The effects of mindmeister on idea generation in english essay writing empirical evidence from high school students

Advantages and Disadvantages of Using Mindmapping ICT Tools in Teaching and Learning Essay Writing for High School Students.. What are the effects of utilizing MindMeister on idea genera

INTRODUCTION

Rationale of the Research

English is one of the most widely spoken languages globally, with approximately two billion speakers, making it essential for academic and professional success Mastering the four fundamental skills—Listening, Speaking, Reading, and Writing—is crucial for students as they advance through their

A mind map is an effective tool for visualizing, organizing, and recalling ideas It serves as a powerful method for conceptualizing and brainstorming, enabling individuals to achieve their goals and often exceed expectations.

Mind mapping is a powerful educational tool that aids students in organizing and understanding information when learning new topics (Hillar, 2012) Known by various names such as semantic mapping and cognitive maps (Svantesson, 1989), mind maps visually represent relationships between concepts (Buzan, 1993) Today, tools like MindMeister, a leading online mind mapping application used by over 200,000 educators and learners globally, enhance the essay writing process in English With free mobile apps available for iPhone, iPad, and Android, MindMeister enables students to connect home and school learning effectively This popular tool allows users to create, organize, and share visual ideas and information, facilitating brainstorming, project planning, note-taking, and collaboration Its intuitive interface is designed for users aged eight and up, ensuring a user-friendly mapping experience without the need for extensive training.

In the context of Vietnam's integration and globalization, enhancing English proficiency has become a top priority; however, English language teaching faces significant challenges, particularly in students' essay writing skills A lack of general knowledge, especially on unfamiliar topics, coupled with issues in grammar and vocabulary, often leaves students confused and demotivated (Dung, Lanh & Kha, 2022) Furthermore, many teachers overlook the importance of mind mapping as an outlining tool, resulting in students being unclear about their writing objectives and the tasks at hand.

Despite the lack of existing studies on the application of MindMeister, this research aims to explore its role in idea generation for English essay writing and its impact on EFL learners Additionally, the study seeks to understand students' perceptions of using MindMeister in the essay writing process.

Aim and Objectives of the Study

This study examines the effects of utilizing MindMeister on idea generation for English essay writing by high school students

In order to achieve this aim, the researcher tried to fulfil the following objectives:

- to examine the effects of utilizing MindMeister on idea generation for English essay writing by high school students

- to investigate high school students’ perceptions of MindMeister in generating ideas in English essay writing.

Research Questions

The study aims to answer two research questions:

1 What are the effects of utilizing MindMeister on idea generation for English essay writing by high school students?

2 What are high school students’ perceptions of MindMeister in idea generation in English essay writing?

Scope of the Study

Due to time constraints and practical limitations, the study was conducted with a limited sample of 60 Grade 11 students from two classes in a public school in Quang Ngai Province The research utilized the course book "Tieng Anh 11," part of the ten-year English curriculum However, recent reforms by the Vietnamese Ministry of Education and Training (MOET) and the introduction of new course materials have led to confusion among both teachers and students regarding the knowledge and curriculum Additionally, the study focused on writing topics and essay writing exercises from five specific units (units 1, 2, and 3).

4 and 5) in the course book were included due to the time frame of the research.

Significance of the Study

Despite numerous studies on the use of ICT tools in ESL teaching, particularly with Mind maps for English essay writing, there is a lack of research focusing on integrating Mindmap-ICT tools in high school essay writing This study aims to enhance EFL teachers' awareness of how students can utilize new tools for idea generation in essay writing By training and encouraging students to use these tools, teachers can help them save time in information gathering and facilitate efficient idea sharing among peers It is essential for students to recognize the diverse options offered by Mindmeister and how to leverage these tools to enhance their English essay writing skills Additionally, the findings of this study could assist EFL curriculum developers and program administrators in selecting appropriate ICT tools that cater to various learners during the idea generation phase of English essays and beyond.

Despite extensive research on the use of ICT tools in ESL teaching, particularly with Mind Maps for English essay writing, there is a scarcity of studies focused on integrating Mind Map-ICT tools in high school education This research is crucial as it aims to provide a theoretical foundation for future studies on ICT tools in teaching, while also offering teachers valuable insights into the impact of these tools on students' essay writing skills.

Teachers are likely to prefer using MindMeister and other Mindmap ICT tools over traditional methods for teaching English essay writing, as these tools engage students more effectively Additionally, students can integrate mind mapping into their self-study routines to enhance their idea generation skills If a positive correlation exists between the use of Mindmap tools and improved English essay writing, materials developers should consider including more mind mapping activities in course books to encourage both teachers and students to focus on these innovative approaches.

Organization of the Thesis

Chapter 1, Introduction , presents the rationale, aim and objectives, research questions, scope, significance, and the structure of the thesis

Chapter 2, Literature Review , explores several underlying theoretical constructs that framed this study It also examines the relevant literature regarding 1) Essay Writing, 2) Idea generation in English essay writing, 3)

Mind mapping ICT tools and MindMeister in idea generation for essay writing, and 4)Review of related studies

Chapter 3, Research Methodology, outlines the research approach by first presenting the study's research questions and hypotheses It then details the research design and participant selection, followed by an introduction to the data collection instruments and materials used for the intervention Finally, the chapter concludes with a description of the study's procedural steps and data analysis methods.

Chapter 4, Findings and Discussion, presents the study's results, beginning with an introduction to the reliability of the instruments used It then compares learners' scores from the pre-test and post-test, followed by an analysis of the questionnaire data Additionally, the findings are further elucidated through an examination of six face-to-face semi-structured interviews, which are compared with previous research to enhance the understanding of the study's outcomes.

Chapter 5, Conclusion and Implications, encapsulates the study's findings, highlighting the key results and their significance It discusses the implications of the research, offering insights into how these findings can be applied in practice Additionally, this chapter addresses the study's limitations and provides recommendations for future research directions.

LITERATURE REVIEW

Essay Writing

Essay writing is a fundamental skill that involves expressing thoughts, ideas, arguments, and opinions on a particular topic in a structured and coherent manner

The word "essay" originates from the French term meaning "trial" or "attempt," a concept introduced by the French writer Michel de Montaigne when he titled his first work Essais in 1580 In Donald Frame's biography, "Montaigne: A Biography" (1984), it is highlighted that Montaigne frequently employed the verb essayer, which translates to "to try" in modern French, reflecting his approach to writing as a means of exploring and testing experiences.

An essay is a concise written work that articulates a specific argument or examines a topic, showcasing the author's viewpoint or analysis It is generally organized into an introduction, supporting body paragraphs, and a conclusion Essays can differ in length, style, and intention, encompassing everything from formal academic pieces to personal reflections and opinion articles Their primary goals are to inform, persuade, or entertain readers while sharing the author's insights on the subject.

Essays have become an essential component of formal education, with secondary students learning structured formats to enhance their writing skills Universities also utilize essays, particularly admissions essays, to evaluate applicants In both secondary and tertiary education, essays serve as a means to assess students' mastery and comprehension of subjects, requiring them to explain, comment on, or evaluate a topic Academic essays tend to be more formal than literary ones, allowing for the writer's perspective to be presented logically and factually, while often discouraging the use of the first person.

2.1.2 The Importance of Essay Writing

Essay writing primarily aims to convey information and express ideas effectively It serves as a vital communication tool, allowing writers to share their thoughts with their community While gathering material for an essay may be straightforward, the real challenge lies in organizing and creating a coherent flow This skill is an art form in itself Despite students often viewing essay writing as tedious and unimportant, it plays a crucial role in their academic journey Writing is foundational to education, and developing effective writing habits is essential for students to seize better opportunities in the future.

E.M Forster (2014) once said, “How do I know what I think until I see what I say?” Writing ability shows the capability of one’s own thought power and opinions in ways that may surprise even the writer himself An essay is a good method to embed all the facts and figures together which had been received from different sources It requires simplifying and explaining the complex ideas Learning to go from the complex to the simple makes the piece of writing more acceptable to the readers Listening to a lecture cannot assure knowledge embedding Essays serve as a tool to test the students' knowledge by assessing their arguments, analyses, and specific examples, as well as the conclusions they draw regarding the material covered in the course When the students write an essay, they are actually trying to express themselves Therefore, improving their essay writing skills, with appropriate vocabulary and well-organized writing style, will only help them to express themselves more logically Besides, the students can show creativity in each stage of the process of writing an essay It is an opportunity for them to use their imagination, produce words out of the pictures they have had in their minds, and pen them down in a creative fashion by improving their essay writing skills the students can grow to be a very talented and creative writer, speaker and a logical thinker However easier it may seem to find a material for an essay, the difficulty lies in the assembling and arrangement of the material into a good essay

Mastering the flow of essay writing is a unique art that fosters creativity and intelligence, enhancing a student's intellectual growth This skill not only sharpens their academic abilities but also contributes to better organization in daily life In today's world, effective communication—whether through tweeting, posting, messaging, or emailing—relies heavily on writing skills.

Writing skills are essential across all fields, making it crucial for students to focus on producing high-quality work As students enhance their writing abilities, they improve their capacity to represent themselves effectively on social media and in their professional lives, establishing themselves as credible writers Consequently, academic writing assignments should be viewed as valuable investments in their future careers.

2.1.3 The Process of Writing an Essay

Mastering essay writing is a complex and challenging process essential for success in higher education (Rijlaarsdam et al 2005) Writing in English poses significant difficulties due to its intricate syntactic, semantic, morphological, and phonological elements Researchers like Negari (2012) and Kroll (2003) emphasize that writing in any language, especially for English Language Learners (ELLs), is one of the hardest skills to acquire in academic settings Richards (2008) further highlights that writing is a multifaceted skill that few truly master The process of structuring an essay, as noted by Skill for Learning (2018), requires critical analytical and planning abilities, often involving multiple drafts and careful decision-making about content Ultimately, effective essay writing demands extensive practice and skill development.

Writing a longer essay involves a complex process that is not always linear While the following graphic may simplify the stages of essay writing, in reality, you will often find yourself revisiting earlier steps For instance, you might update your outline after conducting research or reorganize your notes on a specific topic into a coherent paragraph before moving on to gather information on other subjects.

