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INTRODUCTION
Rationale of the research
As an ESP teacher, it is challenging to motivate students who underestimate the significance of vocabulary acquisition Many students rely on technology and mobile devices to quickly look up words, leading them to undervalue the learning of specialized language However, this reliance can hinder effective communication, as it is often impractical to pause conversations to search for translations Additionally, dictionaries may have limitations, particularly with ESP vocabulary, where common words can have specific meanings in different contexts (Coxhead, 2013: 116) To truly understand and use these terms professionally, ESP students must engage in frequent practice and develop a deep comprehension of their subject matter.
Teaching and learning English for Specific Purposes (ESP) vocabulary is crucial for L2 learners, yet it remains a challenging area Despite the recognition of these challenges, research into effective strategies for teaching technical terms has been limited Vocabulary acquisition is often a secondary outcome of task-based or skill-development activities (Chirobocea-Tudor, O, 2018), but mastering this aspect of language requires dedicated effort A promising approach that has recently gained attention for its effectiveness in improving vocabulary knowledge among English learners is the combination of Picture-word Pairing (PWP) and Semantic Mapping (SM) techniques.
To enhance the effectiveness of semantic mapping with side-by-side images, the researcher utilized Wondershare EdrawMind, a powerful educational software This collaborative mind mapping and brainstorming tool allows users to easily insert clipart and images into various sections of a topic or onto blank areas of the page The extensive library of ready-made clipart significantly aids in creating visual representations and presentations EdrawMind offers 17 diverse diagram layouts, including tree diagrams, org charts, fishbone diagrams, timelines, circular maps, bubble maps, and sector maps, catering to various usage needs.
At University X, the shift from general English to English for Specific Purposes (ESP) has highlighted challenges faced by students, particularly in learning vocabulary relevant to their fields After completing a year of general English, Automotive Engineering students enroll in "English for Automotive Technology 3," a course designed to provide foundational language skills through a task-based approach, aiming for an A2 level proficiency according to the CEFR However, over the 10-week course, students struggle to recall technical vocabulary, hindering their learning activities This difficulty is largely attributed to a lack of effective learning strategies that promote active engagement In response to this issue, the researcher is exploring innovative methods, specifically Picture-word Pairing and Semantic Mapping, to enhance vocabulary acquisition tailored to the needs of Automotive Engineering students.
Despite the widespread use of Picture-Word Pairing (PWP) and Semantic Mapping (SM) in teaching English for Specific Purposes (ESP), there is a notable lack of comprehensive research on their effectiveness in teaching technical vocabulary related to Automotive Technology, particularly in Vietnam This study, titled “The Effectiveness of Using Picture-Word Pairing and Semantic Mapping Strategies in Teaching English Vocabulary for Second-Year Students Majoring in Automotive Technology: An Action Research Project,” aims to address this gap.
Aims of the research
This action research focused on assessing the effects of combining PWP and SM on the vocabulary mastery of second-year Automotive Engineering students in ESP Additionally, it sought to evaluate the learners' attitudes towards this implementation.
Research questions
To attain these mentioned purposes, the researcher has to answer two major questions:
To what extent do picture-word pairing and semantic mapping technique improve ESP students‟ English vocabulary retention in Automotive Technology vocabulary?
What are students‟ attitudes towards the uses of PWP and SM in teaching English vocabulary?
Scope of the research
Twenty-five second-year Automotive Engineering students participated in a 10-week research course utilizing the textbook "English for Automotive Technology 3." The focus of the course was on acquiring technical vocabulary specific to the field of Automotive Technology.
Research methods
Holly (1991) emphasized that action research is a distinctive methodological approach designed to improve educational practices, yielding immediate results tailored to specific classroom contexts This study employs action research to investigate the effectiveness of PWP and SM strategies in teaching ESP vocabulary to Automotive Engineering students Data collection involves two instruments: a questionnaire and pre-test/post-test assessments The pre-test and post-test are utilized to evaluate the effectiveness of the PWP and SM strategies on participants' mastery of ESP vocabulary, while the questionnaire gathers insights into the participants' perspectives on the treatment.
