control group received traditional teaching methods A pre-test and post-test were administered to assess vocabulary knowledge, with data analyzed using MANCOVA The findings revealed that the experimental group outperformed the control group in the delayed post-test, highlighting the educational benefits of using mind maps in vocabulary teaching for language learners, educators, and syllabus designers.

Bornay (2011) explored the impact of mind mapping and grouping strategies on vocabulary acquisition among first-year Spanish university students, revealing that the mind mapping method enhances regulatory abilities, boosts metacognitive awareness, and fosters a visual learning style Participants' reflections underscored the significant advantages of mind mapping for vocabulary retention Additionally, research by Baleghizadeh and Naeim (2011) highlighted how EFL learners utilized semantic mapping techniques to overcome challenges in vocabulary retention and recall, further supporting the effectiveness of mind mapping in language learning.

In her 2004 study titled "Teaching Vocabulary through Mind Mapping Technique to the Tenth-Grade Students of SMA Negeri 15 Palembang," Effendi investigated the effectiveness of mind mapping for vocabulary instruction among 80 randomly selected students from a total of 360 10th graders Divided into experimental and control groups of 40 students each, the study utilized post-treatment testing as the primary assessment method The findings revealed a matched t-test value of 2.396, exceeding the t-critical value of 1.725, indicating that mind mapping significantly enhanced vocabulary learning in the classroom Effendi recommended further exploration of this technique by other researchers.

A study conducted by Nguyen Thi Thuy Lan in 2012 at Bac Giang University of Agriculture and Forestry explored the effectiveness of mind mapping (MM) in teaching English vocabulary to first-year non-English major students The research involved 90 students from the 2011–2012 academic year, comprising 42 males and 48 females, and utilized a quantitative questionnaire for data collection Findings indicated that mind mapping significantly aids students in note-taking, generating ideas for new topics, and summarizing key lesson concepts Additionally, brief interviews revealed that the use of mind maps positively influenced vocabulary acquisition, enhancing both retention and enjoyment among students.

A study by Dang Thanh Diem (2014) titled "Using Mind Maps and Diagrams to Teach Vocabulary for First-Year Mainstream Students, Faculty of English Language Teacher Education" explored the effectiveness of mind maps and diagrams in enhancing vocabulary acquisition among first-year students The research highlights the benefits of visual learning tools in improving students' understanding and retention of vocabulary, suggesting that incorporating these methods can lead to more effective language education.

The study aimed to evaluate the effectiveness of mind maps and diagrammatic techniques in teaching vocabulary to first-year mainstream English majors Researchers employed paper-based questionnaires to gather data on current teaching practices, followed by a true-experimental approach to assess the methods' effectiveness The findings indicated that utilizing mind maps and diagrams significantly enhanced vocabulary acquisition, leading to the recommendation for more frequent implementation of these techniques in vocabulary instruction for first-year students.

Teachers and students can significantly improve English classes by integrating mind maps to promote vocabulary growth With structured guidance and active participation, students create and use these visual tools to enhance their comprehension of English vocabulary, fostering an effective and empowering learning atmosphere.

METHODOLOGY

Research methods

This study investigates students' perceptions and practices regarding the use of mind maps for vocabulary development in English classes Utilizing both quantitative and qualitative methods, the research aims to address key issues and enhance understanding of the topic (Creswell, 2014, p 565) To strengthen the credibility and reliability of the findings, it is suggested that future researchers implement similar methodologies.

"collect multiple types of data, minimally three, to increase confidence in the findings" (Hinchey, 2008:76)

This study utilized a mixed-methods approach, integrating both quantitative and qualitative techniques to address the research questions Data was collected through three instruments: questionnaires, semi-structured interviews, and observations, each serving distinct purposes at various stages of the research.

Research participants

This study took place at Le Thanh Ton High School in Nha Trang City, involving students from grades 10 to 12, each class consisting of around 40 students with similar levels of English proficiency Participants completed a questionnaire and were interviewed about their use of mind maps for vocabulary development Detailed demographics of the participants are presented in Table 3.1.

Table 3.1 The background of student participants

Participants‘ information Number of participants Percentage (%)

Table 3.1 outlines the demographic data of the study participants, comprising 123 students from grades 10 to 12, including 68 females (55.28%) and 55 males (44.72%), all aged between 15 and 17 This balanced representation of both genders supports an objective outcome Additionally, the age distribution showed minimal variance, indicating that neither gender nor age significantly influenced the analysis of the research questions.

Research Instruments

This study utilized a combination of qualitative and quantitative data collected through questionnaire surveys, semi-structured interviews, and observations The information gathered from these methods was essential in addressing the two research questions posed in the research.

The questionnaire was an effective data collection tool, featuring a mix of closed-ended and open-ended questions designed to gather participants' responses.

A questionnaire, as defined by Brown (2001), is a structured set of questions intended to collect information from individuals, allowing them to either write their responses or choose from given options This tool is essential in second-language research, as it effectively gathers respondents' views, opinions, and attitudes on diverse language-related topics.