The six Steps in the Essay Writing Process According to Els Van Geyte (2013)

2 Analysing the question/ producing in outline

5 Proofreading and presentation (final draft)

2.1.4 Criteria for Evaluating an Essay

An effective essay centers around a clear, singular idea, with each paragraph presenting a distinct main point that reinforces the overall thesis To enhance understanding, these points should be elaborated upon with examples, details, and descriptions Various writing styles are deemed "good" for diverse reasons, and lecturers evaluate essays based on specific criteria, including organization, voice, word choice, sentence structure, grammar, mechanics, spelling, as well as the strength of the argument and originality (Mayuni et al.).

Effective writing lacks a universal formula, yet it commonly exhibits certain key qualities The Common European Framework of Reference (CEFR) plays a crucial role in enhancing students' English essay writing skills by providing a clear assessment of language proficiency levels This framework enables educators to define the proficiency standards necessary for various tests and qualifications, facilitating comparisons across different educational systems Consequently, students can be categorized based on their adoption of effective or ineffective essay writing strategies, encompassing both fundamental and advanced skills.

Levels of Essay Writting Skills ( Council of Europe, nd.)

C2 Can produce essays complex, clear, either , article or essay that generated present case, or give critical appreciation of proposals or literary works

Can provides a logical structure appropriate and effective which helps readers find important points

C1 Can write exposition complex subject and a clear, structured, underlined the important issues that are relevant

Can broaden and support a broad perspective with additional points, reasons and examples that are relevant

B2 Can write essays or reports that develop arguments systematically by highlighting key points and relevant supporting details precisely

Can evaluate various ideas or solutions to a problem

The ability to craft essays or reports involves developing coherent arguments, presenting reasons to support or oppose specific viewpoints, and analyzing the pros and cons of different options Additionally, effective writing requires synthesizing information and arguments from multiple sources to create a well-rounded perspective.

B1 Can write short and simple essays on interesting topics

Can summarize, report, and give his opinion on the accumulation of factual information about routine and non-routine matters that are prevalent in his field with confidence

Can write an essay very brief, reporting and givefactual information and state the reasons for what has been described A2 No descriptor available

Idea Generation in English Essay Writing

Generating ideas for an English essay is crucial for crafting a cohesive piece, as it requires the use of creativity, critical thinking, and a solid knowledge base to create engaging topics, arguments, and viewpoints.

2.2.1 Definition of Idea Generation in English Essay Writing

Idea generation is a crucial element of human innovation and creativity, as highlighted by various researchers (Gist, 1989; Paulus & Yang, 2000) It plays a fundamental role in writing, supported by many cognitive models that address both the creation of ideas and their expression on paper (Galbraith, 2009; Hayes, 1996; Hayes & Flower, 1980; Kellogg, 1994; Torrance, Thomas, & Robinson, 1996) Despite its significance, idea generation has received less focus than other cognitive processes such as translation, review, and revision (Berninger et al., 2009).

2.2.2 The Importance of Idea Generation in English Essay Writing

Learning how to write essays is a complex process that is difficult to master (Rijlaarsdam et al 2005)

In traditional models of writing, such as Bereiter and Scardamalia’s

The knowledge-telling and knowledge-transforming model proposed by Bereiter in 1987, alongside Flower and Hayes’s problem-solving model from 1980 and 1981, emphasizes the significance of idea generation within the planning phase of writing This process is characterized as an intentional and strategic effort, where writers actively seek and develop ideas to enhance their work.

Idea generation in writing involves the identification of a memory probe related to the writing topic, which helps the writer explore long-term memory Writers can also create their own cues based on rhetorical needs The output from this memory search is evaluated, and relevant content is noted down This recursive process continues until sufficient material is gathered for the writing task Subsequent revisions of the Flower and Hayes model incorporated elements like working memory, motivation, and affect, allowing writers to hold and process information from long-term memory The model also emphasizes cognitive processes such as reflecting, interpreting, and producing text, highlighting the importance of motivation and emotional factors in the writing process.

In the essay writing process, writers engage in reflecting, interpreting, and producing text, utilizing various methods to generate ideas These methods include idea generation from reading assignments, activating new concepts during text translation, and developing ideas throughout the structuring and revision stages (van den Bergh & Rijlaarsdam, 1999) However, many writers, particularly children and those with less experience, often struggle with idea generation This challenge arises because less skilled writers allocate their working memory to lower-level tasks, such as transcription and vocabulary retrieval, hindering their ability to generate and organize ideas effectively (Alamargot & Fayol, 2009; Berninger et al.).

2002), (McCutchen, 1996, 2000) (McCutchen, Covill, Hoyne, & Mildes,

In 1994, it was noted that skilled writers often automate lower-level processes like idea coordination, planning, and evaluation, allowing them to focus their working memory on higher-level tasks This shift enables them to effectively consider important rhetorical elements such as genre, audience, and writing goals (Kellogg, 1996, 2001).

Essay writers exhibit varying levels of performance and capabilities, with some students excelling in essay writing while others struggle Each student possesses a unique set of skills and techniques for writing essays, but the effectiveness of these skills can differ significantly Key skills associated with successful essay writing include logical reasoning, linguistic proficiency, effective planning, and strong presentation abilities Understanding these skills can help improve essay writing outcomes for students.

In the context of essay writing, the ability to organize ideas effectively is crucial, as highlighted by the fifth level of the taxonomy of educational objectives, known as 'synthesis.' This level emphasizes the importance of combining elements to create a coherent structure Effective organization hinges on accurately interpreting the problem's purpose and understanding the relationships between key elements, which requires making judgments about the material's relevance and coherence Furthermore, essay writers must provide structural cues to guide readers through their arguments, as noted by Palmer (1961), who emphasizes the significance of an overall pattern and the order of idea development Additionally, linguistic skills play a vital role in successful essay writing; inadequate expression in English can lead to failure Mastery of spelling, grammar, and punctuation is essential to convey ideas clearly, as poor language mechanics can create ambiguity and confusion, underscoring the necessity of linguistic proficiency in effective communication.

The language deviations observed in undergraduates are a valuable subject for rigorous study, similar to other notable phenomena in nature or human behavior These deviations provide essential insights into how students learn and navigate the challenges of comprehending their academic work.

This inquiry focuses on the varying emphasis markers and departments place on language errors in essay writing Effective essay writing encompasses several essential stages, including planning, relevant reading, note-taking, organizing ideas, drafting, and revising Skills in essay writing can be categorized by complexity; basic skills involve budgeting time, ensuring correct grammar and punctuation, maintaining orderliness in presentation, and adhering to referencing conventions In contrast, more complex skills include interpreting essay questions, structuring content appropriately, and achieving fluency and flow in writing Additionally, cognitive operations, such as assessing the relevance of information, play a crucial role in developing effective essay writing techniques Students may differ in their adoption of sound or unsound approaches to both basic and complex essay writing skills.

Mindmapping ICT Tools and the Application of MindMeister in Idea

The integration of Information and Communication Technology (ICT) in language learning has revolutionized traditional teaching methods, offering innovative tools and resources that enhance the effectiveness of language education.

A mind map is a visual diagram that organizes information by illustrating relationships among various ideas centered around a single concept Typically drawn with the main idea at the center of a blank page, it incorporates associated images, words, and phrases Major ideas branch directly from the central concept, with additional ideas stemming from those Mind maps can be created by hand during lectures, meetings, or planning sessions, or as more polished visuals when time permits As a form of spider diagram, mind mapping serves as an effective brainstorming technique, facilitating the organization of thoughts around a central theme and aiding in the retention and retrieval of information.

Mind mapping is a creative and effective technique for organizing ideas, making it easier to connect thoughts compared to traditional note-taking methods (Buzan, 2002) This approach facilitates learners in the pre-writing process by providing a hierarchical structure that helps retain ideas until the essay is complete By exploring concepts related to the main theme, mind maps allow for a nonlinear organization of thoughts, avoiding the rigidity of outlines or lists Incorporating images, symbols, keywords, and colors enhances comprehension and caters to various learning styles, including spatial and visual intelligences (Gardner, 1985, 1999) Unlike linear note-taking, mind mapping visually organizes thoughts, connecting related ideas through lines and enabling personalization of the diagram (Buzan, 1993) Using different colors and shapes further emphasizes connections and similarities between concepts, making the mind map a versatile tool for idea generation and exploration.

Mind maps are valuable tools for teachers, facilitating not only the instruction of students but also enhancing their ability to think, learn, and connect new knowledge with what they already know These visual aids represent ideas similarly to brainstorming sessions, displaying a hierarchical structure that links major concepts with supporting details According to Gardner's theory of multiple intelligences, there are eight distinct types of intelligence, emphasizing the diverse ways in which individuals learn and process information.

Mind mapping, as introduced in 1999, effectively engages multiple intelligences, making it a valuable tool for learners at all levels By providing structured frameworks, mind maps help students organize their thoughts, create connections, and enhance comprehension Mimicking the way the human brain functions, mind maps incorporate memorable keywords and utilize visual elements such as lines, arrows, color-coding, images, and symbols This approach not only makes writing more engaging but also aligns with the diverse learning profiles of individual students.

2.3.2 ICT Tools in Education and the Employment of Mindmapping ICT Tools in Teaching and Learning English Essay Writing

To understand the role of ICT in education, it is essential to recognize its diverse applications in daily life, such as alleviating workloads, solving problems, enhancing teaching and learning, and facilitating online payments ICT encompasses a range of advanced devices and resources that aid in communication, innovation, information dissemination, storage, and management (Meenakshi, 2013) Furthermore, Mullammaa (2010) emphasizes that ICT and web-based learning solutions create opportunities for learners to engage in a more interactive and stimulating educational experience.