Significance of the research
The researcher aims to assess the effectiveness of PWP and SW strategies in teaching ESP vocabulary to Automotive Engineering students By implementing these methods, teachers can gain valuable insights into student perspectives, enabling them to adjust teaching materials and methodologies effectively Additionally, the findings on PWP and SW are anticipated to enhance the understanding of vocabulary instruction for ESP learners, an area that has been underexplored, providing a valuable reference for future educators and students.
Design of the research
The study is organized into five main chapters, namely Introduction, Literature Review, Methodology, Finding and Discussion, and Conclusions
Chapter 1 – Introduction provides the overview of rationale, aims, scope, methods, significances and the structure of the study
Chapter 2 – Literature Review focuses on the theoretical background in teaching vocabulary, benefits associated with both the semantic mapping and picture-word pairing approaches, as well as the potential problems associated with them Besides, the procedures of using PWP and SM are described in detail After that, previous studies in which the effectiveness of PWP and SM is investigated are put under comparison to reveal the research gap before the hypothesis of this research is formed
Chapter 3 – Methodology presents the context of the research, the participants and university X where the researcher conducts the study A detailed explanation of the action research, methods of data collection and data analysis process are also included
Chapter 4 – is concerned with Findings and Discussion of the findings to answer the two research questions
Chapter 5 – Conclusions, recapitulating the thesis with synthesis of the major findings, implications, limitations and suggestions for further studies in the future.
LITERATURE REVIEW
An overview of ESP vocabulary
English for Specific Purposes (ESP) is a well-established concept in L2 teaching and learning, defined by various researchers Mackay and Mountford (1978) describe ESP as the teaching of English for specific occupational purposes El-Minyawi (1984) emphasizes that ESP courses are designed to help students articulate facts and ideas in specialized subjects, enabling them to understand and discuss these topics fluently Hutchinson and Waters (1987) further define ESP as a teaching approach centered on the learners' needs, highlighting that it encompasses the principles and procedures relevant to specific professions.
In every aspect of language learning, vocabulary is crucial Technical vocabulary, also known as jargons, and semi-technical (sub-technical) vocabulary are two separate classifications of ESP vocabulary
Sub-technical vocabulary constitutes a significant portion of English for Specific Purposes (ESP), as it appears in approximately 80% of scientific literature (Inman, quoted in Kennedy & Bolitho, 1984) These terms possess general English meanings but acquire specialized interpretations in technical contexts (Trimble, 1985) Kennedy and Bolitho (1984) describe sub-technical words as those that are not exclusive to a specific subject but are commonly found in scientific and technical texts This can lead to misunderstandings for individuals lacking expertise in the relevant field or sufficient English proficiency, a challenge often faced by both learners and educators Therefore, it is essential for teachers to focus on sub-technical lexis when instructing ESP vocabulary.
Technical vocabulary refers to words that are distinctly linked to specific topics, fields, or disciplines, as noted by Nation (2001) These terms are primarily found in specialized texts or discourse, making them less accessible to individuals outside the relevant occupational group, which can hinder their understanding (Fraser, 2005) Technical vocabulary can be further divided into three subcategories.
Fully technical vocabulary: those words whose meanings are only related to technical fields and not likely to be understood in general language, e.g.: diarrhea, obesity, quantum, etc
Crypto technical vocabulary: comprises of those words known as
“transmitter” These words which could be said to be “cryptic”, have a hidden technical meaning
Lay-technical vocabulary: is types of words which have both obviously technical meaning but are commonly used by the layperson
2.1.3 Importance of learning ESP vocabulary
Vocabulary plays a crucial role in acquiring a foreign language, as highlighted by McCarthy (1990), who states that even learners with strong grammar and pronunciation struggle to communicate meaningfully without words Chirobocea (2018) supports this view, emphasizing that while students may struggle with tenses, effective communication can still be achieved through the use of appropriate vocabulary.
According to Wilkins (1972), effective communication relies heavily on vocabulary, as "without vocabulary nothing can be conveyed." This highlights the necessity of having a diverse vocabulary for both speaking and writing Additionally, Nation (2001) emphasizes that a general understanding of English is insufficient; learners must also acquire vocabulary from specialized fields to enhance their language proficiency.
ESP vocabulary is essential for students' career success, as they often encounter specialized terms in English within their workplaces To prevent miscommunication and errors due to language barriers, it is crucial for learners to be familiar with the language specific to their field (Chirobocea).