Questionnaires consist of two main types of items: closed-ended and open-ended questions Closed-ended questions, predetermined by researchers, provide consistent measurement and enhance reliability Conversely, open-ended questions allow respondents to share their perspectives freely, resulting in diverse and insightful data This study's questionnaire was meticulously designed to incorporate both types, utilizing a 5-point Likert scale for closed-ended questions, which includes options from "strongly disagree" to "strongly agree," as well as frequency measures ranging from "always" to "never" (Ohlson, 2021).

Closed-ended questions offer the advantage of allowing respondents to answer quickly and easily without prior preparation To reduce misunderstandings, the questionnaire was first drafted in English and then translated into Vietnamese The survey consisted of three main sections, which streamlined the data collection process.

This section comprised demographic inquiries about participants, including details such as name, class, and gender

Section B: Students‘ perceptions of using mind maps to develop vocabulary

This section presents a series of statements crafted by the researcher, aimed at gauging students' perceptions of using mind maps for vocabulary development Participants rated each statement on a five-point scale, ranging from (5) Strongly agree to (1) Strongly disagree.

(4) Agree, to (3) Neutral, to (2) Disagree, and to (1) Strongly disagree

Section C: Students‘ practices of using mind maps to develop vocabulary

This section explores how students utilize Mind Maps to enhance their vocabulary development Participants rated their perceptions on a five-point scale, where (5) indicates "Always," (4) means "Usually," (3) represents "Sometimes," (2) signifies "Rarely," and (1) stands for "Never."

This study utilized a set of questionnaires adapted from Mahdum, Hadriana, & Safriyanti (2019) to gather data on students' perceptions and practices regarding the use of mind maps for vocabulary development.

Open-ended questions allowed respondents to share their unique perspectives fully To further encourage expression of opinions beyond the limitations of closed-ended questions, the researcher included two additional questions at the end of the section.

The full questionnaire can be found in Appendix A for the English version and Appendix B for the Vietnamese version Surveys were distributed directly to each student, with a completion time of 15 to 20 minutes To ensure efficient responses, the researcher arranged a convenient timeframe for the students to complete the questionnaire.

For content validity, the first questionnaire version was distributed to

15 Vietnamese students as a sample After receiving and adjudicating responses, finalized questionnaires were sent to survey participants

Questionnaire reliability was ensured through piloting before the main study, with Cronbach Alpha coefficients calculated The survey process spanned approximately five months The following steps were taken (Table 3.2)

Table 3.2 Process of Conducting the Survey

The construction of items for the questionnaires is set to take place in September 2023, followed by the preparation of the first draft in November 2023 In December 2023, the first draft will undergo translation and pilot testing Finally, the final version of the questionnaires will be prepared in January 2024.

Administration of the survey March, 2024

To enhance the accuracy of the data collected through questionnaires, the researcher employed interviews as a complementary tool Cohen, Manion, and Morrison (2002) describe interviews as an interchange of views on a topic of mutual interest, while Gay, Geoffrey, and Peter (2011) define them as structured conversations focused on research inquiries Merriam and Tisdell (2015) emphasize that interviews aim to gather specific information By incorporating qualitative insights alongside quantitative data, interviews provide a credible narrative to support the findings from the questionnaires (Mackey & Gass, 2005) Conducted after the questionnaire phase, interviews involve selecting representative subjects and utilizing open-ended questions, allowing participants to elaborate on their thoughts and reinforcing the reliability of the data This method offers researchers a deeper understanding of issues that may not have emerged in the questionnaires, facilitating exploration of participants' experiences in greater detail Gill et al (2008) identify three types of interviews: unstructured, semi-structured, and structured, with this study adopting a semi-structured approach to investigate the questionnaire content Each interview included five additional questions related to students' perceptions and practices of using mind maps.

Interviews were conducted at the end of the semester to gather comprehensive data from a diverse group of 12 randomly selected students across three classes, utilizing a semi-structured format to minimize group dynamics influence Each interview featured five main questions, with additional inquiries from the researcher to deepen insights, and all sessions were recorded with participants' consent to ensure data accuracy To facilitate comfortable communication, interviews were held in the students' native languages, while questionnaires were provided in English Each session lasted between 7 to 15 minutes, with strict confidentiality measures in place to promote honesty For analysis, interviews were coded sequentially as S1 for Student 1, S2 for Student 2, and so on.

The interview questions were translated into Vietnamese and tailored to the context of each individual interview Following a questionnaire survey, the researcher conducted interviews with 123 students in Vietnamese These structured interview questions aimed to elicit deeper insights and verify the accuracy of the questionnaire data regarding students' perceptions and practices in using mind maps The interviews included three questions focused on the challenges and perceptions of students when utilizing mind maps, followed by two additional questions that explored strategies for effective use and overcoming difficulties associated with mind maps.

The researcher aimed to investigate how students implemented mind maps in developing vocabulary in English classes To collect data effectively, classroom observation was chosen as a valuable method

Observation is essential in practical teaching, involving both the evaluation of a teacher's methods by a mentor and the teacher's analysis of their mentor's classes This process provides valuable insights into key aspects such as the curriculum, teaching strategies, interactions between students and teachers, student responses, and the dynamics of language used in the classroom.

Procedure for data collection

The data collection for the research was initiated in January 2024, coinciding with the start of the second academic semester The researcher obtained consent from students at Le Thanh Ton High School in Nha Trang City to participate in the study through an online Google Form.

