04051002007 using mind maps to improve students’ english essay writing an action research at a lower secondary school in hai phong 04051002007 using mind maps to improve students’ english essay writing an action research at a lower secondary school in hai phong
INTRODUCTION
Rationale for the study
Many students find writing challenging, especially when it involves a second language, due to the numerous obstacles they must overcome from the outset These challenges include organizing ideas, developing clear outlines, focusing on proper sentence structure, choosing appropriate vocabulary, and maintaining coherence throughout their writing Consequently, these difficulties can lead to negative feelings about writing, making it a skill that is often perceived as hard to master.
As an English teacher, the researcher has employed various teaching methods, such as explaining sentence patterns and formulas, and encouraging students to memorize them to improve their writing skills Despite these efforts, student interest in learning writing remains limited The researcher continually seeks effective teaching strategies to inspire students to love English, enhance memory retention, and improve overall language proficiency Exploring innovative approaches to boost engagement and learning outcomes is essential for advancing English education.
To improve memory retention and facilitate idea visualization when learning a foreign language, employing mind maps is an effective strategy Incorporating mind mapping into teaching methods aligns with efforts to innovate textbooks and enhance student engagement Research indicates that writing techniques like mind maps empower students to take control of the writing process, positively influencing their performance and attitudes toward writing As a prewriting strategy, mind mapping helps students visualize and organize their ideas, leading to more coherent and effective writing.
Researchers recommend using the mind mapping technique to organize linguistic and grammatical knowledge alongside concepts, enhancing overall learning A recent study explores how mind mapping can improve students' essay writing skills as an effective pre-writing strategy The research also examines students’ perceptions and attitudes toward incorporating mind maps into English classes, highlighting the potential benefits for student engagement and writing performance.
Aims and objectives of the study
This thesis explores the use of mind maps to enhance 9th-grade students’ English essay writing skills The primary aim is to improve students’ ability to organize, develop, and express ideas more effectively in their essays To achieve this goal, two specific objectives are established: first, to examine the impact of mind map strategies on students’ overall essay quality; and second, to assess students’ attitudes and engagement when using mind maps in the writing process.
(i) To find out the impact of mind maps on English essay writing skills of 9 th -grade students at a lower secondary school in Hai Phong
(ii) To investigate the attitudes of 9 th -grade students at a lower secondary school in Hai Phong while learning essay writing skills via using mind maps.
Research questions
In order to accomplish the objectives, an action research project will be conducted to tackle the following inquiries:
1 How does the use of mind maps impact on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong?
2 What are the attitudes of 9th grade students to learning essay writing skills via using mind maps?
Scope of the study
This research focuses on evaluating the effectiveness of mind maps in enhancing English essay writing skills among lower secondary students It involves 45 students attending extracurricular sessions at a school in Hai Phong, Vietnam Conducted over two months, the study provides a thorough analysis of how mind maps can improve students’ writing performance The geographical focus of this study is a lower secondary school in Hai Phong, Vietnam, emphasizing the local context of educational interventions.
By focusing on this specific school setting, the research provides insights into the context of essay writing teaching, evaluating the effectiveness of mind maps in
11 essay writing teaching, investigating students' attitudes towards learning essay writing through the mind maps.
Method of the study
This study utilized a combination of research approaches, including action research, pre-tests, post-tests, survey questionnaires, and interviews, to ensure a comprehensive data collection process These methods were carefully chosen to align with the study's objectives and effectively address the research questions, providing valuable insights into the investigated topics.
Action research was essential to the methodology, providing a structured framework for implementing mind maps and collecting data The process included a pre-test, introduction of mind maps, and post-test assessment, enabling a comparative analysis of students' English essay writing skills before and after the intervention This approach facilitated an effective evaluation of the impact of mind maps on students' writing performance.
Ninth-grade students completed pre-tests and post-tests to quantitatively assess the effectiveness of mind maps in improving English essay writing skills The evaluations provided crucial data for comparing students' performance before and after the intervention, with mean scores and statistical analyses indicating significant improvements This study demonstrates that using mind maps can effectively enhance students' English essay writing abilities, supported by measurable performance gains.
The researcher collected data on students' perceptions of essay writing skills and the use of mind maps in teaching through a 10-item questionnaire This survey aimed to gather students' attitudes toward incorporating mind maps in essay writing, with responses analyzed using a Likert Scale.
Semi-structured interviews were conducted to gather qualitative data on students' perceptions, preferences, and experiences with using mind maps in essay writing The insights gained from these interviews provided a comprehensive understanding of how students view the effectiveness of mind maps and their influence on improving essay writing skills Conducted in both English and [language], these interviews offered valuable perspectives that inform the overall assessment of the method’s impact on student learning.
Vietnamese to ensure clear communication and to allow for additional questions to be asked
The research employed tests, questionnaires, and semi-structured interviews to gather comprehensive data Pretests and posttests measured students' essay writing competence, highlighting their progress over time Questionnaires assessed students' attitudes towards using mind maps as a learning tool, providing insights into their perceptions Semi-structured interviews offered in-depth understanding of students' perspectives and sentiments regarding the integration of mind maps in essay writing lessons, enriching the overall analysis.
Significance of the study
Numerous studies have demonstrated that mind maps are a highly effective and practical tool for teaching writing, applicable both in classroom and out-of-class settings Although the use of mind maps is not new in Vietnam, limited research has explored their benefits in this context Therefore, studying the impact of mind maps on Vietnamese students' essay writing skills and motivation is both interesting and valuable The findings from this research will provide beneficial insights for teachers and students alike, enhancing writing instruction and learner engagement.
• For teachers, the usage of mind maps expands the set of resources available to teachers helping pupils develop their essay-writing abilities in the secondary school of Haiphong
• Next, students who participate in the program will be better in essay writing, have a high motivation in writing and have better writing habit
This study offers valuable theoretical and practical insights that will benefit Vietnam's EFL writing contexts It introduces innovative ideas for teaching writing and enhancing secondary students' writing skills, with a focus on integrating mind mapping software for future application in language education.
Organization of the thesis
There will be five chapters in the thesis:
Chapter 1 – Introduction – gives a summary of the research, including the justification, goals, and questions as well as the scope, importance, techniques, and structure of the thesis
Chapter 2 – Literature Review – presents the theoretical framework and review previous studies related to the topic
Chapter 3 – Methodology – summarizes the study questions once again and provides an overview of the methodology, participants, setting, tools used for gathering data, and techniques for data analysis
Chapter 4 – Findings and Discussion – describes the findings and discusses in relation to the research questions and existing research
Chapter 5 – Conclusion – recapitulates the study, provides concluding remarks, discusses pedagogical implications, highlights limitations of the study and makes recommendations for additional investigation
LITERATURE REVIEW
Essay writing
2.1.1 What is an essay and its part?
There are numerous definitions for essays
An essay is a short, non-fiction piece of writing that reflects the author's personal perspective, often displaying subjectivity It can encompass various forms such as literary criticism, political manifestos, scholarly arguments, daily life observations, recollections, and personal reflections Understanding the versatility of essays is essential for both writers and readers seeking insightful and engaging content.
According to Oshima and Hogue (1991), an essay is a multi-paragraph piece of writing focused on a single topic, similar to a longer elaboration of a paragraph It typically extends beyond just one or two paragraphs, allowing for a more detailed exploration of the subject matter.