The application of ICT in education is considered common nowadays due to the rapid emergence of various types of gadgets According to Sánchez

In today's digital age, children and teenagers are immersed in technology, with computers and mobile devices becoming integral to their daily lives (2017) The Internet and social media have become essential components of primary school students' routines According to Mullammaa (2010), ICT facilitates student-centered learning by fostering a sense of community among learners, highlighting the teacher's crucial role in integrating social media into education This includes using platforms to assign tasks that motivate students to write The 21st century marks a significant shift towards technology-enhanced learning, with mobile learning enabling knowledge acquisition anytime and anywhere (Geddes, 2004) The rise in mobile device usage has led to the adoption of mobile tools in education, as noted by Kukulska-Hulme and Shield (2008), which support continuous learning in various contexts Additionally, Al Sahli (2014) found that online tools like games, YouTube, and digital storytelling positively impact vocabulary development among middle school students in Saudi Arabia.

Al Saudi highlighted the limitations of traditional teaching methods and emphasized the benefits of integrating online learning apps, which significantly enhance students' vocabulary Consequently, it is essential to thoroughly evaluate the use of ICT tools to improve both language learning and teaching outcomes.

Mind mapping ICT tools are software applications or online platforms that enable users to create, edit, and share mind maps electronically These tools offer essential features such as Central Topic Creation, allowing users to start with a main idea and branch out into subtopics They also provide Visual Customization options, enabling users to enhance their mind maps with various colors, fonts, icons, and shapes for better organization Additionally, many mind mapping tools support Collaboration, permitting multiple users to work on the same mind map in real-time or asynchronously Integration with other applications, such as word processors and project management tools, ensures a seamless workflow Finally, these tools offer Export and Sharing Options, allowing users to save mind maps in various formats and share them easily via email or social media.

Modern mind mapping tools offer cloud storage options, enabling users to access their mind maps from any internet-connected device Research highlights the educational benefits of paper-based mind maps across various fields, including foreign languages, science, music, social sciences, math, and instructional technologies However, today's digital natives increasingly prefer ICT tools, which facilitate the creation of interactive mind maps These digital platforms allow for visually appealing designs that are easier to review, update, and store, while maintaining the core principles of traditional mind maps Mind mapping software enhances brainstorming and idea generation by visually representing connections through lines, colors, and arrows Unlike manual drawing in paper-based methods, ICT tools automate these processes, offering innovations such as minimal tool requirements, easy sharing, visual richness, and portability Additionally, these software solutions empower students to personalize their maps with various colors, expressions, and images.

Mind mapping ICT tools serve as an innovative teaching and learning technique that can effectively assist students in connecting previously learned concepts with new information By utilizing these tools, the challenges students face in understanding and integrating complex ideas can be significantly reduced, making them particularly beneficial for digital native learners.

2.3.3 Advantages and Disadvantages of Using Mindmapping ICT Tools in

Teaching and Learning Essay Writing for High School Students

Research indicates that ICT tools significantly enhance the ESL writing classroom by fostering a supportive environment that improves both the quality and quantity of students' essay writing (Lam & Pennington, 1995; Bialo & Sivin-Kachala, 1996; Goldberg, Russell & Cook, 2003; Fidaoui, Bahous & Bacha, 2010) Mind-mapping, as described by Murley (2007), effectively centers the main topic while organizing related subtopics, helping students maintain a clear overview and understand connections between prior knowledge and new information This method proves to be more effective than traditional textbook-based instruction, as it empowers students to generate, visualize, and organize their ideas more efficiently (Al-Jarf).

Mind-mapping ICT tools significantly enhance learning, particularly for visual learners, by aiding in thought management, directing learning, and establishing connections According to Al-Jarf (2011), these tools help students organize, prioritize, and integrate course material more effectively Overall, mind-mapping serves as a powerful technique that leverages both hemispheres of the brain, promoting improved studying, problem-solving, critical thinking, and memory recall.

Research indicates that while Information and Communication Technology (ICT) can enhance writing skills, it also presents certain disadvantages Studies by Salehi & Salehi (2011) and Yunus & Salehi (2012) highlight that computer technology may foster a lackadaisical attitude among students, leading to a diminished seriousness towards their work Additionally, ICT tools can distract students in the classroom and encourage the use of shorthand instead of proper language Kukulska-Hulme and Shield (2008) emphasize that Mobile-Assisted Language Learning facilitates continuous access to learning through personal devices Furthermore, Al Sahli (2014) found that online tools like games, YouTube, and digital storytelling significantly improve vocabulary development among middle school students in Saudi Arabia, suggesting that traditional teaching methods are less effective Consequently, careful consideration of ICT tools is essential for optimizing language learning and teaching outcomes.

The integration of Information and Communication Technology (ICT) in education, particularly in teaching essay writing, encompasses systems that facilitate the collection, manipulation, management, access, and communication of various forms of information Writing skills, a crucial component of language learning, involve the process of encoding words (Floyd, 2007) ICT serves as a valuable tool for enhancing the teaching of writing skills (Melor Md Yunus).

Review of Related Studies

Over the years, researchers have increasingly explored the use of applications for language learning, particularly in enhancing English essay writing Studies, such as Al-Jarf's (2009), demonstrated that tools like Free Mind significantly improved students' writing abilities by facilitating idea generation, as evidenced by a quasi-experimental design comparing experimental and control groups Similarly, a study by Debbag, Cukurbasi, and Fidan (2020) on pre-service teachers revealed that Coggle, another mind-mapping tool, was effective and cost-efficient for generating ideas in essay writing, with participants reporting positive perceptions of its use Both studies employed pre- and post-tests to assess the applications' effectiveness, showing notable improvements in student outcomes Furthermore, Rahmad Fadillah's (2019) pilot research highlighted the positive student perceptions of Mind Mapping digital software in writing instruction, emphasizing its role in motivating idea generation.

In a 2012 study, the Mindomo application was utilized to assess the impact of the mind map technique on students' narrative writing performance Mindomo is a digital mind-mapping software designed to enhance productivity, foster idea development, and improve learning effectiveness through collaborative concept mapping and outlining The research involved sixteen students from a rural school in Labis, Johor, selected via purposive sampling Utilizing pre-test and post-test scores, along with semi-structured interviews, the researcher conducted 50-minute sessions over an 8-week period Following this cycle, eight students from varying proficiency levels were chosen for interviews to further explore the technique's effectiveness.

M H (2021) carried out the study about the effectiveness of using XMind as a digital brainstorming technique in enhancing attitudes of Saudi EFL learners to writing skills The research employed an experimental design including a pre- and post-tests groups in order to evaluate the effectiveness of the automated brainstorming process to improve students' writing performance and behavior The sample received a pre-test prior to the experiment through a 5-point Likert scale questionnaire Post-testing was also performed by the end of the treatment to measure the outcome of the study using the same questionnaire In addition, the current study utilized XMind tool throughout the experiment, which is an easy to use tool for the students to help them in creating mind maps, when the XMind software was used, learners reported the efficacy of the branches, notetaking, graphics, and coloring options as quite useful in making connections between ideas generated during the exercise and the previous knowledge They also reported improved confidence in generating, organizing, and utilizing ideas with digital mind mapping In other words, 'learners' attitudes improved significantly to writing with the use of a mindmapping ICT tool It was found that participants who learned essay writing by generating ideas through the applications were very excited, happy, and highly motivated In addition, they loved to use technology, which made learning more interesting and could help them learn writing easily, interestingly

Previous studies on idea generation in essay writing highlight both similarities and differences in the use of mindmapping ICT tools However, there is a notable lack of research combining quantitative and qualitative surveys on digital mindmapping tools for high school students in the context of English essay writing Addressing this gap is essential, as it can enhance the application of mindmapping ICT tools to support language learning and improve the writing abilities of EFL high school students in Vietnam.

Summary

This chapter offers a detailed exploration of teaching and learning English essay writing through mobile-assisted language learning, emphasizing the role of ICT tools It presents effective methods for teaching writing to young learners and introduces the MindMeister app, which enhances writing skills both in the classroom and at home The app features a diverse range of writing learning tools, providing students with multiple options and engaging experiences in English essay writing Additionally, the chapter highlights the significance of prior research on ICT tools in this educational context, referencing relevant literature to establish a solid scholarly foundation for the analysis and discussion that follows in the thesis This integration of previous studies deepens the understanding of the theoretical concepts and methodologies utilized throughout the work.

RESEARCH METHODS

Research Design

A quasi-experimental design was utilized in this study to establish a cause-and-effect relationship between independent and dependent variables, closely resembling true experimental designs (Muijs, 2004) The research employed a quantitative approach, incorporating a pre-test and post-test design alongside Likert-scale questionnaires to gather data from participants Dugard and Todman (1995) noted that this design is particularly effective in educational research for examining the impact of educational innovations This methodology allowed for an assessment of how student scores changed following an intervention in the teaching and learning process Additionally, the survey questionnaire served as an effective tool for evaluating less observable factors such as behaviors, beliefs, perceptions, and attitudes (Onalan, 2004) The Likert-scale questionnaire is widely recognized for measuring components like motivation and attitudes, providing researchers with a convenient means of data collection (Nemoto and Beglar, 2014).

The intervention of the study lasted within 8 weeks of semester 1, from the

The intervention in this study was conducted over a period of 8 to 12 weeks, aligning with the recommended duration for effectiveness as outlined by McInemey and Elledge (2013) Therefore, the length of the intervention was deemed appropriate for achieving the desired outcomes.

During the intervention, students engaged in traditional face-to-face English instruction covering units 2 to 5 of the Tieng Anh 11 coursebook Initially, students generated ideas using conventional methods for their first essay Subsequently, the teacher introduced MindMeister for idea generation during virtual classes and at home, assessing students' progress in developing their idea generation skills The implementation of MindMeister activities was closely monitored throughout the study.

The pre-test and post-test design was crucial in this research, yielding valuable data on students' cognitive learning outcomes, particularly in grammar knowledge improvement after the course Additionally, the survey questionnaire effectively assessed students' attitudes towards using MindMeister in research contexts The responses highlighted the cognitive, affective, and behavioral components of attitude, reflecting students' cognition, feelings, motivation, and behaviors related to grammar lessons in the classroom.