WCsAQcVHa74J6M/edit and https://docs.google.com/forms/d/1TKxPg7CAunQh3nVAweXLtojJTMn3C- IkdokIGb0XxRc/edit

After obtaining approval, the researcher organized dates and times with students from Le Thanh Ton High School in Nha Trang City for questionnaire distribution and completion A total of 123 students were informed that submitting the completed questionnaire indicated their consent to participate in the study Participants were instructed to respond by selecting options on a scale from 1 to 5, with categories ranging from "Strongly disagree" to "Strongly agree" and frequency options from "Rarely" to "Always."

(1) Never The responses gathered from student participants' questionnaires were subjected to quantitative analysis

To enhance the questionnaire data, a semi-structured interview was conducted with twelve volunteer students selected randomly from a larger group Each interview lasted around 10 minutes and featured open-ended questions, allowing for in-depth responses Conducted in Vietnamese, the interviews were audio recorded and noted with the participants' consent, using a smartphone and laptop The recorded interviews were later transcribed for thorough analysis.

Furthermore, the researcher conducted an observation during an English class to evaluate students' attitudes and practices regarding the use of mind maps.

Data analysis

Data collected from questionnaires and semi-structured interviews were analyzed through both quantitative and qualitative methods to fulfill the study's objectives The Statistical Package for Social Sciences (SPSS) was employed for questionnaire analysis, calculating frequency, mean, standard deviation, and percentages Mean values were interpreted according to the guidelines set by Srakang (2013).

The analysis of qualitative data began with transcribing audio recordings of interviews, where each participant was assigned a code (e.g., S1 to S12 for students) The researcher meticulously reviewed the transcriptions to identify key points relevant to the research questions Furthermore, class observations were also transcribed and analyzed, offering valuable insights into students' utilization of mind maps Ultimately, the findings from questionnaires, interviews, and observations were synthesized to effectively address the research inquiries.

Reliability and validity

The researcher employed a combination of a questionnaire and semi-structured interviews to collect data for the study To evaluate the reliability of the questionnaire, the Statistical Package for the Social Sciences (SPSS) software was utilized for Scale Tests, with the results of the Scale Reliability Statistics detailed in Table 3.3.

Table 3.3 Reliability Statistics of the Questionnaire

Cronbach's alpha is considered a crucial statistic in test construction and evaluation (Cortina, 1993) A questionnaire is typically regarded as "acceptable" when it achieves a Cronbach's Alpha coefficient of 0.7 or higher, indicating good internal consistency reliability (Hoang & Chu, 2008) In this study, the results revealed that the questionnaire had a reliability coefficient of over 0.80, confirming its adequacy as a reliable research instrument.

Regarding validity, the questionnaire adopted from Mahdum, Hadriana,

The research methodology outlined by Safriyanti (2019) ensures the validity of the data This chapter details the background of the research participants, the instruments used, and the methods for data collection and analysis The following chapter will focus on analyzing the findings from both the questionnaires and interviews.

In conclusion, this chapter thoroughly explores the methodological aspects of the study, aiming to address the two questions outlined in Chapter

1 Detailed descriptions of the research methods and the participants involved are provided Notably, various instruments such as questionnaires, semi- structured interviews, and observation were prominently employed to gather the necessary data for elucidating the outcomes Additionally, meticulous attention was given to both the data collection procedure and the subsequent data analysis Examples of these instruments are elucidated in the appendices, while the presentation of data results is reserved for the subsequent.

FINDINGS AND DISCUSSION

Students‘ perceptions of using mind maps to develop vocabulary

4.1.1 Students’ perceptions of the use of mind maps to develop vocabulary in English classes

In recent years, Mind Maps have gained popularity in Vietnamese education as an effective method for vocabulary learning, alongside traditional techniques like memorization and dictation These visual diagrams, which represent ideas in a structured format, are recognized as an active learning strategy that enhances natural cognitive processes (Buzan & Buzan, 1996).

This learning method enhances vocabulary comprehension and retention while stimulating critical and creative thinking in students By visually organizing information in a structured way, Mind Maps foster a deeper understanding and connections between concepts, ultimately enriching the overall learning experience.

In Vietnamese education, the use of Mind Maps marks a shift from conventional rote learning to a more interactive method for vocabulary acquisition As educators acknowledge the benefits of active learning, incorporating Mind Maps into English language teaching enhances the learning experience and supports students' linguistic growth.

A questionnaire with 10 items was conducted to explore students' perceptions of using mind maps for vocabulary development in English classes The analysis showed that students highly valued mind maps as an effective learning tool Results indicated a strong positive perception of mind maps, highlighting their role in enhancing vocabulary acquisition and overall learning outcomes.

The study utilized a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), to assess respondents' perceptions of mind maps The average enjoyment and interest score was 3.99, reflecting a generally positive attitude towards mind maps as enjoyable and interesting tools However, the researcher approached the questionnaire results with caution, acknowledging potential concerns regarding the reliability and truthfulness of participants' responses Detailed opinions from students on mind maps are summarized in Table 4.1.