An essay starts with a clear point and uses specific facts to support and develop that idea, similar to how a paragraph functions It is a collection of paragraphs centered around a single key idea or central thought A paragraph is composed of sentences that focus on one primary topic, while an essay typically consists of three main parts: the introduction, body paragraphs, and conclusion The introductory paragraph sets the stage for the essay’s main point and engages the reader.
The opening paragraph of an essay includes both the broad statement and the thesis statement, setting the stage for the discussion General remarks offer essential background information and introduce the essay's main subject to engage readers The thesis statement clearly outlines the primary focus, highlights key subtopics, and may suggest the structure of the entire work, guiding the reader through what to expect Optimized for SEO, these elements form a strong foundation for effective writing and clear communication.
The 21st century has brought significant changes across all aspects of human life, offering benefits such as improved quality of living However, these advancements also come with drawbacks, including environmental pollution, depersonalization of social interactions, and a decline in spiritual values While some people embrace the progress and innovations of this era, others long for a simpler, less mechanized way of life.
15 b A body (two or more paragraphs)
Effective article writing begins with clear paragraphs that enhance readability and SEO Each paragraph should start with a compelling subject sentence that introduces the main idea, followed by supporting details to expand on the topic Transitional phrases are essential for maintaining smooth flow between paragraphs, ensuring the overall coherence of the article A well-structured paragraph typically contains three types of sentences: a theme sentence, context-providing sentences, and a concluding sentence that summarizes the key point By adhering to these principles, writers can create engaging and SEO-optimized content that effectively communicates their message.
A topic sentence encapsulates the main idea of a paragraph, focusing on one or two key points for detailed discussion Placing the main sentence at the beginning of the paragraph helps inform readers of your perspective and serves as a reference point for supporting details This structure enhances clarity and coherence, making your writing more effective and SEO-friendly.
Ex: Tokyo is the most expensive city in the world
The supporting sentences provide precise information, justifications, or examples to support the topic statement in order to develop it
Ex: The price of a meal at a moderately priced eatery
The typical two-bedroom apartment's rent
The price of a public transportation ride
How much a mid-range hotel room would cost
The concluding sentence effectively summarizes the main ideas and key points of the paragraph, providing a clear conclusion It offers a final reflection on the topic, encouraging readers to consider the essential takeaways By encapsulating the core message, it enhances overall comprehension and leaves a lasting impression This closing statement is vital for guiding readers to understand the main ideas and fostering thoughtful engagement with the content.
The final sentence serves as a reminder to the readers of the topic sentence; it is similar to the topic sentence but uses different language to avoid repetition
"All in all, In any case, In brief, Indeed, In other words, In short" can be used as the opening line Thus, in summary, in conclusion, at last, etc
"Ex: In short, if you are fearless and in good physical condition and can react quickly, river rafting is the ideal outdoor sport for you
According to Alodwan (2014: 129), a well-crafted paragraph includes five essential elements: clear ideas, specific responses, supporting evidence, rich language, and a logical structure These key factors are crucial for writing an effective and coherent essay Additionally, a concluding paragraph sums up the main points and provides a closing to the essay, reinforcing the overall message Incorporating these elements ensures clarity, engagement, and strength in your writing.
The thesis statement is restated in simpler terms in the conclusion paragraph, which also offers a final analysis of the topic based on the data presented
The 21st century has brought numerous benefits, such as increased wealth, improved health, and greater freedom to enjoy life However, it has also led to negative impacts, including environmental degradation, declining compassion among people, and a decline in spiritual well-being While technological advancements allow us to pursue our passions and goals, safeguarding our natural environment for future generations remains essential As society becomes more impersonal, now is the time to find greater purpose in our lives and foster meaningful connections Balancing technological progress with environmental and social responsibility is key to creating a sustainable and compassionate future.
It's crucial to include transitional signals to establish a connection between the three sections of an essay
Transitions are essential linking words or phrases that help connect ideas and guide readers through your writing, ensuring clarity and flow They serve as bridges between sentences and paragraphs, making your content more cohesive The seven key categories of transitions offer useful options for various writing scenarios, enhancing readability and coherence in your documents Incorporating effective transitions improves SEO by maintaining logical flow and engaging your audience more effectively.
To show a time relationship: First, second, next, after that, finally
To add an idea or example: in addition, also, another, furthermore, moreover, besides, similarly, for example, for instance
To add an opposite idea: On the other hand, however, but, although…
To show comparison: Similarly, likewise, also, and…
To show cause-effect: Therefore, thus, consequently, as a result, so, because…
To show conclusion: In brief, all in all, indeed, in other words, in short…
To clarify: in other words, for instance, that is, put another way
Ex: "Betty goes to the Writing Center every Tuesday and Thursday
Betty's English grades have significantly improved after two months of tutoring, leading her to become an English tutor herself She also consistently visits the math lab every Friday to seek additional help However, her math grades have not improved as much as her English, so she plans to continue working on her math homework with support.
Academicians and students often encounter various essay formats that serve different objectives According to Fawcett and Sandberg (1992), there are eight main types of essays: classification, descriptive, narrative, process, definition, comparison or contrast, and persuasive essays Illustration essays use specific examples to support a claim or demonstrate a point, while narrative essays involve recounting significant personal experiences or events Descriptive essays aim to vividly depict objects like locations, products, or microscopic cells, providing detailed imagery Process essays focus on explaining the steps involved in performing a particular task, helping readers understand how to do something effectively.
In academic writing, students are often required to define scientific terms such as "DNA" in biology or "Disk Operating System" in computer studies to demonstrate their understanding of key concepts When writing comparison or contrast essays, students analyze similarities and differences between two objects or individuals, often using specific criteria to highlight unique characteristics Classification essays involve organizing items or people based on predetermined categories, helping to categorize information systematically Persuasive essays require authors to adopt a stance on a topic and persuade readers to support their viewpoint by posing compelling questions like "Do you agree or disagree?" Common themes in persuasive writing include debates such as "Is college a necessity for everyone?", "Do we rely too much on computers?", and "Is it appropriate to outlaw smoking cigarettes?", emphasizing the importance of clear argumentation and critical thinking.
Smalley and Ruetten (1986) identified five distinct categories of essays, including argumentative, process analysis, cause-and-effect analysis, comparison and contrast, and example essays Unlike Fawcett and Sandberg, they specifically emphasized the importance of understanding the origins and implications of topics in a cause-and-effect essay In this type of essay, the author explores the origins of an issue or phenomenon and predicts its positive or negative outcomes, providing a clear analysis of cause and effect.
Mind mapping
2.2.1 Definitions of mind map s per Buzan (2006), a mind map is an outline technique that involves using lines to represent words, thoughts, activities, or other elements that are organized drastically around a core word or idea Typically, it comprises words, ideas, brief phrases, or pictures
Mind maps are non-linear visual summaries of complex knowledge that enhance memory, creativity, organization, and productivity, according to Murley (2007) As Paul Emmerson (2010) explains, a mind map is a highly personal and intuitive note-taking method By visually representing 'your world,' mind maps provide an effective foundation for speaking exercises, making learning more engaging and memorable.
A mind map is a visual tool that effectively organizes knowledge by using a central word or concept as the focal point Related ideas, thoughts, and concepts are connected around this core, creating a clear and structured overview This technique enhances understanding and memory retention, making it an essential resource for brainstorming, planning, and learning By visually mapping information, users can easily identify relationships and develop a comprehensive view of a topic.