Data Collection

The study gathered data from two 11th-grade classes at a mountainous high school in Quang Ngai Province, utilizing essay outline tests, questionnaires, and interviews The essay outline tests and additional exercises were derived from the Writing skill lessons in units 1 to 5 of the Tieng Anh 11 coursebook, along with the school's intensive teaching lesson plan Data collection and analysis were conducted in three phases: prior to the intervention, during the intervention, and immediately following the intervention.

A public high school in the mountainous region of Northwestern Quang Ngai Province, established forty years ago, serves around 600 students and employs nearly sixty teachers, including six English instructors Admission for 9th graders from designated areas of Tra Bong is contingent upon passing a competitive exam, highlighting the school's commitment to high teaching and learning standards Consequently, both school administrators and educators prioritize upholding the institution's reputation.

Furthermore, students at this school mainly come from mountainous, rural part This implies that students had low level of English proficiency and little interest in learning English

The study involved sixty 11th grade students from two intact classes at a high school in the mountainous region of Northwestern Quang Ngai Province These students were instructed in English using the new coursebook, Global Success 11, as part of the General Education Program.

2018 The two classes were combined as one experimental group

Both classes utilized identical textbooks, course materials, outlines, and tests Throughout the intervention, from the first to the last week, students were trained on how to use MindMeister, an online mind mapping tool, to enhance idea generation in their essay writing.

The table below presents the background information of the selected students

Gender Age Years of learning

Table 2 outlines the demographic details of the student participants in this study, highlighting a slight predominance of female students over male students Additionally, it notes that the ages of the students and their years of English language learning are comparable.

The researcher delivered formal face-to-face English instruction to the intervened students utilizing the Tieng Anh 11 coursebook from the Global Success series, specifically tailored for the 2018 General Education Programme In the initial term, students in grade

Eleven students are tasked with mastering five units and two reviews, where each unit consists of eight lessons These lessons cover essential topics such as Getting Started, Language (including Vocabulary, Pronunciation, and Grammar), Reading, Speaking, Listening, Writing, Communication and Culture/CLIL, as well as a Looking Back and Project section.

Review of the Writting Skill Content in Each Unit

Unit Title Writing skill content

1 A long and healthy life Write a short message

2 The generation gap Write an opinion essay about limiting teenagers’ screen time

3 Cities of the future Write an article about the advantages and disadvantages of living in a smart city

4 ASEAN and VietNam Write a proposal for a welcome event

5 Global warming Write a leaflet to persuade people to reduce black carbon emissions

Table 3 presents the title from unit 1 to unit 5 in the coursebook Tieng Anh 11 and the Writing skill content in each unit

The Writing skill content in Units 1 to 5 of the Tieng Anh 11 coursebook offers limited focus on essay writing However, the school's English intensive teaching plan emphasizes writing lessons that center on crafting essays related to the topics covered in these units.

I also received approval from my school’s principal to give the students additional homework of writing essays after every Writing skill lesson The teaching plan is available in Appendix 1

This study utilized three main instruments for data collection: essay outline tests, questionnaires, and interviews Initially, pre-test and post-test outline tests were conducted to evaluate students' idea generation in English essay writing before and after the intervention The pre-test assessed students' initial skills, while the post-test, administered two weeks later, measured the improvement in their idea generation abilities Additionally, a questionnaire was distributed to participants following the intervention to gather further insights Lastly, interviews provided a deeper understanding of students' perceptions regarding the effectiveness of MindMeister in enhancing their idea generation skills in English essay writing.

3.2.4.1 Pre-test and Post-test A pre-test, as well as a post-test, were performed to collect information, as “it can provide information about the general ability level of the students, about specific problems that the students may be having with the language, and about their achievement in previous programs” (Brown, 1995:48)

In this study, students utilized the mind map technique practiced on MindMeister to create an essay outline related to their lessons, as demonstrated in the pre-test and post-test assessments (see Appendix 2).

The pre-test aimed to evaluate students' idea generation in English essay writing without any tools, while the post-test focused on the impact of MindMeister on this process The essay outline rubric comprises five criteria: Thesis Statement, Organization, Content, Clarity, and Mechanics, each assessed at four levels: Excellent, Good, Fair, and Poor Students can earn 2 points for Excellent, 1.5 points for Good, 1 point for Fair, and 0.5 points for Poor This rubric is based on the outline checklist developed by Dorothy E Zemach and Lisa A Rumisek.

The IELTS writing task 2 Band Descriptors, developed by the British Council, IDP: IELTS Australia, and Cambridge English Language Assessment, are outlined in Table 5 and illustrated in Figure 6 The finalized rubric is accessible for reference.

Appendix 4 The outline tests were based on topic essays that students learned in the previous weeks The pre-test and post-test have the same form and length of time but different topics First, the previous test was performed The researcher had students practice some of essay topic according to the lesson plan in class and extra class curriculum at home in order to help them get good result in the post- test see Appendix 5 and 6 The following test was applied to students in week eight, the final week of the study, and examined how progress students could make during the eight-week process The score for each criterion ranges from 0.5 to 2.00 The highest score of a complete essay outline test based on five criteria and four evaluation levels in the rubric is 10.00 Before the administration of the pre-test to the participants of the study, the pre- test was piloted by 10 students from an intact class at the same school to test the reliability and validity of the instrument The post-test was given to the same participants after 8 weeks to obtain the final result so it could be compared to the pre-test result The results of the pre-test and post-test were collected and analyzed using SPSS 26.0, or the results of the tests met Cronbach’s Alpha on reliability (see Table 6)

The Outline Checklist Based on Dorothy E.Zemach and Lisa A.Rumisek (2003)

 Paragraphs in the right order

 Supporting points and details in the right order

 Each main idea related to the thesis statement

 Each supporting point related to the paragraph’s main idea

 Each detail related to the paragraph’s supporting points

 Enough ( and not too many) main ideas to develop the thesis statement

 Enough ( and not too many) supporting points for each main point

 Enough ( and not too many) detais for each supporting point

IELTS Writing Task 2 Band Descriptors

Descriptive Statistic for the Pre-Test and the Post-Test

Test Cronbach’s Alpha Cronbach’s Alpha Based on

Table 6 demonstrates that the reliability of both the pre-tests and post-tests is satisfactory, with alpha values of 0.981 and 0.992, respectively Therefore, these tests are deemed reliable instruments for the research study.

Data Analysis

The researcher employed both qualitative and quantitative descriptive analysis to thoroughly examine the collected data, providing a comprehensive overview of the study process and insights into the research findings.

After gathering the data from the pre- and post-tests, SPSS 26.0 was used to gather and evaluate the test results in order to respond to research question

1 The scores were categorized into four categories proposed by Afni (2014)

To assess the significant improvement in students' idea generation, the mean scores of pre-tests and post-tests were calculated Descriptive statistics, Independent-Sample T Tests, and Paired-Samples T Tests were employed to analyze the differences between these mean scores A higher mean score in the post-test compared to the pre-test indicated the effectiveness of the treatment, suggesting that the use of MindMeister for idea generation in English essay writing is more effective than traditional methods.

In the initial questionnaire, students provided personal information in response to questions 1, 2, and 3 For questions 4 and 5, they selected from available options; however, since all students indicated "not yet" for question 4, question 5 was deemed unnecessary and not implemented.

The data from the initial questionnaire were not analyzed; however, in the second questionnaire, responses were collected using a 5-point Likert scale Participants' answers were systematically entered for each item, and all responses were tabulated in numerical codes for subsequent analysis The data were then coded and input into a computer database utilizing SPSS for quantitative analysis The mean score range for the Likert scale was calculated as (5-1) / 5 = 0.8, indicating an approximate interval of 0.8 between responses The researcher employed the Likert Scale to evaluate students' attitudes through five statements: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD) Participants indicated their level of agreement on a scale from 1 (strongly disagree) to 5 (strongly agree), allowing for a comprehensive interpretation of the total scores.

Finally, the researcher described the data in narrative form The data were also presented on both a table and a bar chart

The researcher conducted interviews with participants who provided their consent, and their responses were recorded and coded as STA, STB, STC, STD, STE, and STF Utilizing qualitative data analysis, the researcher employed content analysis to examine the semi-structured interview data Initially, the Otter application was used to transcribe the interviews, followed by multiple readings of the transcripts to familiarize with the content and categorize responses into distinct groups Finally, the analysis addressed the research questions in relation to the discussions presented in the literature review.

Summary

This research investigates the impact of the MindMeister application on idea generation in English essay writing, employing a mixed-method approach to ensure authenticity The methodology chapter outlines the instruments utilized for data collection and analysis Following the establishment of the methodological framework, the subsequent chapter will detail the data analysis process along with the key findings and results of the study.

FINDINGS AND DISCUSSION 46 4.1 Students’ Effect on Idea Generation in English Essay Writing Progression

Students’ Understanding and the Popularity of MindMeister Among

To affirm students’ acknowledgement of this appatarus, a Frequency

A statistical test was conducted on question item No 4 from the second part of the first questionnaire, which aimed to determine if respondents had previously used MindMeister.

MindMeister Application’s Popularity Among Students Before the Intervention

The result showed a surprising response, with 100% of students answering

Students’ Opinion on the use of MindMeister Before the Intervention

From the first questionnaire’s result, it can be inferred that the level of

Not Yet Already Used mountainous students’ access to ICT tools in education was relatively insignificant.

Improvement in the Participants’ Idea Generation in English Essay

A T-test was conducted to assess changes in students' idea generation during English essay writing The analysis of essay outline test results revealed a significant difference between the pre-test and post-test mean scores, with a p-value of 0.00 (p < 0.05) Additionally, a Descriptive Statistic Test was performed to determine the mean scores for each test, as presented in Table 9.

Student's Idea Generation in English Essay Writing Result

Tests N Minimum Maximum Mean Std Deviation

The study revealed a significant improvement in students' idea generation abilities, as evidenced by the pre-test mean score of 5.73 (SD=1.76) compared to a post-test mean score of 7.37 (SD=2.05) The pre-test scores ranged from a low of 3 to a high of 8, while the post-test scores varied from 4 to 10 This notable increase in mean scores indicates that the use of MindMeister as an intervention effectively enhanced students' skills in generating ideas for English essay writing.