Table 4.1 Students’ opinions on mind maps are enjoyable and interesting

An analysis of student feedback indicates a largely positive attitude towards the use of mind maps for vocabulary development in English classes A substantial 74.8% of students agreed that "Mind Maps are enjoyable and interesting," highlighting their appeal, likely due to the visual stimulation they provide, which aids in information retention One student noted, “Mind maps are so interesting Using mind maps in developing vocabulary is useful to me as mind maps with many colors help me stimulate my vision so that I can remember vocabulary better.” Additionally, more than half of the students (50.4% agreed, 25.2% strongly agreed) recognized mind maps as effective learning tools, suggesting they enhance engagement in vocabulary acquisition With only 23.6% of students remaining neutral and a mere 0.8% disagreeing, it is clear that mind maps are not a significant barrier to learning.

Table 4.2 One-Sample statistics of mean score of general attitude toward MM

MM are enjoyable and interesting

Table 4.2 reveals that female students had an overall mean score of 4.1, while male students scored 3.85, both exceeding the midpoint of the five-point scale (M=3.00) This indicates a generally positive attitude among students towards the interest in MM.

Following the determination of the mean score, to find out whether there are differences in the attitude of MM between the 2 genders of students, one sample T-test was conducted

Table 4.3 One -Sample T- test of mean score of general attitude toward MM

Levene‘s Test for Equality of

Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper Equal variances assumed

Table 4.3 indicates that there is no statistically significant difference in high school students' general attitudes toward mobile messaging (MM), as shown by Levene's Test (sig 0.137) and Equal variances assumed (sig 0.68), both exceeding the 0.05 threshold This suggests that male and female students have similar perceptions of using MM for vocabulary development Additionally, the mean scores related to high school students' perceptions are detailed in Table 4.4.

Table 4.4 Mean scores of high school students’ attitude toward mind maps

It‘s difficult to create a mind map

I find it hard to decide the topic words

It takes me too much time to create a mind map

According to the data presented in Table 4.4, the statement that received the highest level of agreement from participants was, "I find it hard to decide the topic words," with a mean score of 2.8 and a standard deviation of 0.896 This indicates that a majority of high school students did not experience significant difficulty in selecting topic words.

High school students generally find it easy to create mind maps, as indicated by the low mean score of 2.51 for the statement, "It takes me too much time to create a mind map." Additionally, the statement, "It's difficult to create a mind map," received a mean score of 2.65, further reflecting a positive attitude towards using mind maps for vocabulary development.

The mean score of these statements was under 3.0, which means students do not have many difficulties in creating and using mind maps

Students reported that mind mapping significantly aids vocabulary development, with a high agreement level (M=4.36) on its effectiveness This indicates that mind maps are a valuable tool for enhancing vocabulary skills.

Table 4.5 Mind mapping is a useful way to develop vocabulary

Figure 5 Students recognize that mind mapping is a useful way to develop vocabulary

According to Figure 6, a majority of students found mind mapping to be an effective tool for vocabulary development The interview question, "How useful is it to use mind maps to develop your vocabulary?" conducted on March 2nd, supported this conclusion Student 3 noted that mind mapping helps them organize vocabulary in a logical and scientific manner, enhancing their learning and retention Additionally, Student 1 echoed similar sentiments regarding the benefits of mind mapping for vocabulary acquisition.

“When drawing MM, I used a lot of colors, which made me more interested in learning vocabulary.”

In the English classroom, students demonstrated a strong enthusiasm for vocabulary development through the use of mind maps Their eagerness was evident as they creatively employed various colors to illustrate connections between words and concepts This positive attitude highlights their recognition of mind maps as an effective tool in enhancing their language learning experience, contributing to a dynamic and interactive classroom environment.

4.1.2 The importance of using mind maps to develop vocabulary in English classes

Table 4.6 The importance of using mind maps to develop vocabulary in English classes

Mind maps help me organize vocabulary logically

Mind maps help me develop vocabulary effectively

Mind maps enhance my creativity and critical thinking skills in relation to the subject matter

I feel more confident in developing vocabulary after incorporating mind maps into my study routine

A recent survey on students' perceptions of Mind Maps in English classes revealed positive feedback, with all statements scoring above 3.95 on a 5-point scale and a standard deviation of approximately 0.7, indicating general agreement on their helpfulness The highest-rated statement, "Mind Maps improve my creativity" (M=4.41), suggests that students believe these tools enhance their creative thinking in vocabulary learning Additionally, the statement "Mind Maps help me develop vocabulary effectively" (M=4.17) highlights their perceived effectiveness in vocabulary acquisition, while students also acknowledged that Mind Maps assist in "organizing vocabulary logically" (M=4.28).

Students reported that mind maps are an effective tool for enhancing their vocabulary in English classes, aiding them in learning new words while fostering creative thinking and systematic organization of their vocabulary.

Student‘s practices of using mind maps

This section highlights the findings on how students utilize Mind Maps to enhance their vocabulary By examining research and anecdotal evidence, we reveal the diverse methods students employ to effectively navigate language learning, which promotes not only vocabulary expansion but also critical thinking and retention skills Analyzing students' experiences and strategies provides valuable insights into the effectiveness and significance of integrating Mind Maps into vocabulary development practices.