2.2.2 Steps to create a mind map
Buzan (2010) outlines the following procedures for making a mind map:
1 Place your cursor in the middle of a blank, flipped page Because your brain has greater ability to extend out and express itself more naturally when it starts in the center
2 Make your main topic the subject of an image or picture Since images stimulate your imagination and are worth a thousand words An image in the center is more engaging, helps you stay focused, and excites your brain more
3 Make use of color throughout since your brain finds colors to be just as stimulating as images Color is enjoyable and gives your mind map more life and vitality It also greatly boosts your creative thinking
4 Attach your primary branches to the main image, and your secondary branches to the first and second levels, and so on Your brain prefers to make connections between two (or three, or four) objects because it functions by association Making the connections between the branches will make understanding and memory much easier
5 Curve your branches instead of making them straight because your brain finds nothing but straight lines to be dull
6 Use a single key word each line to offer your mind map greater flexibility and potency
7 Make extensive use of images because, similar to the main image, each one is worth a thousand words
Figure 1: An example of mind map guidelines 2.2.3 Classification of mind mapping techniques
Trianto (2009: 160) mind mapping can be divided into four kinds as follows:
A quadrangle visually represents primary concepts, enhanced by additional text along connecting lines to clarify relationships This approach effectively illustrates cause-and-effect dynamics, hierarchical structures, branch mechanisms, or technical terminology, making complex connections easier to understand and analyze Utilizing such visualizations improves clarity and supports effective communication of intricate ideas in various contexts.
Figure 2: An example of mind mapping - Network tree 2.2.3.2 Event chain
An event chain effectively outlines the sequence of incidents, procedures, or processes without the need for connecting words, making it ideal for visual aids It helps visualize the order of events or steps in a clear, logical manner Additionally, a cause-and-effect diagram of these steps can resemble an event chain map, providing valuable insights into the process flow and helping identify potential issues or improvements Implementing event chains and cause-and-effect diagrams enhances process analysis and improves overall clarity in visual presentation.
Figure 3: An example of mind mapping - Event chain
The great pyramid of Giza
When and where on the West bank of the River Nile
What was it built for? to protect the burial chamber from the weather and from thieves
How was it built? straight or spiral Famps or the blocks of stone
Why is it considered one of the famous wonders in the world? circulatory and cardiovascular diseases metabolic disorder metabolic disorder little physical activity overweight and obese Eat too much
When creating a events chain map, it’s important to list each event sequentially after selecting the initial event, especially since there’s no definitive conclusion and the most recent occurrence often relates back to itself Examining the photosynthesis and respiration cycle map reveals that accident combinations in the concept map lack a final outcome, highlighting the need to illustrate how recurring incidents produce a consistent set of results Using the Asian Games as an example, teachers should begin with the year the games were held, then move through subsequent years, and engage students with questions to help them reconstruct the sequence of events effectively Properly mapping these events enhances understanding of their chronological order and interconnections while adhering to SEO best practices.
Figure 4: An example of mind mapping - Cycle concept map
The spider concept serves as an effective tool for exchanging ideas centered around a primary notion, especially until more diverse and comprehensive concepts are developed It facilitates a non-hierarchical and non-parallel visualization of information, making it ideal for sharing and exploring opinions This approach encourages collaborative understanding by representing ideas in a clear, interconnected manner that supports creative thinking and idea development.
Mind mapping is an engaging tool that makes learning, working, and thinking more enjoyable It is especially beneficial for children with limited vocabulary, as it helps them memorize and reinforce key terms related to universal words Additionally, mind maps facilitate better retention of reading lessons by organizing information visually An example of how to create such a mind map is provided below to illustrate its practical application.
Figure 5: An example of mind mapping - Spider concept map
Research shows that although mind mapping was not initially designed for educational use, it has proven to be highly effective in enhancing teaching and learning processes (Brinkmann, 2003) Its efficiency and versatility have led to widespread adoption by educators and students in language learning (L2) classrooms and various other educational settings Mind mapping supports problem-solving, organization, idea generation, memorization, and brainstorming, making it a valuable tool for academic success Additionally, its user-friendly nature allows seamless integration both inside and outside the classroom, with free web applications available to facilitate easy access (Arulselvi, 2017).
A mind map for L2 writing begins with the planned text's theme at the center, helping students organize their ideas visually Main ideas are expressed primarily by verbs and branch out from the central topic, with each main concept further expanding into details to enhance understanding Connecting related verbs, adjectives, and nouns to key notions assists students in memorizing and associating essential vocabulary necessary for effective writing Including linguistic hints on the mind map helps students identify relevant language elements more easily, facilitating better study and retention of vocabulary and grammar According to Fiktorius (2013), mind mapping is a highly effective technique for improving L2 writing skills by promoting clear organization and vocabulary development.
Hobbie s playing the guitar keeping fish fishing swimming playing chess collecting stamps
Numerous empirical studies (Al Naqbi, 2011; Khudhair, 2016; Shakoori, Kadivar & Sarami, 2017) highlight the positive impact of mind mapping on students' writing achievement Research has also explored the use of both digital and hand-drawn mind maps to enhance writing planning, with studies by Al-Jarf (2009) and Zaid (2011) demonstrating the effectiveness of using mind mapping software alongside traditional methods.
The research gap
Research highlights the strong connection between drawing and writing, particularly in the planning stages of children's literacy development Studies show that mind maps, which utilize sketching to organize and develop ideas, significantly enhance writing quality and idea connections Sundeen (2012) found that high school students with learning impairments improved their writing after using mind mapping as an organizational strategy, with participants reporting increased confidence and clarity The effectiveness of mind mapping extends across age groups and languages, benefiting both children and adults learning a foreign language Multiple studies (Al-Jarf, 2009; Al Naqbi, 2011; Fiktorius, 2013; Shakoori et al., 2017) confirm that mind mapping positively impacts writing achievement and fosters positive attitudes toward writing, emphasizing its importance as a teaching tool for developing writing skills.
Mind mapping is a valuable tool for taking notes and exchanging ideas, as highlighted by Fiktorius (2013) It enhances creativity, organization, productivity, and memory retention, making it ideal for deepening understanding of essential concepts When the primary goal is to achieve thorough comprehension of subject matter, mind maps prove to be especially beneficial for learners and professionals alike.
Nguyen (2017) demonstrated that adopting mind mapping techniques effectively helps students organize ideas for writing, leading to improved writing skills The study, conducted at Tri Huy Center, highlighted that using mind mapping to structure thoughts positively impacts students' ability to compose coherent articles Additionally, Nguyen emphasized the application of Tony Buzan's mind mapping paradigm in teaching, showcasing its practical use in enhancing students' idea organization for better writing outcomes.
Tran (2020) utilized mind mapping as an effective strategy to enhance students' writing skills at a Hanoi center, focusing on teaching narrative structures, language features, and writing flow The action research demonstrated that participants showed some improvement in their writing abilities and maintained a positive attitude toward the intervention This approach highlights how visual tools like mind maps can strengthen students' understanding of narrative writing.
This study aims to fill the research gap by exploring key issues related to essay writing education It evaluates the effectiveness of using mind maps as a learning tool to enhance students' understanding and skills Additionally, the research gathers insights from lower secondary school students in Hai Phong to understand their perspectives on learning how to write essays, providing valuable feedback for improving teaching strategies.