Students' Score Classification in Pre-Test And Post-Test

Pre – Test and Post – Test Score

Data analysis revealed a significant improvement in student scores from pre-test to post-test, with an increase of 8–10 points The number of students achieving higher scores rose dramatically from 12 to 38 Conversely, there was a decline in the number of students scoring 5 or lower.

7 scores and below 5 decreased to 14 and 8 from the pre-test to post-test results

It can be seen from the figure that fewer students were categorized in those two lower categories in the post-test.

In conclusion, the use of MindMeister for idea generation in English essay writing led to a significant increase in students' post-test scores compared to their pre-test results This indicates a marked improvement in students' ability to generate ideas for their essays after utilizing MindMeister Notably, the initial questionnaire revealed that none of the participants had previously used the application.

Pre-Test Post-Test intervention Therefore the evaluation’s result of students' improvement in idea generation is completely objective and appropriate.

Students’ Time for Using MindMeister

A Frequency Statistic Test was run to measure students’ time of using MindMeister in idea generation before writing an English essay

Time Students Spent Using MindMeister in Idea Generation Before Writing an English Essay at Home

Cumulative Percent Valid Under 20 minutes per week

Between 20 and 40 minutes per week

Between 40 and 60 minutes per week

It is obvious from Table 10 that 18 students used MindMeister for under

A study on English essay writing revealed varied usage of MindMeister among participants, with 30% dedicating 20 minutes weekly, while six participants engaged for over 60 minutes Additionally, twelve pupils utilized the tool for 40 to 60 minutes each week, and 24 students (40%) practiced for 20 to 40 minutes Overall, MindMeister proved to be an effective resource for improving English essay writing skills across different time commitments.

The Number of Essay Outlines that Students Generated by Using the

A Frequency Statistic Test was run to measure the number of students’ essay outlines generated by using MindMeister

The Number of Essay Outlines That Students Generated by Using MindMeister Application

According to Table 11, 26.7% of students (16 participants) created fewer than 10 essay outlines using MindMeister, while 50% (30 students) produced between 10 and 15 outlines Additionally, 23.3% of the pupils (14 students) generated between 15 and 20 essay outlines Notably, no students exceeded 20 essay outlines with MindMeister.

Students’ Perception of Using MindMeister in Idea Generation in English

The study investigates high school students' perceptions of MindMeister as a tool for idea generation in English essay writing Findings reveal that students view MindMeister positively, appreciating its ability to organize thoughts and enhance creativity Many participants reported that the platform facilitates brainstorming and helps them structure their essays more effectively Overall, students believe that using MindMeister significantly improves their writing process and encourages more innovative ideas.

In Chapter 3, the initial questionnaire aimed to evaluate participants' familiarity with MindMeister, but it was not analyzed since all participants reported no prior experience The second questionnaire was employed for data collection, and to ensure its reliability, Cronbach’s Alpha was utilized to assess the reliability of the questionnaire items (Forman and Nyatanga, 2001) After the students completed the questionnaires, the data were analyzed using SPSS to measure reliability Findings were derived from the data collected from the second questionnaire and semi-structured interviews, with four component categories statistically analyzed for mean and standard deviation The reliability of the questionnaire was confirmed using the Cronbach’s Alpha method in SPSS, as detailed in Table 12.

Reliability Statistic of the Second Questionnaire

Constructs Cronbach’s Alpha value Number of items

The Cronbach’s Alpha values for the two constructs exceeded the accepted threshold of 0.7, indicating that the second questionnaire used in this study demonstrated high reliability and served as an effective data collection instrument.

4.4.1 Students’ Perceptions of the Usefulness of Mindmeister in Idea

Generation in English Essay Writing

Students' Perception of Using MindMeister Application in Terms of

Using MindMeister makes generating ideas in English essay writing more exciting

MindMeister app provides efficient ways to generate ideas in English essay writing

MindMeister app helps you develop teamwork skills in the process of developing ideas when writing English essays

In exploring the effectiveness of tools for generating ideas in English essay writing, MindMeister stands out with a mean score of 4.40 to 4.45, as shown in Table 13 Notably, students rated the statement "MindMeister app provides efficient ways to generate ideas in English essay writing" the highest, with a mean of 4.45 and a standard deviation of 0.502, highlighting its significant impact on their writing process.

The MindMeister app enhances the excitement of generating ideas for English essay writing, achieving a mean score of 4.40 with a standard deviation of 0.616 Interview data supports these quantitative findings, with Participants A and C expressing increased enjoyment and retention of unique ideas in their English writing Additionally, Participant B highlighted the app's collaboration feature as beneficial for reviewing and refining her essay ideas.

4.4.2 Students’ Perceptions of Enjoyment of MindMeister Application in Learning English Essay Writing

Students express a strong preference for using the MindMeister app for generating ideas in English essay writing, as indicated by their positive responses to statements about its usability and enjoyment They favor MindMeister over other learning methods, highlighting its effectiveness in enhancing their writing process Additionally, students find the various types of learning mind maps available on MindMeister to be enjoyable, further solidifying its role as a valuable tool in their English essay writing practice.

As can be seen in Table 14, the mean score of the strategy “You prefer using

The MindMeister app emerged as the preferred tool for generating ideas in English essay writing, with a high mean score of 4.38 This indicates a strong preference among users for utilizing MindMeister over other learning methods for brainstorming and organizing their thoughts in essay composition.

Students' Perception of Using MindMeister in Terms of Enjoyment

You like to use MindMeister to generate ideas in English essay writing

You prefer using MindMeister rather than using other learning methods for generating ideas in English essay writing

You think that the different types of learning mindmap on

Students displayed a strong motivation for using the MindMeister app for idea generation in English essay writing, as evidenced by a high mean score of 4.38 (SD = 613) They enjoyed creating essay outlines both at home and in class, finding the process more enjoyable compared to traditional methods The descriptive statistics revealed a mean score of 4.12 for both statements regarding their preference for the app and the enjoyment derived from its various mind map types Overall, learners expressed great interest and enthusiasm for participating in activities using MindMeister.

The survey results indicated that the majority of participants found using MindMeister enjoyable, demonstrating a strong interest in the app Learners expressed excitement and enthusiasm about participating in activities on MindMeister, highlighting its engaging nature.

4.4.3 Students’ Motivation when Using MindMeister for Idea Generation in English Essay Writing

Students’ Motivation When Using MindMeister for Idea Generation in

MindMeister to generate ideas before writing your English essay

You use MindMeister to generate ideas when writing

English essays if requested by the teacher

You use MindMeister to generate ideas before writing an English essay when your friends use it

As regards Table 15, students reported that they always consciously used MindMeister to generate ideas before writing their English essay.” (item A7:

M=4.00; SD=.521), “ use MindMeister to generate ideas when writing English essays if requested by the teacher.” (item A8: M=4.18; SD=.911) and

Students effectively utilized MindMeister for collaborative idea generation before writing English essays, as indicated by a mean score of 4.47 for item A9, which surpassed the scores of items A7 and A8 This demonstrates the tool's efficacy in enhancing group work and brainstorming among peers.

The qualitative data gathered from the interviews provided valuable insights into students' motivations for use Encouragingly, the findings from the interviews aligned closely with the results from the questionnaires.

Most participants expressed a preference for collaborating in groups to exchange essay outline ideas while using MindMeister For instance, Participants A and E noted that the app's user-friendly interface facilitates connections among learners, thanks to its guidance mode Additionally, Participant C highlighted the simplicity of the application's operations, particularly appreciating the fluency with which she can utilize the Project Planning feature.

Some participants have reported negative experiences with the application Participant C noted that the app consumes significant storage on her smartphone, resulting in occasional logouts while she is brainstorming for her topic essays.

A similar idea was found in Participant A's response, she said that "it consumes a lot of device space, so the application is sometimes slow ”

4.4.4 Students’ Perceptions of the Convenience of Mindmeister in Idea Generation in English Essay Writing

Students' Perceptions of Convenience in Using MindMeister

It is convenient for you to use MindMeister to generate ideas in English essay at any time

You can use MindMeister conveniently on different devices to learn English essays

You can generate ideas in

The convenience of MindMeister application is related to the content of three following items It is observed in Table 16 that participants reported that

Students found the MindMeister application highly convenient for generating ideas for their English essays, with a mean score of 4.13 (SD=0.596) Additionally, they appreciated the flexibility of being able to use the MindMeister app from any location, reflected in a mean score of 4.47 (SD=0.503).

“use MindMeister effectively on different devices to learn English essays”

The findings align with interview participants' views on the convenience of MindMeister, highlighting its value for learners Participant C emphasized the flexibility of learning, stating she can “learn English any time, any place.” Similarly, Participant D noted the tool's effectiveness, mentioning that "MindMeister is very convenient, making it easier for me to generate ideas in English essay writing."

Students’ Perceptions of the Improvement in Idea Generation in English

Following the analysis of the questionnaire data, the researcher conducted face-to-face semi-structured interviews with six out of 60 students to gain deeper insights into their experiences using MindMeister for idea generation in essay writing The interviews aimed to explore the benefits and challenges students encountered while utilizing MindMeister both at home and in the classroom All interviews were audio-recorded and subsequently transcribed for further analysis.

Most interviewees highlighted MindMeister as an effective tool for enhancing English essay writing skills Commonly used terms in their feedback included "like," "love," "enjoy," "keen on," and "interested in," reflecting the app's engaging features Additionally, the portability of MindMeister was frequently noted, with participants appreciating the convenience of accessing the app anytime and anywhere Overall, all interviewees expressed positive experiences using MindMeister to brainstorm and generate ideas for their English essays.

The interview results indicate that the majority of participants appreciate the Sharing online feature and the attractive visuals of MindMeister However, some users expressed dissatisfaction with the Planning Project feature, preferring to assign tasks directly instead of utilizing the online platform This preference stems from their desire to concentrate primarily on idea generation rather than project planning.

Participants highlighted challenges faced while using MindMeister, including student distractions from mobile app usage and the significant storage space it occupies on phones.