The advantages of English for Specific Purposes (ESP) extend beyond the workplace, as it provides valuable insights into specialized fields, predominantly documented in English Acquiring proficiency in ESP offers students a more efficient pathway to expand their knowledge and understanding within their chosen disciplines.
Vocabulary acquisition is essential for language development, as words are learned gradually through repeated exposure rather than instantaneously Learning English for Specific Purposes (ESP) poses additional challenges due to the infrequent use and unique meanings of these terms Therefore, it is crucial for students to understand the importance of effective learning strategies and to be trained in their appropriate application Various learning approaches have garnered significant research interest in this area.
2.1.4 Different approaches to teaching vocabulary
Rote memorization is a traditional learning strategy commonly used in many Asian countries and has historical significance in language acquisition, as noted by Gairns and Redman (1986) Researchers, including Li (2005) and Cowie (1989), define rote learning as the processes of repeating, memorizing, and practicing Essentially, increased exposure to target vocabulary enhances learners' ability to acquire it more effectively and rapidly.
In 1987, it was noted that cultural factors influence the use of rote learning among L2 learners, who often prefer traditional study methods This tendency is particularly evident in Asian countries, where students continue to employ rote learning as long as it proves beneficial Additionally, Nation (2001) elaborated on this phenomenon.
―Repetition is essential for vocabulary learning because there is so much to know about each word that one meeting with it is not sufficient to gain this information, and because vocabulary items must not only be known, they must be known well so that they can be fluently accessed Repetition thus adds to the quality of knowledge and also to the quantity or strength of the knowledge (pp
In deed, rote memorization has been commonly considered as “passive learning” or misguided memorization strategy by many researchers This assumption has been grounded by empirical evidence from recent studies Cheung
(2000) did a research of using this strategy in Hong Kong‟s education system, criticized that rote memorization fails to enhance students‟ creativity and problem solving skills despite improving students‟ vocabulary retention
The Grammar-Translation Method (GTM) involves the translation of literary texts followed by explanation in the students‟ native language of rules of grammar Although it dates back in the 16th century, Corder states that GTM is “the most deductive approach” (Allen & Corder 197, p 13), and it may be true to say that the Grammar-Translation Method is still widely practiced This method was used in order to help and encourage students to like and appreciate literature and very little teaching is done in the target language However, another researcher, Cheng (2005), argues that this teaching methond can be of help in vocabulary teaching and learning
Within the context of the Grammar-Translation Method, translation received criticism for its application of literary, unnatural or artificial texts, or even isolated sentences, which were selected or devised from scratch primarily to serve the purposes of grammatical explicitation (Koletnik, 2012) Again, the critique was that such texts were promoting knowledge about a language rather than an ability to use it, that they were ill-suited for all learners save those with an inclination to literature, and that such an approach was not developed from real-life practice.
Overview of Semantic Mapping in teaching vocabulary
Semantic Mapping is a method for organizing concepts and ideas in a tangible format, as described by Schwab & Cable (1982) and Jonassen (1993) This technique visually categorizes the relationships among words and ideas in a web or diagram, helping students connect new vocabulary to their personal experiences and existing knowledge By establishing meaning-based connections between a word or phrase and related concepts, retention is enhanced According to Novak (1998), semantic mapping, often referred to as "knowledge representation tools," should be navigated from general concepts to more specific ones.
This strategy is based on the grounded theory – schema theory (Schewel,
In 1989, it was proposed that the brain organizes information into distinct categories Consequently, teachers should concentrate on providing students with strategies that facilitate the connection of new knowledge to their existing understanding.
Semantic mapping, a concept that has garnered significant attention since the 1980s, was effectively adapted by teachers to enhance students' reading comprehension across all grade levels, as noted by Heimlich & Pittelman (1986).
SM was not limited in reading comprehension Semantic maps were also proved to effectively enriching students‟ vocabulary by constructing new relations to familiar concepts
2.2.2 Advantages and disadvantages of using semantic mapping in teaching vocabulary
2.2.2.1 Advantages of using semantic mapping in teaching vocabulary
Semantic mapping (SM) significantly enhances students' English proficiency by visually establishing complex lexical networks, as supported by researchers like Amer (1986) and Channell (1998) This method allows students to clearly define and categorize related words with subtle distinctions, fostering a deeper understanding (Nation, 2000) As a result, SM requires less effort while promoting effective vocabulary acquisition, motivating students to learn not only individual words but also their related terms (Seal, 1991; Wajnryb, 1987).