This study aims to address the existing research gap by analyzing the challenges faced in essay writing instruction, assessing the effectiveness of mind maps as a teaching tool, and exploring students' perspectives at a lower secondary school in Hai Phong Through evaluating these elements, the research provides valuable insights into improving essay writing education for secondary students.
Summary
This article highlights the significant research conducted on the effectiveness of this method, emphasizing the need for further investigation Currently, there is limited data on how this strategy impacts students' essay-writing skills in Vietnam The author commits to conducting additional research to provide a comprehensive answer, addressing the existing gap in local studies This ongoing exploration aims to evaluate the specific influence of this approach on Vietnamese students' academic writing abilities.
METHODOLOGY
Restatement of research questions
This research aims to investigate the impact of adopting mind maps on improving essay writing skills among 9th-grade students using the New English Textbook at a lower secondary school in Hai Phong The study seeks to determine how mind maps can enhance students' ability to organize and express ideas effectively in essay writing Key research questions focus on evaluating the effectiveness of mind maps in fostering better writing skills and understanding among secondary school students The findings will provide insights into the benefits of integrating mind map techniques into English language teaching to promote more engaging and organized essay compositions.
1 How does the use of mind maps impact on the learning English essay writing skills of 9th grade students at a lower secondary school in Hai Phong?
2 What are the attitudes of 9th grade students to learning essay writing skills via using mind maps?
Research approach
Action research provides a practical framework for implementing intervention strategies and assessing their impact, leading to deeper insights into teaching practices and fostering professional growth This approach emphasizes reflective inquiry, systematic data collection, and continuous improvement The article below details the definition, core principles, and models for conducting effective action research to enhance educational outcomes.
3.2.1 Definition of an action research
Action research is a widely recognized methodology in social sciences that emphasizes its transformative potential to foster meaningful change Influential scholars like Lewin, Burton, Peter, Bradbury, and Hilary have provided valuable insights into its core principles and objectives This approach integrates diverse perspectives, highlighting its capacity for practical problem-solving and empowering researchers to actively participate in improving their communities Overall, action research stands out for its focus on creating real-world impact through collaborative and reflective inquiry.
According to Peter, Bradbury, and Hilary (2001), action research is a collaborative and interactive inquiry process that involves solving specific problems within a particular context This approach emphasizes implementing practical actions supported by data-driven analysis and research Consequently, action research fosters effective problem-solving through stakeholder participation and evidence-based decision-making, making it a valuable method for continuous improvement and organizational development.
Burns (2009) defines action research as the integration of action and research, emphasizing that the action component involves implementing interventions and developments within social settings such as classrooms, schools, or organizations This approach aims to facilitate meaningful improvement and positive change through collaborative inquiry and practical application.
Action research is a collaborative method focused on social change, where educators conduct inquiry within their specific contexts to enhance teaching practices and improve student learning outcomes It combines active interventions with systematic analysis, allowing educators to implement targeted solutions and evaluate their effectiveness This approach balances problem-solving actions with data-driven insights, fostering both personal and organizational growth By integrating action and research, action research facilitates continuous improvement and meaningful social transformation.
3.2.2 Principles of an action research
Action research is guided by core principles that shape its practical and collaborative methodology, aiming to create positive change Understanding these principles helps reveal the fundamental values that drive action research’s transformative potential Greenwood and Levin (2007) emphasize that credibility in action research encompasses internal credibility—ensuring the knowledge is meaningful to participants—and external credibility, which relates to the reliability of outcomes for those outside the research process.
In general, it is agreed that principles of action research are reflective critique, validity and credibility
3.2.3 Models of an action research
Action research exhibits variability in models across researchers, with Kemmis (2007) proposing a four-stage model involving informed action planning, implementation, observation of effects, and reflection Somekh (1989) and McBride
(1995) present a similar model, encompassing focus identification, data collection, analysis, hypothesis generation, action planning, implementation, monitoring, evaluation, and planning for subsequent cycles Burns (1999) emphasizes the
The educational process is inherently dynamic, involving interconnected stages of identifying, planning, gathering, analyzing, and reflecting, which occur seamlessly rather than independently According to Burns (2010), despite different terminologies used, these models share a common goal: to systematically study classroom issues and improve teaching through an iterative cycle of planning, acting, observing, and reflecting This continuous cycle ensures adaptive teaching strategies that respond effectively to evolving classroom needs, making it essential for educators aiming to enhance student learning outcomes.
Figure 6: The Two-Cycles Kemmis Classroom Action Research Spiral Model
The four distinct phases create a research cycle that can iteratively spiral, allowing action researchers to refine their approach until achieving satisfactory results This cyclical process empowers teacher-researchers to deepen their understanding of teaching practices and action inquiry By leveraging these insights, they can implement meaningful improvements in learning outcomes and instructional methods This continuous cycle fosters ongoing professional growth and effective educational innovation.
This study utilizes the Two-cycle Kemmis classroom action research spiral model, renowned for its practicality and effectiveness in educational settings The cyclical framework of Kemmis and McTaggart enhances the research by enabling continuous improvement through successive phases of planning, acting, observing, and reflecting Incorporating mind maps within this model offers a powerful visual tool for organizing thoughts, ideas, and supporting details during the planning stage, leading to a clearer understanding of essay structure As students move through the writing process, the observation and reflection stages allow educators to monitor progress, identify areas for improvement, and refine instructional strategies to boost student performance.
Revisiting and revising mind maps is essential for accommodating evolving insights and refining essay writing skills The Kemmis (2007) action research model enables researchers to develop a deeper understanding of problems and collaborate with stakeholders to implement and evaluate solutions Ultimately, this approach aims to drive positive change within specific contexts or settings, fostering continuous improvement and effective problem-solving.
Procedures of the study
The study utilized a structured four-stage process—plan, action, observation, and reflection—guided by Kemmis' (2007) action research model, conducted over two cycles Over eight weeks, the researcher incorporated mind maps to teach English essay writing across four units (Units 7 to 10) of the Tiếng Anh 9 textbook The methodology followed six key steps including preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994) This comprehensive approach aimed to enhance teaching effectiveness and learner engagement.
Unit 7 Recipes and eating habits (Write an essay about your partner‘s eating habits, give your opinion about his/ her eating habits and propose possible changes)
Unit 8 Tourism (Write an essay about negative effects of tourism)
Unit 9 English in the world (Write an essay about the uses of English in our daily life)
Unit 10 Space travel (Write an essay about the qualites and skills that you think are necessary for an astronaut today) i) Planning the action
Before implementing the intervention, a pre-test assessed students' essay writing skills using a Writing Assessment Rubric After the test, the teacher identified key areas for improvement and introduced a PowerPoint presentation on mind mapping strategies, highlighting their uses and benefits Instruction on mind maps was integrated into each lesson, supported by specially designed activities across two cycles to help students become familiar with using mind maps to enhance their writing skills.
In Units 9 and 10, students were equipped with essential knowledge and skills to enhance their writing abilities, supported by well-prepared lesson plans, media, and teaching aids The successful implementation and careful observation of these instructional activities ensured an effective teaching process, fostering student improvement in writing skills.
The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):
The researcher served as a teacher, observer, coach, guide, and facilitator, supporting students in completing their tasks effectively They emphasized the importance of using mind maps to organize ideas and plan writing, helping students understand how visual tools can enhance their writing process Students participated in writing sessions on topics such as personal life, family, and daily schedules, during which they were introduced to and practiced using mind maps to develop their ideas more clearly and coherently.