The effectiveness of mind mapping techniques in vocabulary learning is highlighted by high school students' reflections on their experiences A recent study reveals how students have successfully utilized mind maps to enhance their vocabulary acquisition skills.

Table 4.12 Student’s practices of using mind maps to develop vocabulary

I use MM to learn and develop vocabulary

I use MM to memorize vocabulary

I use MM after each lesson to enhance my vocabulary

I follow a few steps to create a

MM (pick the keyword; write down keyword in the center; draw the branches; write the keyword on the branches; draw pictures to illustrate)

I use many colors and illustrations in creating MM to memorize vocabulary better

I review vocabulary by looking at MM

I try to think and find out as many vocabularies related to the topic as possible when drawing MM for learning

I encountered many challenges and difficulties in using MM

My teacher guided me on how to use MM effectively

Survey data reveals that nearly all students adopt mind maps, highlighting their potential to tackle a significant challenge in language learning: the balance between rote memorization and genuine comprehension This trend suggests that students favor mind maps for learning and integrating new vocabulary over traditional memorization techniques.

A significant observation is the frequent use of mind maps post-lesson, with an average rating of 4.41, indicating their effectiveness in reinforcing newly learned vocabulary By visually representing relationships between words and concepts, mind maps may improve long-term retention more effectively than traditional linear note-taking As one student noted, “Drawing a mind map after each lesson is a useful way to remember vocabulary.”

The findings indicate that most students utilize a systematic method for creating mind maps, with an average score of 4.14 This structured approach involves identifying a central keyword, brainstorming associated terms, and adding illustrations, showcasing the intentional effort students put into mind mapping Such deliberate practice can enhance their understanding of new vocabulary, promoting deeper connections rather than mere memorization.

The integration of color and illustrations significantly enhances memorization, with a mean score of 4.12 By utilizing visual elements, mind maps effectively support visual learners and may boost knowledge retention for all students.

The data also sheds light on the value students place on mind maps for reviewing vocabulary (M=3.98)

Visual organization enhances students' ability to connect words, meanings, and related concepts This representation not only aids memory retention but also improves comprehension, facilitating easier recall and understanding of vocabulary learned.

This consistent use throughout the learning process reinforces the concept that mind maps are not just initial learning aids, but valuable tools for ongoing vocabulary development

A recent survey indicates that mind maps significantly aid in vocabulary expansion, with an average rating of 3.83 Participants noted that creating mind maps encouraged them to brainstorm related vocabulary, leading to the discovery of new words linked to the central concept This visual mapping process promotes deep learning, allowing students to not only acquire new vocabulary but also to construct a comprehensive web of interconnected knowledge.

A significant number of students (M=4.67) indicate that teacher instruction on mind maps is essential, highlighting the critical role educators play in helping students develop the skills needed to use mind maps effectively Proper guidance from teachers is vital for maximizing the benefits of this learning tool.

Students also have to face many challenges and difficulties in using mind maps The following table presents challenges and difficulties in using mind maps to develop vocabulary

Table 4.13 Students encountered many challenges and difficulties in using MM

Table 4.13 indicates that the average score for students using mind maps is 2.74 (M=2.74) with a standard deviation of 0.982, suggesting that students experience some challenges with this technique However, the average level of difficulty implies that these challenges are not overly significant Further details on the frequency of students struggling to use mind maps for vocabulary development can be found in Table 4.14.

Table 4.14 The frequency of students encountering difficulties in using mind maps to develop vocabulary

The findings indicate that mind maps are an effective tool for vocabulary development, with 84.6% of students experiencing difficulties only occasionally Specifically, 24.4% reported seldom facing challenges, while 48.8% encountered difficulties sometimes Only 15.5% of students found mind maps consistently challenging, and notably, 11.4% found them exceptionally easy to use, underscoring their potential benefits for learners.

Most students who reported difficulties with mind maps experienced them infrequently, suggesting that these challenges are manageable and that students can still benefit from using mind maps Additionally, mind maps provide a visual learning experience, making vocabulary acquisition more engaging and interactive, especially for those who find conventional methods less stimulating or effective.

Figure 6 Students encountered many challenges and difficulties in using MM

In a recent interview, the majority of students reported that they seldom face challenges when using mind maps to enhance their vocabulary However, a few students do encounter difficulties; for instance, Student 8 noted that their main struggle lies in the presentation of mind maps, as certain topics can be challenging to identify and organize related vocabulary effectively.

Student 11 expressed, "I frequently struggle with selecting the right vocabulary, which makes the initial phase of creating a mind map particularly challenging for me, as I find it difficult to understand how the ideas connect to the topic."

Student 6 also shared: “I'm not good at drawing, so when I review vocabulary by looking at the mind map, I find it difficult to remember the words.”

In conclusion, this chapter systematically addressed each research question by thoroughly analyzing the collected data from questionnaires, semi-structured interviews, and observations The careful examination of these findings will serve as the foundation for the comprehensive summary presented in the following chapter.

CONCLUSION

Conclusions

This research investigates high school students' perceptions and practices regarding the use of mind maps for vocabulary development in English classes at a high school in Khanh Hoa Province It highlights the benefits and drawbacks of mind maps, as well as potential solutions to address these drawbacks Employing a mixed-methods research design, the study collected both quantitative data through questionnaires and observations, and qualitative data via semi-structured interviews to answer the two research questions posed.