Semantic Mapping accelerates vocabulary acquisition by linking new words to existing knowledge, facilitating the transfer of these words from short-term to long-term memory This method enhances students' ability to visualize and organize their knowledge, making it easier to recall words when needed As noted by Al Kufaishi (1988), this approach significantly aids students in acquiring and retaining vocabulary more effectively.
Semantic mapping (SM) not only facilitates the acquisition of new vocabulary but also aids in vocabulary retention Research by Shapiro and Waters (2005) indicates that increased cognitive effort enhances vocabulary retention Similarly, Morin and Goebel (2001) assert that semantic mapping engages a profound level of cognition, further supporting its effectiveness in vocabulary learning.
Student engagement in the classroom is a key benefit that can enhance active learning Through semantic mapping, students actively brainstorm, group ideas, and create their own maps based on their gathered knowledge The interaction between teachers and students, along with collaboration among peers, is essential for fostering this engagement These ongoing learning activities help maximize student participation within the constraints of class time.
2.2.2.2 Disadvantages of using semantic mapping in teaching vocabulary
There are several arguments against using semantic mapping for vocabulary instruction One major concern is the potential for overuse, as highlighted by Schewel (1989) Creating a semantic map requires significant class time and necessitates active student engagement Additionally, students may generate an overwhelming number of words, including less common ones, leading to time inefficiency and cognitive overload Furthermore, if not implemented carefully, semantic mapping can result in interference among words.
Semantic mapping categorizes words with similar meanings, highlighting the relationship between interference and vocabulary as noted by Tinkham (1993) and Waring (1997) Additionally, Erten and Tekin (2008) suggested that vocabulary retention may be limited by cross-association and potential overload in short-term memory.
In conclusion, the benefits of semantic mapping for vocabulary instruction significantly surpass its drawbacks Nevertheless, both educators and researchers must exercise careful consideration prior to implementing semantic mapping techniques.
Figure 1 - A Sample of semantic mapping (Duffy, 2007) 2.2.3 Framework of using semantic mapping in teaching vocabulary
The framework for using semantic mapping in vocabulary instruction is based on a model adapted from Denton et al (2007), which outlines a clear implementation process This process consists of four essential steps: a) Introduction of semantic mapping; b) Modelling; c) Joint practice; and d) Independent practice Adhering to this structured approach is crucial for both teachers and students, as it facilitates the effective integration of this study skill into vocabulary learning Each step serves a distinct purpose, leading to changes in learning activities and the roles of teachers (Hyland, 2004).
Both teachers and students can gain significant advantages from the use of semantic mapping This straightforward model is particularly beneficial for teachers who are new to its implementation For students, engaging in various learning activities fosters their ability to independently master semantic mapping, while also helping them navigate potential challenges associated with learning new techniques.
Figure 2 - The teaching and learning procedure in semantic mapping a Introduction of semantic mapping
The process begins with the introduction of semantic mapping, where the purpose of this technique is clearly articulated to capture students' interest and set expectations By ensuring that students understand the objectives and benefits of semantic mapping, their engagement levels can be significantly enhanced.
Once students grasp the fundamental concepts of the technique, modeling becomes the next crucial step, enabling them to become acquainted with the process of creating a semantic map Educators can adhere to the stages outlined by Nation (2005) to facilitate this learning process.
1 Choosing the keyword: The teacher first chooses a keyword or short word phrases representing the topic for a lesson
2 Brainstorming: The students get involved by suggesting words related to the topic All the suggested words are noted and presented on the broad If the ideas are slow in coming, the teacher can facilitate by asking suggested questions to arouse students‟ thinking
3 Grouping words: when a sufficient number of words are written, covering all the main points, the teacher suggests the way to group the words by each category
An overview of PWP in teaching ESP Vocabulary
2.3.1 The definition of picture-word pairing
Picture-word pairing is an effective visual strategy that connects words with images, enhancing vocabulary acquisition According to Calhoun (1999), this study technique utilizes pictures of objects and actions to stimulate vocabulary recall in listening and speaking Visual aids, which include these pictures, are readily available and easy to implement in classroom settings (Nagaraj, 1996).