In the second stage, students, guided by the researcher, identified project requirements and selected essay topics with the teacher providing essential support, including vocabulary and grammar guidance, to facilitate their writing tasks The teacher used colored whiteboard markers to illustrate sample mind maps, while students actively created their own on blank A4 papers using crayons, focusing on planning Given their beginner level, the emphasis was on crafting simple paragraphs with straightforward sentences, although challenges in sentence construction were observed based on prior experiences and assessments The sessions incorporated mind mapping techniques, starting with topic introduction and vocabulary review, followed by students sketching thematic images to organize ideas visually Students then considered related concepts, chose appropriate tenses, and depicted each idea with a verb extending from the central theme, adding subject details and additional information using color-coded branches, images, and symbols to enhance understanding and organization.
The teacher supported students in completing their writing tasks by providing necessary guidance and facilitation Students first created a mind map where each branch represented a step in forming a complete, simple sentence, with connecting words like "and" or "but" used as needed They then logically numbered their phrases before drafting their initial versions, enhancing their sentences with appropriate adjectives and adverbs Subsequently, students reviewed and edited their work to ensure correct grammar, vocabulary, spelling, punctuation, and overall coherence The final texts were produced by the students, often using nested mind maps to develop more complex ideas, enhancing the clarity and quality of their writing.
The teacher guided students on effectively using technology to gather information, encouraging each group member to find and share relevant sources Using these references, groups collaboratively discussed and designed a PowerPoint presentation or created a product for the final stage Additionally, the researcher provided a variety of engaging activities to enhance their learning experience.
Students engaged in peer correction within groups or pairs, promoting collaborative learning They then collaborated again to present their final pieces, demonstrating essential skills such as communication, negotiation, compromise, and decision-making This process enhances teamwork and critical thinking in a supportive environment.
This step marked the transition of mind maps from the planning and writing stages to the presentation phase Students utilized mind maps as a foundation for delivering their presentations, helping them effectively navigate key points and communicate their ideas with clarity.
In the final stage, the teacher provided feedback on students’ performances and efforts, highlighting their progress Mind maps played a crucial role in jointly assessing essay outcomes, making the evaluation process more concrete and transparent This approach allowed teachers to evaluate how effectively mind maps contributed to the quality of students’ writing based on established assessment criteria Additionally, students were encouraged to share their comments and evaluate their own writing, fostering self-assessment skills The teacher also identified strengths and areas for improvement to guide appropriate adjustments for future writing tasks, enhancing overall learning outcomes.
The study analyzed the impact of incorporating mind maps across four units by examining pre-test data, students’ writing abilities, and peer feedback on final writing products This approach enabled teachers to assess students’ writing skills, attitudes, and identify strengths and weaknesses of the instructional intervention The findings provided clear insights for making necessary improvements in future writing tasks, enhancing overall student performance and engagement.
Context of the study
In 2010, the Vietnamese government launched the "Teaching and Learning Foreign Languages in the National Education System" project, integrating English language education from primary school onward to enhance bilingual proficiency nationwide English is now a core subject taught across all educational levels, including primary, secondary, and higher education, emphasizing its importance in Vietnam’s academic curriculum At Hai Phong's lower secondary school, English is considered a vital and high-priority subject, with all grade 9 students attending equal-duration English classes alongside Vietnamese and Math Students participate in three weekly English lessons and two extracurricular sessions, focusing on five key language skills: listening, speaking, reading, writing, and language comprehension The grade 9 English curriculum comprises 12 units spread over two semesters, covering ten diverse topics to strengthen students’ communicative abilities in English.
Table 1: 12 Units English 9- Text book
1 LOCAL ENVIRONMENT 7 RECIPES AND EATING HABITS
PRESSURE 9 ENGLISH IN THE WORLD
4 LIFE IN THE PAST 10 SPACE TRAVEL
5 WONDERS OF VIET NAM 11 CHANGING ROLES IN SOCIETY
6 VIET NAM: THEN AND NOW 12 MY FUTURE CAREER
Extracurricular activities are vital for enhancing students' English language skills, providing diverse opportunities such as language workshops and competitions English workshops allow students to apply their language skills in real-life situations, fostering practical learning Competitions like poster design, presentations, and essay writing encourage creativity and help improve language proficiency Special emphasis is placed on developing essay writing skills during extracurricular English activities, which significantly contribute to students' overall language development.
Participants
A research study involving 45 ninth-grade students from a secondary school in Hai Phong focused on their extracurricular English activities These students, who have studied English for over nine years, reside in Hai Phong and demonstrate a strong passion for improving their language, communication, and cultural skills Despite varying academic levels, all share a keen interest in developing their English proficiency The study highlights their enthusiasm for receiving targeted support in essay writing, with a particular emphasis on applying mind mapping techniques to enhance their English essay-writing skills.
Data collection instruments
The study used the following instruments: pre-test, post-test, questionnaire and interview in order to clarify and answer two research questions mentioned above
3.6.1 Pre-test and post-test
Pre-tests and post-tests are essential tools rooted in educational assessment theory, widely used to measure and compare students' writing skills These assessments help evaluate the effectiveness of instructional methods and interventions in improving learning outcomes By analyzing pre-test and post-test results, educators can accurately determine the progress students make in their writing abilities through targeted teaching strategies.
The theoretical foundation for utilizing pre-tests and post-tests is rooted in formative assessment, which emphasizes giving feedback and tracking student progress during the learning journey As Black and William (1998) assert, formative assessment plays a crucial role in enhancing student learning outcomes by providing ongoing insights into their development.
Formative assessment is essential for enhancing student learning by identifying strengths and weaknesses to guide instructional decisions Pre-tests and post-tests are key tools in this process, with pre-tests establishing a baseline of students' initial skills and post-tests measuring improvements after instruction Additionally, these assessments are grounded in the concept of summative assessment, which evaluates students' learning outcomes at the end of a specific period or intervention to measure overall progress.
This study employed pre-test and post-test instruments to assess and compare 9th grade students' English essay writing skills, addressing the research question: "How does the use of mind maps impact learning English essay writing skills?" The tests were administered before and after integrating mind maps into teaching across four units By comparing the mean scores of the pre-test and post-test, the researcher evaluated the effectiveness of using mind maps in improving students’ writing abilities Both assessments had identical formats, length, and difficulty levels to ensure valid and reliable results.
Writing assessment was based on writing assessment rubric designed by Had eel (2019) The mark of test was the total score of the following 4 criteria:
• Style (Clarity and Conciseness) (Criterion 3)
Each criterion in the assessment has a maximum score of 2.5 points, contributing to the overall writing test score The total possible mark for the writing test is 10, but for 9th-grade students, the maximum attainable score is capped at 9, reflecting the highest level they can achieve This scoring system ensures fair evaluation while acknowledging the highest performance level for 9th graders.
The researcher will utilize the grading scale established by the Vietnamese Ministry of Education and Training, where a score of 10 represents the highest achievable mark This standardized scale plays a crucial role in classifying students based on their academic performance, with the maximum score indicating exceptional achievement The detailed grading criteria are outlined below, providing a clear framework for evaluating student results in accordance with national educational standards.
Table 2: Classification of students’ level on a 10-point scale
Besides, with the value of p (the p-value), the research was able to evaluate the significance of using mind maps on the effectiveness on the essay writing of students.