1 What are the students‘ perceptions of using mind maps to develop vocabulary in English classes?

2 How is vocabulary practiced in those classes via mind maps?

The significant discoveries regarding high school students‘ perceptions and practices of using Mind Maps to develop vocabulary in English classes have been outlined in response:

5.1.1 Students’ perceptions of using mind maps to develop vocabulary

Surveys and interviews reveal that students overwhelmingly support the use of mind maps, viewing them as essential tools that enhance both enjoyment and effectiveness in learning Many students find mind maps to be engaging and helpful, significantly improving their understanding and retention of vocabulary This feedback underscores the idea that learning can be an exciting journey rather than a tedious task.

The gender-neutral perceptions of students highlight the universal effectiveness of mind maps as learning tools, appealing to a diverse range of learners This inclusivity demonstrates the adaptability and accessibility of mind maps, making them essential resources for educators aiming to enhance linguistic proficiency.

Mind maps serve as powerful tools for enhancing creativity and critical thinking, enabling students to navigate their own journeys of discovery and innovation By creating intricate connections, mind maps help students broaden their vocabulary and foster a deeper understanding of language's subtleties and diverse applications.

The journey to linguistic mastery is enhanced by the dynamic use of mind maps, which integrate curiosity, creativity, and cognition into a cohesive learning experience As students engage in this visual exploration, they not only become proficient language users but also empowered learners, ready to tackle the complexities of an evolving linguistic environment.

5.1.2 Student’s practices of using mind maps

Research indicates that high school students increasingly use mind maps for vocabulary development, highlighting their effectiveness as essential tools in language learning Students favor mind maps not just for memorization, but also for enhancing their understanding and integration of new vocabulary into their language skills.

Students utilize a structured method to create mind maps, focusing on intentional practice that fosters deeper connections with vocabulary rather than mere memorization The incorporation of visual elements, including color and illustrations, highlights the effectiveness of mind maps in accommodating various learning styles and improving knowledge retention.

The consistent use of mind maps during vocabulary review is essential for enhancing long-term retention and reinforcing lexical knowledge These findings emphasize the transformative impact of mind maps in high school English classrooms, enabling students to critically engage with language and deepen their understanding of vocabulary acquisition.

Research findings reveal important insights into high school students' experiences and challenges in using mind maps for vocabulary development in English classes The average score of 2.74 indicates a moderate level of difficulty, suggesting that students face minimal obstacles when integrating mind maps into their learning process.

Research reveals that most students experience only occasional difficulties when using mind maps, highlighting their effectiveness in vocabulary development Additionally, a significant number of students find mind maps easy to use, reinforcing their status as a favored learning tool for many.

Acknowledging the challenges faced by students is crucial, as their interview reflections reveal difficulties in topic identification, vocabulary selection, presentation, and artistic ability By providing targeted support and guidance to address these issues, educators can help students overcome obstacles and enhance the effectiveness of mind maps in vocabulary development.

Mind maps present a valuable strategy for improving vocabulary acquisition in high school English classes Despite some students facing challenges, research indicates that with adequate support and guidance, mind maps can enhance student engagement with vocabulary This approach not only aids comprehension and retention but also promotes critical thinking skills in language learning.

Implication of the study

Research on students' perceptions and practices of using mind maps for vocabulary development in English classes reveals important insights that can greatly benefit educators and policymakers The findings suggest that mind maps can enhance vocabulary acquisition and retention, offering a promising strategy for improving language learning outcomes.

Mind maps are highly endorsed as effective learning tools, highlighting their potential to transform vocabulary development in high school English classrooms By integrating mind maps into teaching strategies, educators can cultivate an engaging environment that promotes curiosity, creativity, and critical thinking, thereby improving students' linguistic proficiency.

Students' use of mind maps emphasizes the significance of intentional practice and active involvement with vocabulary, moving beyond simple memorization This indicates a transition from conventional rote learning to more comprehensive methods that promote understanding, integration, and lasting retention of language skills.

Mind maps are universally appealing learning tools that transcend demographic boundaries, highlighting their adaptability and accessibility Educators can effectively utilize mind maps to address various learning styles and preferences, fostering inclusivity and equity within the classroom environment.

Identifying the specific challenges students encounter when using mind maps highlights the necessity for focused support and guidance from educators By implementing tailored interventions to address these obstacles, educators can empower students to effectively utilize mind maps, thereby enhancing their vocabulary development.

Research indicates that mind maps significantly enhance vocabulary acquisition in high school English classrooms By utilizing mind maps as effective tools for increasing engagement, comprehension, and retention, educators can empower students to confidently and proficiently tackle the challenges of language learning.

Limitations of the study

The study faced several limitations, including a small sample size with only three classroom observations, which restricts the generalizability of the findings Additionally, the research specifically focused on the use of Mind Maps for vocabulary development among high school students, indicating a need for further investigation on a larger scale with a more diverse participant pool over an extended period to enhance the reliability of the results.