All participants expressed their intention to continue using the MindMeister application for generating ideas in English essay writing In conclusion, they recognized both the advantages and challenges associated with the use of this tool.

Discussion

MindMeister has proven effective in enhancing students' idea generation, particularly benefiting those involved in English essay writing This aligns with the study by Alqasham and Al-Ahdal (2021), which demonstrated that using XMind as a digital brainstorming tool positively influenced Saudi EFL learners' attitudes toward writing skills The significant differences observed between pre-test and post-test results underscore the positive impact of these applications on idea generation in English essay writing.

Between the pre-test and post-test of the participants after eight weeks, an improvement in idea generation was observed airo, Medyana & Ratminingsih,

A study by Ni & Sudira (2021) revealed a significant improvement in participants' performance from pre-test to post-test, indicating that digital mind mapping tools like Mindomo are more effective than traditional paper-based methods for enhancing idea generation This aligns with findings from Medyana & Ratminingsih, supporting the notion that digital mind mapping facilitates easier idea organization and sentence structuring for students Furthermore, the use of digital mind maps has been shown to motivate students to further develop their writing skills.

Summary

This chapter presents the quantitative and qualitative findings of the research, focusing on the impact of MindMeister on high school students' English essay writing The analysis indicates that MindMeister significantly enhanced students' essay writing skills, as evidenced by the substantial improvement in scores from the essay outline test conducted after eight weeks Additionally, feedback from the second questionnaire and interviews revealed that most students had positive perceptions of MindMeister as an effective tool for learning English essay writing, expressing their intention to continue using the application for generating ideas in the future.

CONCLUSIONS AND IMPLICATIONS

Summary of the Major Findings

This thesis investigated the impact of MindMeister on EFL students' English essay writing over an eight-week period in Quang Ngai Province Sixty students participated, with data collected through essay outline achievement tests, including pre-tests, post-tests, questionnaires, and semi-structured interviews, utilizing both qualitative and quantitative methods The findings indicated significant improvement in students' idea generation for essay writing, with many expressing that MindMeister enhanced their interest in learning both at home and in class The application offered diverse learning modes, leading students to prefer MindMeister over traditional methods Overall, MindMeister positively influenced students' English essay writing skills.

A recent study examined students' perceptions of using MindMeister for idea generation in English essay writing Findings indicated that most students dedicate 20 to 40 minutes weekly to using MindMeister and frequently engage with its activities Data analysis from a second questionnaire revealed that both students and teachers hold a positive attitude toward MindMeister's role in enhancing idea generation for English essay writing Additionally, semi-structured interviews highlighted students' views on how MindMeister contributes to their improvement in English essay writing skills.

MindMeister has been shown to significantly improve students' idea generation in English essay writing While there is extensive global research on the effectiveness of mind mapping ICT tools for enhancing writing skills, studies specifically focused on Vietnam, particularly in Quang Ngai Province among 17-year-olds, are notably scarce This research aims to contribute to the understanding and application of ICT tools in educational settings.

Implications

This study's findings have significant implications for various facets of English language teaching in Vietnam, highlighting the need for shifts in policymaking and evolving perceptions among educators and students.

The integration of technology in high school English education is crucial for influencing teaching and learning policies With the increasing popularity of educational tools, it is essential to blend curriculum with technology This approach provides students with enhanced opportunities to practice idea generation in essay writing, both in and out of the classroom.

Teachers play a crucial role in facilitating student engagement in the classroom, particularly in English writing learning through tools like MindMeister This study highlights the positive impact and student perceptions of MindMeister, emphasizing the need for teachers to enhance their understanding of this application It is recommended that educators incorporate MindMeister into their teaching strategies to align with MOET requirements and provide students with opportunities to practice English essay writing at home Additionally, findings from semi-interviews indicate that animated stories were underutilized; therefore, teachers should create supplementary classroom activities to better support this learning tool.

Limitations of the Study

This investigation has notable limitations that should be considered in future studies While the research achieved its objectives, certain unavoidable constraints remain that need to be recognized and addressed Despite these limitations, none pose a threat to the validity of the findings.

The study's small sample size limits the applicability of its findings to a broader student population, suggesting that the impact of MindMeister on idea generation in English essay writing may not be fully understood Additionally, the 8-week intervention period may have constrained the research's accuracy and completeness, indicating a need for longer studies Furthermore, since the participants were exclusively high school students, the results may not extend to learners at different proficiency levels Despite these limitations, the author has taken steps to ensure the research's validity and reliability, allowing for future studies to build on these findings for a more thorough exploration of MindMeister's role in enhancing idea generation in English essay writing.

Recommendations for Future Research

Research indicates that MindMeister positively influences students' idea generation in English essay writing To enhance the generalizability of these findings, additional studies should explore its effects across various educational levels, including primary and secondary students Future research should also consider larger sample sizes and investigate the effectiveness of individual MindMeister features Overall, building on this study's results can deepen the understanding of MindMeister's role in enhancing idea generation among students.

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TRA BONG HIGH SCHOOL’S ENGLISH INTENSIVE

TEACHING CONTENT UNIT 1 - Lexico – Grammar( Words/ Phrases related to health and fitness)-

(Past simple and present perfect)

- Reading for Comprehension (Topic: Healthy lifestyle)

- Writing Essay (Topic: Ways to lead a healthy lifestyle

UNIT 2 - Lexico – Grammar (Words/ Phrases related to generation gap) –

- Reading for Comprehension (Topic: Generation gap)

- Writing Essay (Topic: Ways to bridge generation gap)

UNIT 3 - Lexico – Grammar( Words/ Phrase related to cities and smart living)- (Linking verbs)

- Reading for Comprehension (Topic: Characteristics of future cities)

- Writing essay (Topic: The advantages and disadvantages of living in a smart city.)

UNIT 4 - Lexico – Grammar( Words/ Phrase related to ASEAN)- (

Gerunds as subjects and objects)

- Reading for Comprehension (Topic: ASEAN countries)

- Writing essay (Topic: The benefits of being an ASEAN member)

UNIT 5 - Lexico – Grammar( Words/ Phrase related to global warming)-

(Present participle and Past participle clauses)

- Reading for Comprehension (Topic: Global warming)

- Writing essay:The effects/ solutions to reduce global warming

THE OUTLINE ESSAY TEST FOR THE PRE-TEST

WRITING TEST Time duration: 20 mins

Write an outline for the following essay topic: “The effects and solutions to air polution”

THE OUTLINE ESSAY TEST FOR THE POST-TEST 75

WRITING TEST Time duration: 20 mins Topic: Write an outline for the following essay topic: “The pros and cons of online learning”

ESSAY OUTLINE RUBRIC FOR THE PRE-TEST AND POST-TEST

Criteria Excellent (2) Good (1.5) Fair (1) Poor (0.5) Thesis

Clear and concise thesis statement that previews the main points of the essay

Thesis statement is present but may lack clarity or doesn't effectively preview the main points

Thesis statement is vague or does not effectively preview the main points of the essay

No thesis statement or thesis is irrelevant to the essay topic

Organization Logical and coherent organization with clear introduction, body paragraphs, and conclusion

Each paragraph contains a clear topic sentence

Organization is mostly logical, but some paragraphs may lack clear topic sentences or transitions

Organization is somewhat confusing, with unclear transitions between ideas

Lack of organization; paragraphs are disjointed and do not flow logically

Content Thorough and comprehensive coverage of the topic, with relevant supporting details and evidence provided for each main point

Content is mostly comprehensive, but some main points may lack sufficient supporting details or evidence

Content is somewhat lacking in depth, with limited supporting details or evidence provided

Content is superficial, with minimal supporting details or evidence provided

Clarity in writing is essential for effectively communicating ideas to the reader Concise writing enhances understanding, while ambiguity and wordiness can hinder clarity When writing is convoluted or unclear, it becomes challenging for readers to follow the argument, leading to confusion Therefore, maintaining clarity and brevity is crucial for impactful communication.

Mechanics Proper grammar, punctuation, spelling, and formatting are used consistently throughout the outline

Few minor errors in grammar, punctuation, spelling, or formatting

Several errors in grammar, punctuation, spelling, or formatting, but they do not significantly detract from understanding

Numerous errors in grammar, punctuation, spelling, or formatting that impede understanding.

SAMPLE LESSON PLAN FOR TEACHING ESSAY

Lesson 6: Writing – An opinion essay about limiting teenagers’ screen time

By the end of this lesson, Ss will be able to:

- Gain an overview about how to write an opinion essay about limiting teenagers’ screen time;

- Apply structures to express opinions

- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion

- Be collaborative and supportive in pair work and teamwork;

- Be polite and clear when writing an opinion essay;

- Actively join in class activities

- Computer connected to the Internet

- Projector / TV/smart phone/ pictures and cards

Students may have underdeveloped writing skills

- Guide students to make an outline before they write

- Encourage students to work in pairs and in groups so that they can help each other

- Provide feedback and help if necessary

- To stir up the atmosphere and activate students’ reading comprehension of short messages;

- To set the context for the writing part; b Content:

- Students can join the quiz and gain knowledge on the topic d Organisation e Assessment

- Teacher observes the students’ performance, collects their answers and gives feedback

2 ACTIVITY 1: PRE-WRITING (9 mins) a Objectives:

- To get students to build up ideas that they can later use for their writing b Content:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher gives instructions on how to play the game and gives an example

- Ss discuss in their teams and write down the words

- Ss in each team take turns to write their words on the board

- Teacher confirms the correct words, decides the winner and leads in the lesson

Rules and an example of the ‘board race game’:

- The class is divided into teams

In a brief one to two-minute activity, students must identify words associated with a given topic that share a single letter with the topic word This engaging exercise promotes vocabulary development and enhances students' understanding of the subject matter.