According to Dửrnyei (2003), questionnaires provide three key types of information: factual or demographic data such as participants’ backgrounds and experiences, behavioral data reflecting their actions, and attitudinal data capturing their opinions, beliefs, and interests In this study, 45 ninth-grade students participated in the survey, which served as an appropriate instrument for collecting data on students’ perceptions of using mind maps to improve essay writing skills The questionnaire aimed to address the second research question: “What are the attitudes of ninth-grade students toward learning essay writing skills through using mind maps?” All questionnaire items were adapted from five-point Likert scales and previous related studies, with the original content in English to ensure clarity and consistency.
A pilot study was conducted to test the validity and reliability of the research instrument by administering questionnaires to a smaller sample size This process helps identify potential issues or weaknesses in the questionnaire and allows for necessary modifications based on students' feedback Conducting a pilot study enhances the reliability and validity of the research instrument, ensuring it is clear, relevant, and comprehensive.
37 measuring the desired construct (Creswell & Creswell, 2017) The feedback obtained from the pilot study participants contributes to refining the questionnaire and improving the overall quality of the research methodology
Interviews are a highly effective research tool for clarifying selected answers in questionnaires, providing deep insights into participants' perspectives According to Kvale (1996; 2003), interviews enable researchers to explore people's views more thoroughly, fostering a better understanding of underlying meanings Cohen et al (2007) emphasize that interviewing is a valuable method for investigating how meanings are constructed and orchestrated within natural contexts, making it an essential approach for in-depth qualitative research.
This study involved student participants in the experimental group, with a select few representing the group to ensure meaningful insights due to time constraints To facilitate open and detailed sharing, interviews were conducted in Vietnamese and recorded with participants' consent A diverse group of five students, varying in learning abilities, were asked three key questions to gather comprehensive perspectives (see Appendix).
3) It took the researcher about 10 minutes to interview each student because of the relatively small number of interview questions
After conducting interviews, the recorded data will be transcribed and analyzed to identify recurring themes, patterns, and specific challenges faced by participants This qualitative analysis provides valuable insights into students' attitudes towards developing new English essay writing skills The findings will support addressing the third research question and contribute to a deeper understanding of effective strategies for enhancing students’ writing abilities.
Data collection procedures
The research procedure followed a sequential timeline, with data collection taking place over a period of eight weeks following 4 stages in 2 cycles by Kemmis‘ model (2007) and 6 steps by Papandreou (1994)
The researcher first obtained approval from the school board and principal to conduct a study on using mind maps to enhance writing skills After securing permission from the school management and all participants, the researcher proceeded with the study focusing on grade 9 students, ensuring ethical considerations and cooperation for successful research implementation.
To ensure the reliability of the research and assess participants' initial writing skills, a pre-test was conducted in week 1 The test began with a focus on social interaction, during which the researcher provided topic cards for students to respond to writing prompts Students answered questions related to the assigned topics, and their writing abilities were evaluated using a standardized rubric This approach allowed for an accurate measurement of participants' baseline writing skills prior to the study.
Following two cycles, each involving two units, a post-test was conducted in the ninth week to evaluate students' improvement in writing skills, with participation secured through student consent This process aligns with Kemmis and McTaggart’s (2007) spiral model of classroom action research, emphasizing continuous cycles of planning, action, observation, and reflection The first cycle focused on assessing the effectiveness of using mind maps to enhance English writing skills, stimulating students to explore this approach Based on observations and feedback from the first cycle, a revised lesson plan incorporating mind maps was implemented during the second cycle to better evaluate its impact All test recordings were analyzed to gather data for the study's findings.
Students were given questionnaires after a brief explanation of the study's purpose, ensuring they understood their responses would remain confidential and not impact their grades They were instructed to select from the provided options and given 20 minutes to complete the questionnaire in a comfortable environment This approach aimed to gather accurate and honest responses while making students feel at ease during the process.
Five carefully selected students participated in interviews, during which they answered questions based on structured protocols These interviews were recorded for accuracy and later analyzed to gather valuable data for the study, ensuring comprehensive insights into the research topic.
In general, the collected data was sorted, analyzed to draw out conclusions and implications for further study.
Data analysis methods
According to Ivankova (2015), qualitative data in this action research were analyzed through inductive coding, involving careful repeated examination of the data to identify emerging categories and themes These codes and themes were then quantified by counting their frequencies, allowing for a clearer understanding of their prevalence The calculation of frequencies and percentages of the identified themes facilitated more efficient data analysis and interpretation.
This study analyzed students' progress by comparing pre-test and post-test results using quantitative data SPSS v.20 software was employed to input data and generate descriptive statistics, providing insights into students’ abilities The mean score, calculated by summing all individual scores and dividing by the number of participants, served as the primary measure of student performance The data analysis was conducted using a formula adapted from Djiwandono (2008), ensuring accurate assessment of the learning outcomes.
The formula M = ΣX / N calculates the mean score of students' achievement in each English skill, where ΣX is the total sum of scores and N is the total number of students The mean serves as a measure of central tendency, representing the average value in a data distribution It is obtained by dividing the total scores by the number of students, providing the arithmetic average of the dataset However, in small sample populations, extreme scores can significantly influence the mean, potentially skewing the results.
45 STUDENTS THE CYCLE 1 THE CYCLE 2
TESTS PRE-TEST POST-TEST PRE-TEST POST-TEST
A p-value is a crucial metric in assessing the significance of an intervention, representing the probability of observing the data assuming the null hypothesis is true In hypothesis testing, a lower p-value indicates stronger evidence against the null hypothesis, increasing the likelihood of rejection Researchers set alpha levels, which are typically derived by subtracting the desired confidence level from 100%; for example, a 95% confidence level corresponds to an alpha level of 5% During analysis, the p-value is compared to this alpha level: if the p-value is less than or equal to 0.05, the null hypothesis is rejected, signaling statistically significant results; if the p-value exceeds 0.05, the null hypothesis is not rejected, indicating weaker evidence against it.
This study utilized a survey questionnaire based on previous relevant research, employing a five-point Likert Scale where students selected the response that best represented their experiences, from Strongly Agree to Strongly Disagree Data analysis involved an initial review of all collected questionnaires and interview transcriptions to gain an overall understanding of the data Using SPSS version 20, the researcher calculated frequencies and generated tables to analyze students’ attitudes towards using mind maps and their perceived writing improvements The responses, including multiple responses per question, were carefully coded and inputted into SPSS, with specific procedures followed to accurately analyze multiple-response questions All findings were systematically presented in tables and figures for clear interpretation.
The study used qualitative analysis to explore students' attitudes toward project-based activities, ensuring a comprehensive understanding of their perspectives To maintain validity and minimize bias, all data was independently analyzed by researchers, safeguarding the reliability of the findings.
Summary
This chapter outlines the research methodology, beginning with a restatement of the guiding research questions It details the selection of an action research approach, which facilitates systematic investigation and practical implementation of mind mapping techniques in essay writing instruction Additionally, the chapter discusses the principles and models of action research to establish a solid theoretical framework for the study, ensuring a comprehensive understanding of the methodology used.