This thesis focuses on key aspects of the research questions, while student interviews explore various perceptions of mind map usage Despite certain limitations, the researcher’s meticulous data collection and robust methodology have upheld the validity and reliability of the findings.

Suggestions for future studies

Building on the contributions and limitations of this research, future studies should consider incorporating teachers' insights, as the current study primarily focused on students' perceptions and practices Expanding the scope to include educators' perspectives on the use of mind maps for vocabulary development could provide a more comprehensive understanding of their effectiveness.

Researchers should investigate the alignment between teachers' and students' perspectives on mind map usage to identify discrepancies and improve instructional effectiveness This understanding can guide pedagogical adjustments to better meet student needs Additionally, exploring teachers' perceptions and practices regarding communication skills presents a valuable opportunity for future research By incorporating teachers' viewpoints, researchers can gain a comprehensive understanding of the teaching-learning process, inform instructional strategies that align with student expectations, and promote meaningful skill development in students.

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QUESTIONNAIRES ON STUDENTS’ PERCEPTIONS AND

PRACTICES OF USING MIND MAPS TO DEVELOP VOCABULARY

This survey seeks to understand high school students' views and practices regarding the use of mind maps for vocabulary development in English lessons, with the goal of enhancing teaching quality We appreciate your participation in this survey, assuring you that all data and personal information will remain confidential and will solely be utilized for research purposes.

Thank you very much for your cooperation!

Please write your information or check the appropriate answer in the spaces below

3 You are the: 10th grader 11th grader 12th grader

4 Do you practice mind mapping in learning vocabulary?

Section B: STUDENTS’ PERCEPTIONS OF USING MIND MAPS TO DEVELOP VOCABULARY

Disagree Neutral Agree Strongly agree

1 Mind maps are enjoyable and interesting

2 It‘s difficult to create a mind map

3 I find it hard to decide the topic words

4 It takes me too much time to create a MM

5 Mind mapping is a useful way to develop vocabulary

7 Mind maps help me organize vocabulary logically

8 Mind maps help me develop vocabulary effectively

9 Mind maps enhance my creativity and critical thinking skills in relation to the subject matter

10 I feel more confident in developing vocabulary after incorporating mind maps into my study routine

Section C: STUDENTS’ PRACTICES OF USING MIND MAPS TO DEVELOP VOCABULARY

No Statements Never Rarely Somtimes Usually Always

2 I use mind maps to learn and develop vocabulary

3 I use mind maps for vocabulary memorization

4 I draw mind maps after each lesson to reinforce the vocabulary

5 I follow some steps to draw MM

=> put topic words in the central of blank page => draw small branches => put main words in these branches => put some images to illustrate vocabulary)

6 I use a lot of colors and illustrations when drawing mind maps to remember vocabulary better

7 I review vocabulary by looking at MM

8 I try to think and find out as many vocabularies related to the topic as possible when drawing MM for learning

9 I have encountered challenges or difficulties while using mind maps

10 My teacher guided me on how to use mind maps effectively

PHIẾU KHẢO SÁT VỀ NHẬN THỨC VÀ THỰC HÀNH CỦA HỌC SINH THPT TRONG VIỆC SỬ DỤNG SƠ ĐỒ TƯ DUY NHẰM PHÁT TRIỂN VỐN TỪ VỰNG TRONG CÁC TIẾT HỌC TIẾNG ANH Nghiên cứu này nhằm đánh giá mức độ nhận thức và thực hành của học sinh về việc áp dụng sơ đồ tư duy trong quá trình học từ vựng tiếng Anh, từ đó đưa ra những khuyến nghị nhằm nâng cao hiệu quả giảng dạy và học tập.

Các bạn học sinh th n mến!

Phiếu khảo sát này nhằm mục đích tìm hiểu nhận thức và thực hành của học sinh trung học phổ thông về việc sử dụng mind maps để phát triển vốn từ vựng trong các tiết học tiếng Anh, góp phần nâng cao chất lượng giảng dạy Chúng tôi rất mong các bạn học sinh dành chút thời gian để hoàn thành khảo sát này Tất cả dữ liệu và thông tin cá nhân của các bạn sẽ được bảo mật hoàn toàn và chỉ sử dụng cho mục đích nghiên cứu.

Xin ch n thành cảm ơn sự hợp tác của các bạn!

Phần A: THÔNG TIN CÁ NHÂN

Hãy viết thông tin cá nhân của bạn hoặc chọn câu trả lời thích hợp trong các ô trống dưới đây:

3 Bạn học: Khối 10 Khối 11 Khối 12

4 Bạn có luyện tập dùng sơ đồ tư duy trong việc học từ vựng hay không?

Phần B: NHẬN THỨC CỦA HỌC SINH VỀ VIỆC SỬ DỤNG SƠ ĐỒ

1 Sơ đồ tư duy thú vị và hấp dẫn

2 Tôi thấy khó để vẽ một sơ đồ tư duy

3 Tôi thấy khó khi chọn các từ chủ đề

Tôi tốn quá nhiều thời gian để hoàn thành một sơ đồ tư duy

Sơ đồ tư duy là một cách hữu dụng để tôi phát triển vốn từ vựng

6 Sơ đồ tư duy cải thiện sự sáng tạo của tôi

Sơ đồ tư duy giúp tôi hệ thống vốn từ vựng một cách khoa học

Sơ đồ tư duy giúp tôi phát triển vốn từ vựng một cách hiệu quả

Sơ đồ tư duy tăng cường kỹ năng sáng tạo và tư duy phản biện liên quan đến vấn đề trong môn học của tôi