- If the word begins with a letter in the topic word, the team gets 1 point

- If the letter of the topic word appears in the middle position, the team gets 2 points

- If the letter of the topic word is at the end of the word they have found, the team gets 3 points

- For example, if the topic word is ESSAY and with the words found in the table below, a team gets 10 points in total c Expected outcomes:

- Students build up ideas about why parents should/ shouldn’t limit teenagers’ screen time d Organisation

- Teacher observes Ss’ work and gives feedback

3 ACTIVITY 2: WHILE-WRITING (16 mins) a Objectives:

- To help Ss familiarize with the structure and language of an opinion essay; b Content:

- Task 3 Idea generation for essay writing

- Task 4 Write an opinion essay (120–150 words) stating the opposite view (p.24)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1 Work in pairs Complete the notes using the sentences (A–D) in the box (4 mins)

- Teacher asks Ss to read the four sentences and the notes Go through each reason with its supporting examples, facts or explanations

- Teacher explains that two of the sentences are reasons and two

– supporting examples or further explanations

- Teacher puts Ss into pairs Have them work together to complete the notes

- Teacher checks answers as a class

Task 2 Read an opinion essay and match each paragraph with the correct description (6ms)

- Teacher asks Ss to read the four descriptions and put them in the correct order

- Teacher puts Ss in pairs to read and discuss the structure of the model opinion essay Then have them match each paragraph with a description

- Teacher checks answers as a class

To assess comprehension of the opinion essay's structure and language, consider questions like: How does the author present the topic? What phrases does she employ to convey her viewpoint? Additionally, which transitional words does she utilize to introduce each supporting reason?

- Students can write a complete essay or an opinion essay d Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3 Using MindMeister to generate ideas in an opinion essay in task 4 (10 mins)

- Teacher divides the class into 4 groups

- Teacher asks Ss to read the request of task 4 and use the mobile phone to log in to MindMeister to generate ideas for the topic

-Teacher encourages Ss to use the function “ Project planning with timelines, task lists” on MindMeister to split the work for each group member in the discussion

-Teacher asks each group to show their results respectively in front of the class by the “Presentation” function on MindMeister

- Ss listen to their friends’ presentations and give comments

- T gives feedback and asks each group send their diagram link to others for reference

Task 4 Write an opinion essay (120–150 words) stating the opposite view (12 mins)

- Teacher asks Ss to read the introduction to the opinion essay they are going to complete Elicit that this essay defends the opposite view

- In stronger classes, encourage Ss to use their own ideas

- Teacher has Ss work individually to write their first draft

Teachers can enhance student writing by pairing them up to exchange draft essays for peer feedback This collaborative process encourages students to revise their work and address any mistakes before submitting their final drafts.

- Teacher collects Ss’ essays to mark and provide written feedback in the next lesson

Digital devices play an essential part of teenagers’ lives nowadays I strongly believe that parents should not strictly limit their screen time for the following reasons

Limiting technology use for teenagers may restrict their access to valuable educational resources Online educational games and videos offer teens the opportunity to acquire essential knowledge and skills, enhancing their learning experience.

Strict control of screen time by parents can lead to increased tension between parents and teenagers As teens perceive such restrictions as unfair, they may feel resentment, resulting in a widening emotional gap and reluctance to communicate with their parents.

In conclusion, imposing strict limits on teenagers' screen time may not be beneficial, as screen activities can foster learning opportunities Additionally, allowing more freedom with electronic devices can help parents strengthen their relationships with their children.

- Teacher’s observation on Ss’ performance

- Teacher’s feedback and peers’ feedback

4 ACTIVITY 3: POST-WRITING (6 mins) a Objectives:

- To do a cross-check and final check on students’ writing b Content:

- Students exchange their work for cross-checking c Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing d Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher has the pairs swap and give feedback on each other’s writing Teacher shows a writing rubric to help Ss do the peer review

- Ss do the task as required

- After peer review, Ss give the writing back to the owner and discuss how to improve it

- Teacher then chooses one piece of writing and gives feedback on it as a model

- Teacher chooses some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give opinions to other Ss

- Teacher chooses some typical errors and corrects the whole class without nominating the Ss’ names

- Teacher’s observation on Ss’ performance, provide help if necessary

- Teacher’s feedback and peers’ feedback

4 CONSOLIDATION (3 mins) a Wrap-up b Homework

PHIẾU KHẢO SÁT 1

Phiếu khảo sát này được thiết kế để đánh giá mức độ hiểu biết của bạn về ứng dụng MindMeister, một công cụ hỗ trợ phát triển ý tưởng cho bài luận Tiếng Anh Tất cả thông tin thu thập sẽ chỉ phục vụ cho mục đích nghiên cứu và cam kết bảo mật danh tính của bạn.

Phần 1: Thông tin cá nhân

Phần 2: Sự hiểu biết của học sinh đối với ứng dụng MindMeister

4 Em đã từng sử dụng ứng dụng MindMeister chưa?

5 Nếu đã sử dụng ứng dụng MindMeister, vậy em sử dụng vào việc gì?

 5.1 Sử dụng ứng dụng để chia sẻ thông tin với mọi người

 5.2 Sử dụng ứng dụng để thiết kế sơ đồ tư duy trong học tập

 5.3 Sử dụng ứng dụng cho mục đích thư giãn

QUESTIONNAIRE 1

This questionnaire seeks to assess your familiarity with the MindMeister app for enhancing English essay writing skills It is intended solely for research purposes We appreciate your thorough responses to all questions, and please rest assured that your information will remain confidential Thank you for your cooperation!

Section 2: MindMeister application’s popularity among students

4 Have you ever used MindMeister?

5 If you have used MindMeister, what do you use it for?

 5.1 Use the application to share information with people

 5.2 Use the application to design mind maps for learning

 5.3 Use the app for relaxation purposes

PHIẾU KHẢO SÁT 2

Phiếu khảo sát này nhằm khám phá quan điểm của bạn về việc sử dụng MindMeister để phát triển ý tưởng cho bài luận Tiếng Anh Thông tin thu thập được sẽ chỉ được sử dụng cho nghiên cứu và danh tính của bạn sẽ được bảo mật hoàn toàn.

Phần 1 Thông tin cá nhân

Phần 2 Việc sử dụng ứng dụng MindMeister của học sinh sau khi được giới thiệu và hướng dẫn trên lớp

4 Em dành bao nhiêu thời gian cho việc sử dụng ứng dụng MindMeister để phát triển ý khi viết bài luận Tiếng Anh?

 4.2 Từ 20 phút đến 40 phút mỗi tuần

 4.3 Từ 40 phút đến 60 phút mỗi tuần

5 Em đã tìm ý cho khoảng bao nhiêu bài luận Tiếng Anh bằng ứng dụng kể từ khi biết đến ứng dụng MindMeister?

Phần 3 Quan điểm đối với việc sử dụng ứng dụng MindMeister trong quá trình viết bài luận Tiếng Anh

Các em vui lòng cho biết mức độ đồng ý của các em đối với các nhận định bằng cách đánh dấu ( √) vào các ô tương ứng

Nội dung Ý kiến của học sinh

Ho àn to àn kh ôn g đồ ng ý K hô ng đ ồn g ý K hô ng ý ki ến Đ ồn g ý Ho àn to àn đ ồn g ý

6.1 Sử dụng MindMeister khiến việc phát triển ý cho việc viết luận Tiếng Anh thú vị hơn

6.2 MindMeister cho phép thực hiện nhiều cách phát triển ý hiệu quả

6.3 MindMeister giúp em phát triển kĩ năng làm việc nhóm trong quá trình phát triển ý cho việc viết luận Tiếng Anh

6.4 Em thích sử dụng MindMeister để phát triển ý khi viết luận Tiếng Anh

6.5 Em thích dùng MindMeister để phát triển ý cho việc viết luận Tiếng Anh hơn là những cách thức phát triển ý khác

6.6 Em nghĩ rằng các hình thức về sơ đồ được áp dụng để phát triển ý khi viết bài luận Tiếng Anh trên

MindMeister rất thú vị Động lực sử dụng

6.7 Em luôn tự giác sử dụng MindMeister để phát triển ý tưởng cho việc viết bài luận Tiếng Anh

6.8 Em sử dụng MindMeister để phát triển ý cho việc viết bài luận Tiếng Anh khi giáo viên yêu cầu

6.9 Em sử dụng MindMeister để phát triển ý cho việc viết bài luận Tiếng Anh khi thấy bạn bè sử dụng

6.10 Thật thuận tiện cho em khi có thể sử dụng

MindMeister để phát triển ý cho việc viết luận Tiếng

Anh bất cứ lúc nào

6.11 Em có thể phát triển ý cho bài luận Tiếng Anh qua ứng dụng MindMeister ở bất cứ đâu

6.12 Em có thể sử dụng MindMeister một cách thuận tiện trên nhiều thiết bị khác nhau để học viết luận Tiếng Anh.

QUESTIONNAIRE 2

This questionnaire seeks to understand your views on using the MindMeister app for learning English essay writing Your responses will be used solely for research purposes and will remain confidential We appreciate your cooperation in answering all questions to the best of your ability Thank you!

Section 2 Students’ usage of MindMeister

4 How much time did you spend generating English essay writing ideas with MindMeister app?

 4.1 Less than 20 minutes each week

 4.4 More than 60 minutes each week

5 How many outlines of English essays have been generated by using

MindMeister app since you knew MindMeister app?

Section 3 Students’ perceptions of using MindMeister in learning

Below is a list of statements Please indicate how you feel about each statement by indicating ( √) your degree of agreement or disagreement with each statement

S tr o n g ly d is a g ree Dis a g ree N eu tr a l A g ree S tr o n g ly a g ree

6.1 Using MindMeister app makes generating ideas in English Essay Writing more exciting

6.2 MindMeister app provides efficient ways to generate ideas inEnglish Essay Writing

6.3 MindMeister app helps you develop teamwork skills in the process of developing ideas when writing English essays

6.4 You like to use MindMeister app to generate ideas in English Essay Writing

6.5 You prefer using MindMeister app rather than using other learning methods for generating ideas in

6.6 You think that the different types of learning mindmap on MindMeister app are enjoyable

6.7 You always consciously use MindMeister to generate ideas before writing your English essay

6.8 You use MindMeister to generate ideas when writing English essays if requested by the teacher

6.9 You use MindMeister to generate ideas before writing an English essay when your friends use it

6.10 It is convenient for you to use MindMeister app to generate ideas in English essay at any time

6.11 You can use MindMeister app conveniently on different devices to learn English essays

6.12 You can generate ideas in English essays on

MindMeister app at any place.