To gather comprehensive data, carefully selected data collection instruments were used, including interviews with students to explore their experiences and perceptions of learning English essay writing Pre-tests and post-tests measured the effectiveness of mind mapping in enhancing students' grammatical skills, while questionnaires captured students' opinions and attitudes toward learning English essay writing through this method Additionally, the data analysis procedures were clearly outlined, demonstrating how the collected data were systematically processed and analyzed to ensure accurate findings.
This chapter outlines a comprehensive research methodology, including the research approach, participant selection, data collection tools, and analysis techniques The methodology was carefully designed to address the research questions and provide valuable insights into how mind mapping influences essay writing instruction The findings and discussions based on the collected data will be detailed in the subsequent chapters.
FINDINGS AND DISCUSSION
Findings
4.1.1 Data analysis of the tests a The first cycle (cycle 1)
Thanks to the collected data, the researcher has presented details in Table 3 The
Table 3 shows the data collected from the test of the first cycle (cycle 1)
Table 3: The results of pre-test and post-test of the first cycle (cycle 1)
Style (Clarity and Conciseness) (Criterion
STUDENTS Pre Post Pre Post Pre Post Pre Post Pre Post
Style (Clarity and Conciseness) (Criterion
STUDENTS Pre Post Pre Post Pre Post Pre Post Pre Post
Figure 7: Students’ mean scores of average scores in the first cycle (cycle 1)
The analysis of Figure 7 indicates that the overall mean post-test scores for the first cycle increased slightly from a pre-test mean of 6.4 to a post-test mean of 6.9, demonstrating a 0.5-point improvement This suggests that students' writing performance benefits from the application of mind mapping strategies Additionally, comparative analysis across four evaluation criteria shows consistent improvement in all areas, further supporting the effectiveness of using mind mapping to enhance writing skills.
The comparison between the mean of pre-test & post-test from 45 students in the first cycle (cycle 1)
Figure 8: The Comparison of mean scores on pre-test and post-test of the first cycle (cycle 1)
Using mind maps in writing lessons significantly improved students' writing skills, as evidenced by increased post-test scores in all criteria during the first cycle Specifically, 9th-grade students’ average scores rose from 6.4 in the pre-test to 6.9 in the post-test, indicating a notable improvement of 0.5 points Additionally, the score for Content (Criterion 1) increased from 1.5 to 1.7, reflecting a 0.2-point enhancement in students’ writing quality after implementing mind maps.
The mean score of criterion 2 (Organization) climbed up from 1.6 to 1.8, the score of post-tests increased 0.2 point compared with pre-test
The mean score of criterion 3 (Style), the score of post-tests and pre-test the same with 1.7
The mean score of criterion 4 (Grammar and Mechanics) increased from 1.6 to 1.7 the score of post-tests increased 0.1 points compared with pre-test
Post-test results revealed varying improvements across assessment criteria, with Criterion 1 (Content) and Criterion 2 (Organization) showing the most significant gains of a 0.2-point increase from pre-test scores Meanwhile, Criterion 3 (Style) remained unchanged, with both pre-test and post-test scores averaging 1.7 Additionally, Criterion 4 (Grammar and Mechanics) experienced a positive change, with the mean score rising from 1.6, indicating overall progress in writing quality.
Style (Clarity and Conciseness) (Criterion 3)
The post-test scores showed an increase from 1.45 to 1.7, reflecting a 0.1-point improvement compared to the pre-test Criteria 1 and 2 demonstrated the most significant progress, indicating that using mind maps effectively enhances students' writing skills over traditional methods While criterion 4 also experienced a notable increase, criterion 3 showed no change Overall, the results from the first cycle suggest that incorporating mind maps into writing instruction significantly benefits students' ability to improve their writing.
The p-value of the cycle 1 is 000011 < 0.05 (table 3), this implies that the learning English writing with mind maps have the significant impact on English writing skills of 45 students at grade 9
Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1)
The first cycle (cycle 1) t-value p-value pre-test post-test
The result is significant at p < 05
The mean is calculated by summing a set of numbers and dividing the total by the number of items, providing an average value This method is particularly effective for assessing overall performance, such as reporting students' scores across a class Using the mean offers a clear, concise summary of data, making it a valuable tool for analyzing trends and patterns in various contexts.
Table 5 presents the comparative analysis of pre-test and post-test scores measuring the writing skills of 45 Grade 9 students during the second cycle The data highlights the overall improvement in students' performance, with average scores showing a significant increase after the intervention This suggests that the second cycle effectively enhanced the students' writing abilities, as evidenced by the mean score improvements displayed in the table.
Table 5: The results of pre-test and post-test of the second cycle (cycle 2)
Style (Clarity and Conciseness) (Criterion 3)
STUDENTS Pre Post Pre Post Pre Post Pre Post Pre Post
The analysis of Figure 9 reveals that the overall group’s mean post-test score increased significantly from 6.3 in the pre-test to 7.9 in the post-test, indicating a 1.6-point improvement after the second cycle This demonstrates that the implementation of mind maps lessons contributed to notable progress in students’ writing skills during cycle 2 Furthermore, the comparison of pre- and post-test results across four assessment criteria shows substantial improvements in all areas, confirming the effectiveness of the instructional approach in enhancing students’ writing competence.
Figure 9: Students’ mean scores of average scores in the second cycle
Using mind maps in English writing lessons significantly improved students' writing skills, as reflected by the increased post-test scores across all criteria Specifically, ninth-grade students' average scores rose from 6.3 in the pre-test to 7.9 in the post-test during the second cycle, demonstrating the effectiveness of mind mapping techniques in enhancing academic performance.
The comparison between the mean of pre-test & post-test from 45 students in the first cycle (cycle
Figure 10: The Comparison of mean scores on pre-test and post-test of the second cycle (cycle 2)
The mean score of criteria 1 (Content) climbed up from 1.4 to 1.8, the score of post-tests increased 0.4 points compared with pre-test The mean score of criteria
The organization’s overall score improved from 1.7 to 2.0, with post-test results showing a 0.3-point increase compared to pre-test assessments Additionally, the mean score for Criterion 3 (Style) improved from 1.6 to 2.1, reflecting a 0.5-point rise in post-test scores Similarly, Criterion 4 (Grammar and Mechanics) saw an increase from 1.6 to 2.1, also gaining 0.5 points after the intervention These improvements highlight significant progress in organizational skills, writing style, and grammatical accuracy.
Post-test results revealed substantial improvements across all evaluation criteria, highlighting the effectiveness of the testing process Criteria 3 (Style) and Criteria 4 (Grammar and Mechanics) showed the most significant gains, with mean scores increasing from 1.6 to 2.1—an impressive 0.5-point rise—demonstrating notable advancements in writing quality Criteria 1 (Content) also improved markedly, with mean scores climbing from 1.4 to 1.8, reflecting a 0.4-point enhancement Additionally, Criteria 2 (Organization) saw a meaningful increase from 1.7 to 2.0, marking a 0.3-point progress Overall, all assessment criteria exhibited meaningful progress, with the most notable improvements in Style and Grammar, indicating a successful enhancement in writing skills.