Utilizing pictures is an effective strategy that encourages learners to think inductively, emphasizing interaction among lecturers and students as well as peer collaboration According to Colhoun (1999, p 4), a key principle of using pictures is to enhance learners' vocabulary and support their progression in writing and reading skills.
Generally, there are four types of using pictures:
Figure 3 - A sample of Picture-Word pairing 2.3.2 Advantages and disadvantages of using picture-word pairing in teaching vocabulary
According to Juliana (2013) and Hockley (2009), "a picture is worth a thousand words," highlighting the importance of integrating images with vocabulary learning Nation (2013) supports picture-word pairing (PWP) as a means to enhance vocabulary acquisition by linking images to meanings, thus avoiding rote memorization This approach aligns with dual coding theory (Paivio, 1991), which emphasizes the connection between written words and their meanings Rohman (2016) notes that using images alongside words captures students' attention, fosters interest, and encourages active participation in lessons Power (1990) and Wright (1989) further assert that genuine interest in relevant activities leads to improved learning outcomes Additionally, pictures aid in developing speaking and writing skills by providing cues for responses and facilitating conversation and storytelling In summary, PWP strengthens memory retention, as evidenced by Strauber et al (2018).
Despite the advantages of Picture Word Induction (PWP), some researchers express concerns about its effectiveness They argue that images can distract students from focusing on the accompanying text (Didden, Prinsen, & Sigafoos, 2000; Samuels, 1967) Additionally, Nation (2013) points out that not all words can be effectively represented through pictures, particularly abstract or complex terms This challenge is compounded by the fact that students often struggle with these difficult words (Nelson & Schreiber, 1992) Therefore, relying solely on PWP may not yield optimal results, suggesting the need to integrate PWP with other instructional strategies.
To enhance vocabulary proficiency, English teachers should provide engaging images that motivate students to explore their meanings This approach encourages students to actively engage with the material and expand their language skills.
Figure 4 - A sample of a semantic map with pictures paired with words
Previous-related studies about implementation of semantic mapping and picture-word pairing in teaching vocabulary
Previously, many researchers have conducted studies to investigate the effectiveness of semantic mapping and picture-word pairing, and the results vary significantly
Thaledon (2020) conducted a study to assess the effectiveness of semantic mapping in enhancing students' vocabulary comprehension, specifically in the context of English for Specific Purposes (ESP) related to computer business The experimental group utilized semantic mapping techniques for vocabulary learning, while the control group relied on traditional methods The findings revealed a significant difference between the two groups, with the experimental group demonstrating superior vocabulary acquisition compared to the control group.
Jatmiko and Jauhari (2018) conducted a quasi-experimental study to assess the effectiveness of the PWP method in teaching vocabulary to sixth-grade students The research involved 30 students in the experimental group and 30 in the control group Data was collected through pre- and post-tests, allowing for a comparison of results to evaluate the impact of PWP on vocabulary acquisition among the students.
The results indicated a significant improvement in the post-test scores of students in the experimental groups, surpassing those of the control group.
Picture-word pairing (PWP) has been shown to be effective in teaching English for Specific Purposes (ESP) vocabulary A study conducted in 2012 by Pendidikan demonstrated this method's efficacy with second-year Agribusiness students, revealing a significant increase in scores from pre-test to post-test Notably, the number of students scoring below 50 decreased from 6 to 0 after the intervention.
Nguyen (2014) investigated the effectiveness of the Semantic Mapping (SM) technique for teaching vocabulary in Mechanical Engineering to second-year university students in Vietnam The study involved 22 students who completed three assessments: a pre-test, a progress test, and a post-test Results indicated a significant improvement in vocabulary mastery during the short term, with students maintaining strong performance in the post-test at the course's conclusion Additionally, approximately 68% of students viewed SM as an effective study skill, and over 70% expressed comfort in learning vocabulary through the creation of semantic maps.
In a study conducted by Pham (2008), semantic mapping was utilized to address the low vocabulary comprehension among students studying English for Finance and Accounting at a university in Hanoi, Vietnam The results indicated a significant improvement in the students' English for Specific Purposes (ESP) vocabulary, accompanied by positive attitudes towards the treatment.