CÂU HỎI PHỎNG VẤN

1 Em thấy việc sử dụng ứng dụng MindMeister để tìm ý tưởng cho bài luận Tiếng Anh có hữu ích trước khi viết một bài luận hoàn chỉnh không?

2 Em thích điểm gì ở việc sử dụng ứng dụng MindMeister ?

3 Việc sử dụng ứng dụng MindMeister có giúp em cải thiện hơn trong việc viết bài luận Tiếng Anh không?

4 Em có gặp khó khăn trong khi sử dụng ứng dụng MindMeister trong những giờ học Writing không?

5 Em có thích việc giáo viên khuyến khích học sinh sử dụng ứng dụng này để tạo ra ý tưởng trước khi viết bài luận Tiếng Anh không?

6 Em có muốn tiếp tục sử dụng ứng dụng MindMeister trong việc tìm ý tưởng cho bài luận Tiếng Anh trong tương lai không?

THE INTERVIEW QUESTIONS

1 Did you find MindMeister application useful for you English essay idea generation?

2 What did you enjoy about using MindMeister application?

3 Do you think using MindMeister application help to improve you English essay idea generation?

4 Have you had any difficulties when using MindMeister application in Writing lessons?

5 Do you like that teacher encourages students to use this application to generate ideas before writing English essays?

6 Do you want to continue using MindMeister to generate ideas for English essays in the future?

TRANSCRIPTION OF THE SEMI-STRUCTURED

S: student (interviewee) This research had six interviewees (A-F)

Cảm ơn em đã tham gia phỏng vấn Em có thể chia sẻ cảm nhận của mình về việc sử dụng ứng dụng MindMeister trong quá trình phát triển ý tưởng trước khi viết bài luận Tiếng Anh không? Em nghĩ ứng dụng này có khó sử dụng đối với học sinh trung học phổ thông hay không?

MindMeister có giao diện dễ sử dụng và đi kèm chế độ hướng dẫn từng bước, giúp người dùng dễ dàng làm quen và sử dụng ứng dụng.

T: Vậy em thường sử dụng ứng dụng để phát triển ý tưởng cho bài luận lúc nào vậy?

Em chủ yếu học trên lớp thông qua việc làm việc nhóm với bạn bè, hoặc vào ban đêm khi hoàn thành bài tập viết ở nhà.

T: Vậy hả, mà sau mấy tháng học từ vựng qua ứng dụng MindMeister, ngoài việc dễ sử dụng, thì em thích tính năng nào nhất?

Mình rất thích việc thay đổi màu sắc và hình dạng của mindmap theo ý thích MindMeister cho phép mình cùng bạn bè dễ dàng thêm và thảo luận ý tưởng thông qua đường link.

Việc sử dụng ứng dụng để phát triển ý tưởng và hình thành sơ đồ tư duy đã giúp em cải thiện đáng kể kết quả học luận tiếng Anh của mình.

Việc học kỹ năng viết, đặc biệt là viết luận tiếng Anh, trở nên thú vị hơn, giúp tôi phát triển nhiều ý tưởng và biết cách sắp xếp chúng một cách hợp lý từ dàn bài đến bài luận hoàn chỉnh.

T: Ngoài chức năng hình thành ý đối với sơ đồ, các chức năng khác của

MindMeister có giúp gì cho em trong việc hình thành ý của bài luận Tiếng Anh không?

Sử dụng ứng dụng MindMeister trong thuyết trình mang lại nhiều lợi ích, cho phép học sinh trình bày trực tiếp trên lớp mà không cần xuất file PowerPoint Mặc dù không gặp khó khăn lớn khi sử dụng, nhưng đôi khi ứng dụng có thể chạy chậm do lượng dữ liệu lớn.

T: Ngoài điều này ra thì còn vấn đề nào em thấy chưa ổn không?

T: Em có thích giáo viên khuyến khích học sinh sử dụng ứng dụng này để tạo ra ý tưởng trước khi viết bài luận Tiếng Anh không?

S: Dạ có ạ, em nghĩ ứng dụng này rất hay để được sử dụng rộng rãi ạ

T: Vậy em có dự định tiếp tục sử dụng MindMeister cho việc phát triển ý cho bài luận Tiếng Anh không em?

S: Dạ có, thật ra em cảm thấy ứng dụng hỗ trợ em rất nhiều trong việc học viết luận Tiếng Anh ạ

Cô rất vui khi thấy em thích và sử dụng MindMeister để tạo ý tưởng cho bài luận Tiếng Anh của mình Liệu em có đề xuất nào để cải thiện hiệu quả trong việc sử dụng MindMeister cho việc tạo ý tưởng cho bài luận Tiếng Anh không?

T: Cám ơn em đã đóng góp ý kiến của mình trong buổi phỏng vấn này

Cám ơn em đã tham gia phỏng vấn Cô muốn tìm hiểu cảm nhận của em về ứng dụng MindMeister trong việc hình thành ý tưởng cho bài luận Tiếng Anh Bữa trước, cô đã cho em làm bài kiểm tra viết outline essay và em đã đạt kết quả khá cao Trong 4 tuần qua, cô không nhắc các em sử dụng ứng dụng này.

Em vẫn tiếp tục học từ vựng trên ứng dụng MindMeister vì em rất thích việc hình thành ý tưởng để tạo dàn bài cho bài luận Tiếng Anh trước khi viết hoàn chỉnh.

T: Em dành bao nhiêu thời gian sử dụng MindMeister cho việc hình thành ý tưởng vậy em?

S: Khoảng hơn 60 phút mỗi tuần

T: Em có sử dụng hết các tính năng trên MindMeister không? Hay em chỉ sử dụng một vài tính năng của ứng dụng?

S: Thường trước mỗi buổi học viết em sẽ chuẩn bị bài viết, em sẽ dùng

MindMeister là công cụ hữu ích giúp em lên ý tưởng cho bài luận trước khi lên lớp, dễ dàng hoàn thành bài viết Khi làm bài tập cá nhân, em chỉ cần sử dụng ứng dụng để phát triển ý tưởng, nhưng khi làm việc nhóm, chúng em thường sử dụng thêm MindMeister để tổ chức và chia sẻ ý tưởng Ngoài ra, MindMeister Presentation cũng rất tiện lợi cho việc trình bày, giúp em khai thác tối đa tiềm năng của công cụ này.

T: Em có thường sử dụng chức năng MindMeister Task của MindMeister không?

T: Theo em, chức năng MindMeister Task giúp ích cho em trong việc hình thành ý cho bài luận Tiếng Anh không?

Chức năng này sẽ giúp các bạn có trách nhiệm hơn trong việc làm việc nhóm và tạo điều kiện để chia sẻ nhiều ý tưởng hay với nhau.

T: Ngoài những ích lợi mà MindMeister mang lại, em có gặp khó khăn hay trở ngại gì khi sử dụng MindMeister không?

Em không gặp khó khăn nào khi sử dụng ứng dụng, nhưng thường bị phân tâm bởi các ứng dụng khác trên điện thoại Vì vậy, em chỉ sử dụng ứng dụng trong một khoảng thời gian nhất định.

T: Còn điều gì khiến em không thích không?

S: Nhiều lúc em vô tình thoát ra thì tải lại đăng nhập lại hơi lâu em bị quên ý tưởng ạ, hihi

T: Vậy em có định sẽ tiếp tục sử dụng MindMeister cho việc hình thành ý tưởng cho bài luận Tiếng Anh không?

T: Thế em có đề xuất gì để việc sử dụng MindMeister hiệu quả hơn không?

S: Dạ em thấy như hiện giờ là tốt rồi ạ

T: Cám ơn em đã tham gia phỏng vấn

Chào em, cảm ơn em đã tham gia cuộc nói chuyện hôm nay Hôm nay, chúng ta sẽ thảo luận về cách học bài luận Tiếng Anh, bắt đầu từ việc tạo ý tưởng và xây dựng sơ đồ tư duy bằng ứng dụng MindMeister.

T: Em dành bao lâu để tạo ý cho bài luận Tiếng Anh kể từ khi biết đến

S: Dạ chắc cỡ 50 phút một tuần

T: Em thấy ứng dụng MindMeister có giúp em hình thành ý cho bài luận Tiếng Anh tốt hơn cách tạo ý truyền thống không?

S: Dạ có, em thấy khi em dùng MindMeister em thích và vui vì hình ảnh sinh động và hấp dẫn hơn

T: MindMeister có giúp em lập sơ đồ tư duy và hoàn thành bài luận Tiếng Anh nhanh hơn không?

S: Theo em thấy là có ạ Em có thể làm bài mọi lúc mọi nơi

T: Em thường học trên điện thoại, ipad hay trên máy tính ?

S:Trên điện thoại đó cô ạ

Trong các tính năng của ứng dụng, tính năng chia sẻ bài làm với bạn bè là điều em thích nhất, vì nó giúp việc hợp tác trong nhóm trở nên thuận tiện hơn.

T: Em có lập hết một dàn bài hoàn chỉnh không, hay chỉ lập từng đoạn?

S: Dạ em có làm nhưng ít ạ, em hay dùng tạo ý cho phần body là nhiều ạ T: Em thấy như thế nào về các thao tác sử dụng MindMeister?

S: Em thấy các thao tác rất đơn giản, em sử dụng ứng dụng khá thành thạo T: Em có gặp khó khăn gì trong việc sử dụng MindMeister không?

S: Ứng dụng khá nhiều dung lượng nên nhiều lúc em đang học bị thoát ra T: Em có thấy khó chịu không khi bị như vậy không?

S: Lúc đầu cũng khá khó chịu nhưng khi em dùng máy tính thì vấn đề không còn nữa

T: Vậy em có định tiếp tục tạo ý cho bài luận Tiếng Anh với MindMeister nữa không?

T: Chào em Hôm nay cám ơn chị rất nhiều vì đã đồng ý tham gia cuộc phỏng vấn của cô nha