Content (Criterion 1) Organization (Criterion 2) Style (Clarity and
Conciseness) (Criterion 3) Grammar and Mechanics
49 criteria 4 exhibiting the largest improvement, followed closely by criteria 1 Criteria
2 also showed notable progress, though to a slightly lesser extent Hence, it is clear that most mean scores for all criteria showed the positive change, the better results of the post-test lead to the conclusion of the beneficial effectiveness of mind maps in writing lessons
All the data were gathered for further analysis and comparison to answer the first question Paired T-test was used to determine the significant difference of the pre-test and posttest of two cycles All computations were analyzed using Statistical
Package for Social Sciences at 0.05 level of significance The t-value is -32.247
The p-value is < 000001 The result is significant at p < 05 (Table 5), this implies that the implementation of mind maps has the significant impact on English writing skills of 45 students at grade 9
Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2)
The second cycle (cycle 2) t-value p-value pre-test post-test
The result is significant at p < 05
4.1.2 Data analysis of questionnaire for the students
The results of students‘ responses in close-ended questionnaires after four projects indicated their attitudes towards mind maps in learning English writing (Table 6)
Table 7: Grade 9 students’ opinion on learning English writing through mind maps in number and percentage
Strongly disagree Disagree Uncertain Agree
1) I feel more motivated to learn essay writing with mind maps
2) I feel relaxed when I write essay with mind maps
3) I am not afraid of making mistakes and hesitate to writing
4) I participate in writing tasks enthusiastically
5) I find that mind maps helped me retrieve the knowledge I needed to write before they started writing
6) It's easy for me to remember information when I am writing in
7) It is easy for me to organize my ideas when I write in English
8) Mind mapping helps me visualize the structure of the paragraph
9) Using mind maps helps me present essay layout more clearly
10) Using mind maps helps me draw the main idea and the secondary ideas that emerge from it, which helps to formulate ideas
11) Using mind maps helps me generate and organize ideas and to assist in writing longer and better texts
12) Using mind maps helps me generate more ideas and gather related second language vocabulary and grammatical knowledge needed to demonstrate their ideas
Figure 11 highlights a strong consensus among students regarding the significant improvement in their writing skills through the use of mind maps The data indicates that the majority of students agree that mind maps positively impact their writing competence Additionally, students expressed favorable attitudes toward utilizing mind maps as an effective tool for enhancing their writing abilities, emphasizing the overall benefits of this pedagogical method.
Figure 11: Agree & Strongly Agree on the survey questions
Based on survey responses, participants overwhelmingly agree on the effectiveness of mind maps in learning English, with high percentages of agreement and strong agreement across 12 key questions The results indicate that mind maps significantly enhance understanding, retention, and engagement in English language learning, with the most positive responses reflecting their usefulness as a visual learning tool Overall, the data demonstrates that using mind maps can improve learning outcomes and foster greater motivation among students.
In Q4, participants demonstrated a high level of enthusiasm for learning writing through mind maps, achieving a perfect 100% positive response Additionally, Q8 received an impressive 97.78% agreement, emphasizing the substantial positive impact of mind maps on enhancing the visualization of writing structures These results highlight the effectiveness of using mind maps as a valuable tool to improve writing skills and understanding.
Agree & Strongly agree on the survey questions
Discussion
A recent study demonstrates that the use of mind maps significantly enhances the writing skills of ninth-grade students Furthermore, after completing four writing tasks with mind maps, students exhibited improved attitudes toward writing, highlighting the positive impact of this visual learning tool on both skill development and motivation.
4.2.1 The improvement of the students’ writing competence through mind maps
A total of 45 participants completed both the pre- and post-tests, and the questionnaire was utilized for comprehensive analysis The use of mind maps to enhance English writing skills led to a statistically significant improvement, evidenced by the notable increase in mean scores from the pre-test to the post-test, according to quantitative data This suggests that incorporating mind mapping techniques can effectively boost writing proficiency.
This study aimed to evaluate the impact of mind maps on improving 9th-grade students' writing skills at a secondary school in Hai Phong The findings highlight the effectiveness of integrating mind maps into the English curriculum to enhance students' writing proficiency Results showed a significant positive effect, with pre-test scores averaging 6.4 and 6.3 for Cycles 1 and 2, respectively, while post-test scores increased to 6.9 and 7.9 after implementing mind maps The comparison of pre- and post-test scores across four assessment criteria confirms the substantial improvement in students' writing abilities following the introduction of mind maps.
The use of mind maps in this study demonstrated a significant improvement in participants’ writing skills compared to traditional learning methods, with scores increasing from 6.9 in Cycle 1 to 7.9 in Cycle 2, reflecting a difference of 3.0 points This substantial progress highlights the positive impact of mind maps on enhancing students’ English-writing abilities Statistical analysis confirmed the significance of these improvements, reinforcing the effectiveness of mind maps as a valuable tool for improving writing skills in language learning.
This study highlights the significant positive impact of mind maps on 9th-grade students' writing skills at a secondary school in Hai Phong It provides localized evidence supporting the effectiveness of mind maps as a valuable tool for enhancing English writing proficiency among middle school students The research underscores the importance of incorporating mind maps into teaching strategies to address challenges in students' writing development and improve their overall language skills.
4.2.2 The attitudes of 9th grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons
This study aimed to explore 9th-grade students' attitudes toward using mind maps in English-writing lessons at a lower secondary school in Hai Phong The findings offer valuable insights into students' perceptions and experiences, emphasizing the effectiveness of mind maps in enhancing writing skills Overall, the results highlight the benefits of integrating mind maps into English instruction to improve student engagement and learning outcomes.
The survey results demonstrate a highly positive attitude among participants towards using mind maps in language learning, with 100% agreement on their enthusiasm for engaging in writing activities with mind maps, underscoring their recognition of its value in language acquisition Additionally, 97.78% of participants acknowledged the significant benefit of mind maps in visualizing paragraph structures, which has notably improved their writing proficiency and confidence High agreement percentages of 95.56% for motivations related to learning and emotional expression highlight the positive influence of mind maps on both motivation and emotional well-being during language tasks Overall, these findings emphasize the transformative role of mind maps in enhancing intrinsic motivation, critical thinking, and linguistic development within language learning contexts.
A high agreement percentage of 95.56% indicates that mind maps effectively help participants identify main and secondary ideas, making it easier to organize and recall information for essay writing The positive impact extends to reducing stress and minimizing mistakes, with 91.11% of participants recognizing improved organization and confidence in writing without fear of errors, fostering a supportive learning environment Additionally, 91.11% agreed that mind maps enhance clarity in essay layout and aid in producing longer, higher-quality texts, demonstrating their effectiveness in developing language skills Generating ideas through mind maps also helped students gather relevant vocabulary and grammatical knowledge, with an 84.44% agreement, promoting active engagement and enjoyment in language learning Although slightly lower, a 82.22% agreement on retrieving knowledge and boosting confidence emphasizes that mind maps positively influence essential writing skills, supporting overall language proficiency.
This study investigates 9th-grade students' attitudes in a Hai Phong lower secondary school towards using mind maps in English writing lessons The findings confirm that mind maps significantly enhance students’ engagement and understanding in English language learning Incorporating mind maps into teaching strategies can improve students’ writing skills and foster a more active learning environment Overall, the research underscores the value of mind maps as an effective educational tool in secondary English instruction.
58 approaches in educational settings to enhance students' language skills and motivation.
Summary
This chapter presents a comprehensive analysis of data collected through pre-tests, post-tests, questionnaires, and interviews to assess the effectiveness of mind maps in enhancing 9th graders' writing skills Utilizing both quantitative and qualitative analysis methods, the study revealed that mind maps significantly improve students' writing competence and promote a positive attitude towards learning The findings also highlight strong approval from both students and teachers regarding the benefits of incorporating mind maps into the learning process.