In the study, the researcher also mentioned that using more techniques to teach vocabulary along with semantic mapping can be more beneficial
While studies have confirmed the effectiveness of using Picture-Word Pairing (PWP) and Semantic Mapping (SM) individually for teaching vocabulary, there is a lack of empirical evidence regarding their combined use in teaching English for Specific Purposes (ESP) vocabulary to Automotive Engineering students This research aims to test the hypothesis that integrating PWP and SM can enhance students' ESP vocabulary acquisition and foster positive attitudes towards this instructional approach.
Chapter summary
This section summarizes the literature on the theoretical framework of the study, focusing on the types of ESP vocabulary and key teaching approaches It discusses semantic mapping and picture-word pairing, highlighting their advantages and disadvantages, and outlines a model procedure as research guidelines Additionally, it provides a detailed review of previous studies to identify suggestions for further research The following chapter will detail the procedures and methods employed in this investigation.
METHODOLOGY
The context of the research
3.1.1 The situations of teaching ESP for students at Vietnamese universities
In Vietnam, universities are increasingly transitioning from general English instruction to English for Specific Purposes (ESP) courses tailored to individual majors, driven by the demand for a highly skilled workforce This emerging field has garnered significant research interest, prompting educational institutions to invest in course design, material development, and teacher training A key focus of this research is on learning strategies that facilitate and motivate students to engage with various aspects of the English language.
University X has updated its career training programs to align with current educational trends, including the English for Automotive Technology program tailored for Automotive Engineering students This program consists of six mandatory English courses, with increasing levels of difficulty from course 1 to course 6, ensuring that all students begin their studies at the foundational level.
Students must pass the end-term test to qualify for the next course, which consists of 8 topics specifically tailored for Automotive Technology The primary objective is to provide students with the necessary English skills for their future engineering careers Unlike previous methods that lacked specialization, this new approach aims to enhance career opportunities in multinational companies where English is the primary language.
3.1.2 The English for Automotive Technology 3 course in university X
The English for Automotive Technology course 3 is mandatory for students who have completed English courses 1 and 2 The course utilizes the textbook "English for Automotive Technology 3," specifically designed by the Faculty of Foreign Languages at University X for internal use, focusing on English for Automotive Engineering Students are required to have an A2 level proficiency according to the CEFR The textbook employs a communicative approach, prioritizing speaking practice while also incorporating varied activities for listening, reading, and writing Comprising 8 units, each centered on a single topic, the vocabulary is organized by themes, facilitating the implementation of SM and PWP methodologies.
The research participants
Twenty-five participants were randomly selected from an English for Automotive Technology 3 course, representing a larger group of sophomores majoring in Automotive Engineering at the A2 level according to the CEFR Despite successfully completing prior English courses for Automotive Technology, these students struggle to remember and use technical vocabulary, highlighting the necessity of their involvement in this research aimed at evaluating the effectiveness of instructional methods.
SM and PWP in learning and teaching ESP vocabulary.
The research design
The researcher opted for action research due to its potential to yield practical and relevant results that can also inform theoretical frameworks (Riel, 2020) This approach provides teachers with a structured understanding of the underlying reasons behind various situations, enabling them to effectively assist students in enhancing their performance.
In 2007, it was highlighted that teachers can enhance their understanding of students' abilities and engage more effectively in the teaching and learning improvement processes when challenges arise Recognizing the benefits of action research for evaluating the effectiveness of Structured Methods (SM) and Project Work Practices (PWP) in teaching English for Specific Purposes (ESP) vocabulary, the researcher opted to adopt the action research design proposed by Kemmis & McTaggart (1982).
Figure 5 - Action research model (Kemmis & McTaggart, 1982)
The action research model consists of four distinct stages: planning, acting, observing, and reflecting In the planning stage, the researcher identifies classroom problems and proposes effective treatments based on established theories to enhance students' ESP vocabulary mastery During the acting phase, the plan is implemented in practical teaching, while the observing stage occurs concurrently to assess the treatment's impact Various data collection instruments are utilized to gather evidence, which is then analyzed in the reflecting stage to evaluate the intervention's effectiveness The findings from this action research can inform subsequent cycles.
This action plan, based on the modified model by Kemmis & McTaggart, aimed to evaluate the effectiveness of semantic mapping (SM) and picture-word pairing (PWP) in enhancing students' mastery of English for Specific Purposes (ESP) vocabulary in Automotive Engineering The research identified the improvement of technical language skills as a key issue The implementation phase involved applying these strategies in a 10-week English for Automotive Technology course, with 25 participants taking a pre-test to establish the research hypothesis Observations were conducted concurrently with the implementation to assess the impact of the strategies.