Tôi thấy tự tin hơn trong việc phát triển vốn từ vựng sau khi kết hợp sơ đồ tư duy vào thói quen học tập

Phần C: VIỆC LUYỆN TẬP SỬ DỤNG SƠ ĐỒ TƢ DUY CỦA HỌC SINH

STT Ý kiến Không bao giờ

1 Tôi thường dùng sơ đồ tư duy

Tôi dùng sơ đồ tư duy để học và phát triển vốn từ vựng

3 Tôi dùng sơ đồ tư duy để ghi nhớ từ vựng

Tôi vẽ sơ đồ tư duy sau mỗi bài học để củng cố vốn từ vựng

Tôi tuân theo một vài bước để vẽ sơ đồ tư duy (Chọn từ khóa =>

Viết từ chủ đề ở trung tâm tờ giấy => Vẽ các nhánh nhỏ => Viết các từ chính ở các nhánh nhỏ => Vẽ vài hình ảnh để minh họa cho từ)

Tôi dùng rất nhiều màu và hình minh họa khi vẽ sơ đồ tư duy nhằm nhớ từ tốt hơn

Tôi ôn lại từ vựng bằng cách nhìn vào sơ đồ tư duy

Tôi cố gắng nghĩ và tìm ra nhiều từ vựng liên quan đến chủ đề nhất có thể khi vẽ sơ đồ tư duy để học

Tôi đã gặp nhiều thử thách và khó khăn khi sử dụng sơ đồ tư duy

Giáo viên của tôi đã hướng dẫn tôi cách sử dụng sơ đồ tư duy hiệu quả

APPENDIX C INTERVIEWS ABOUT STUDENTS’ PERCEPTIONS AND

PRACTICES OF USING MIND MAPS TO DEVELOP VOCABULARY

A STUDENTS’ PERCEPTIONS OF USING MIND MAPS

1 How difficult is it to use mind maps to develop your vocabulary? Why?

2 How useful is it to use mind maps to develop your vocabulary? Why?

3 How important is it to use mind maps to develop your vocabulary? Why?

B STUDENTS’ PRACTICES OF USING MIND MAPS

4 How do you use mind maps to develop your vocabulary effectively?

5 What do you do to solve the difficulties when using mind maps to develop your vocabulary?

AN INTERVIEW TRANSCRIPT Interviewer: Teacher

Teacher: Hi! How are you? Thank you a lot for joining my interview part S8: Hi Ms Phuong How about you, Ms?

The teacher seeks to clarify the process by stating that they will ask questions about the participant's views and methods of utilizing mind maps for vocabulary development The responses will be recorded for research purposes, with a guarantee of confidentiality The teacher checks if the participant is comfortable with this arrangement.

S8: No problem with me, Ms

Teacher: Thank you! The first question is: How difficult is it to use mind maps to develop your vocabulary? Why?

I frequently struggle with color selection, layout design, and keyword identification when creating mind maps A clear layout is essential for effective application, but my drawing skills are lacking Additionally, selecting the right topic word is crucial, yet I find it challenging to identify these words due to my limited vocabulary, unfamiliarity with the technique, and uncertainty about the central theme.

Teacher: Thank you! And, the second question is: How useful is it to use mind maps to develop your vocabulary? Why?

S8: It helps me systematize vocabulary clearly In addition, the colorful mind maps help me remember vocabulary better instead of memorizing vocabulary by using the traditional method

Teacher: Thank you! And, the next one: How important is it to use mind maps to develop your vocabulary? Why?

S8: It helps me develop my creativity and thinking abilities Moreover, it helps me remember vocabulary longer

Teacher: How do you use mind maps to develop your vocabulary effectively?

To enhance my learning process, I begin by choosing a central theme or topic and then expand it by incorporating related words, synonyms, antonyms, and examples Regularly reviewing and expanding my mind map helps reinforce my understanding and uncovers new connections between words.

Teacher: Here is the last question: What do you do to solve the difficulties when using mind maps to develop your vocabulary?

S8: I looked at mind map templates on Google and asked the teacher for more detailed instructions

Teacher: Thank you for spending time with me in this interview part See you later

APPENDIX D CLASSROOM STUDENT OBSERVATION CHECKLIST

5 = above and beyond what is expected

3 = achieved the assignment‘s requirements but somewhat needs improving

2 = achieved some of the assignment‘s requirements

1 = did not meet the assignment‘s requirements at all

No LIST OF OBSERVATION Score

1 The students clearly decide the topic words

2 Students feel happy to use mind maps to develop vocabulary

3 Students don‘t encounter any difficulties in creating mind maps

4 Students draw mind maps after the lesson to reinforce the vocabulary

5 Students use mind maps to organize vocabulary logically

6 Students review vocabulary by looking at MM

8 Students use a lot of colors and illustrations when drawing mind maps to remember vocabulary better

9 Teachers guide students on how to use mind maps effectively