Observing Reflecting post-test was delivered the group of students to evaluate the effectiveness of SM and PWP in teaching and learning ESP vocabulary for future automotive engineers
A questionnaire was administered to assess students' perceptions of the two approaches In the final stage of reflection, the collected data was thoroughly analyzed to evaluate the effectiveness of the SM and PWP methods on mastering ESP vocabulary This analysis serves as the basis for the researcher to decide on the potential for future cycles A visual summary of all stages is presented in Figure 3.2.
This action research adheres to the Kemmis & McTaggart (1982) model, encompassing four stages: planning, acting, observing, and reflecting Each stage is thoroughly detailed with supporting evidence The next section will specifically describe the acting stage, providing a clear explanation of the implementation of SM and PWP in the English course designed for Automotive Engineering students.
3.3.2 The acting stage in semantic mapping and picture-word pairing approach
In the acting stage, the implementation of SM and picture-word pairing happened The incorporation of SM and PWP follows the model created by Denton,
25 participants et al (2007) This stage involves 4 main phases clearly demonstrated in Figure 3.3, namely Phase 1: Introduction, Phase 2: Modelling, Phase 3: Joint practice, and Phase 4: Independent practice
In Phase 1, the teacher equipped students with essential background knowledge on new vocabulary learning techniques and their implementation purposes The introduction of computer-assisted software, along with visual aids such as semantic maps and images, highlighted the effectiveness of these strategies in enhancing vocabulary acquisition in their specialized fields.
In the second phase of the lesson, the teacher introduced students to the techniques of Semantic Mapping (SM) and Picture Word Pairing (PWP) by demonstrating how to create a semantic map for a vocabulary topic The process began with a keyword relevant to the chapter, prompting students to brainstorm related words to activate their prior knowledge Utilizing computer-assisted software, the teacher collected students' responses and guided them in categorizing these words, forming branches of the semantic map Throughout the activity, the teacher enhanced understanding by pairing several new words with corresponding images, facilitating a visual connection to the vocabulary.
Following the Modelling stage, students collaborated in pairs to explore a different topic within Automotive Engineering using specialized software The teacher provided assistance to each pair as necessary The outcomes of their work were then presented and compared with those of other groups to enhance the learning experience.
By the end of the course, students successfully created independent semantic maps for automotive terminology From the outset, they were tasked with developing a semantic map for new vocabulary related to each topic, which they presented to the class for feedback and improvements These maps not only facilitated vocabulary revision but also empowered students to learn new terms autonomously.
Figure 7 - The model for incorporating SM and PWP in teaching automotive terms (adapted from Denton, C Bryan, D Wexler, J., Reed, D & Vaughn, S (2007))
The course schedule for the treatment to be conducted for 10 weeks is listed in Table 3.1
1 History of the Automotive Industry 5 th – 7 th September
2 Types of cars 12 th -14 th September
5 Materials and measurement 3 th – 5 th October
6 Problem solving 10 th – 12 th October
7 Safety rules 17 th – 19 th October
8 Future trends 24 th – 26 th October
Table 1 - The course schedule for PWP and SM approach
Methods of data collection
During the observation stage, the researcher utilized two primary methods: pre-test and post-test assessments, along with a questionnaire, to collect data These data collection methods enabled the evaluation of students' vocabulary mastery before and after the intervention, providing a solid foundation for drawing conclusions at the end of the research The subsequent section details the timing and application of each method throughout the study.
3.4.1 Pre-test and post-test
The tests required students (n%) to complete 3 exercises: naming 5 car
The article outlines a structured approach to vocabulary assessment for students in automotive technology, featuring individual practice components that include five words per category and ten gap-filling questions, with a total score of 20 Pre-tests were administered at the beginning of the course to evaluate students' vocabulary mastery, while post-tests were conducted at the end to measure improvement in their understanding of technical terms, ensuring consistent difficulty for reliability The vocabulary list, developed by the university's language faculty in consultation with experts, focuses on automotive technology terms appropriate for students' language proficiency and professions This list, regularly updated, helps identify essential vocabulary aligned with the current unit of study, which in this case is automotive engineering, ensuring relevance to learners and their educational objectives.
This questionnaire aims to explore participants' perspectives on the implementation of new strategies in vocabulary learning, addressing the second research question It invites respondents to evaluate a series of statements using a Likert Scale, where they can express their level of agreement by selecting options ranging from strong agreement to strong disagreement.
The study identifies 14 statements categorized into two clusters: Cluster A focuses on students' attitudes regarding the benefits of semantic mapping, while Cluster B addresses their perceptions of the convenience of this technique Each statement reflects students' views on the effectiveness of semantic mapping as developed by Sriphloi.
Embedded semantic mapping and picture-word pairing strategies offer significant benefits for English vocabulary acquisition among ESP students, as highlighted by numerous scholars in the field.
All the answers were put in the comparison with the data from the test to determine the differences between their belief and their actual performance.
Data Analysis
3.5.1 Data from students’ pre-test and post-test
The data from both tests helped the researcher answer the first research question about the effectiveness of the implementation of SM and PWP
The test scores of 25 students were analyzed using SPSS 16.0 to evaluate their understanding of technical terms before and after the treatment Descriptive statistics were employed to calculate the frequency mean scores and standard deviations for both the pre-test and post-test A paired sample T-test was conducted to compare the mean scores of the two assessments.
Researchers employed a Likert Scale questionnaire to understand students' views on the effects of treatment on their vocabulary learning, the support provided by teachers, and the software assistance Responses were rated on a scale from 1 to 5.
Table 2 - The Likert Scale (Sugiyono, 2012)
The initial step involved converting the students' names into pseudonyms Subsequently, the opinions gathered from the student questionnaire were analyzed using Descriptive Statistics, focusing on means and standard deviations.
The study assessed students' attitudes towards the semantic mapping technique, as developed by Sriphloi (2020) A pilot test was conducted with a group of subjects similar to the original sample, consisting of two clusters: Cluster A focused on students' perceptions of the benefits of semantic mapping, while Cluster B examined their views on the convenience of the technique Both clusters were evaluated through a structured questionnaire.
All the data were collected to answer the second research questions about the students‟ perspectives of the intervention.
Chapter Summary
This chapter outlines the research context in Vietnam and the specific university where the study took place It details the action research model, summarizes the implementation plans, and discusses the methods of data collection and analysis used to assess the effectiveness of SM and PWP in enhancing students' specialized vocabulary learning Chapter 4 will present the findings and discussions related to the study's results.
FINDINGS AND DISCUSSIONS
Findings and analysis
4.1.1 The effectiveness of picture-word pairing and semantic mapping on teaching ESP vocabulary for students majoring in Automotive Engineering
This sector report addresses the research question regarding the effectiveness of picture-word pairing and semantic mapping techniques in enhancing vocabulary retention among ESP students in the field of Automotive Technology.
The t-test for paired samples was conducted to evaluate the mean scores of students' ESP vocabulary mastery in Automotive Technology, comparing pre-test and post-test results Detailed findings from the t-test are presented in Table 4.1.
Table 3 - The class performance in both pre-test and post-test
Table 4.1 clearly indicates that the t-value is statistically significant at the α ≤ 05 level, as the p-value (.000) is below the critical threshold (.05) Consequently, it can be concluded that there are significant differences between the mean scores of students in the pre-test and post-test of the ESP vocabulary test.
The quantitative data from the pre-test and post-test results were analyzed using SPSS 16.0 to assess statistical significance The analysis revealed a notable increase in the mean scores, with pre-test scores at 14.28 and post-test scores at 15.68 This indicates that picture-word pairing and semantic mapping effectively enhanced students' vocabulary mastery in English for Automotive Technology.
An analysis of individual performances showed that every student achieved higher scores on their post-tests compared to their pre-test results While the overall improvement between the pre-test and post-test scores was modest, with increases ranging from 1 to 3 points, the most significant enhancement was observed in student X5, who improved by 3 points despite having the lowest pre-test score of 13 in the class.
Table 4 - The individual performance in both pre-test and post-test
The post-test scores showed only a slight difference from the pre-test scores, with variations ranging from 1 to 3 points Notably, 17 out of 25 students improved by just 1 point, while only one student demonstrated a significant improvement of 3 points This minimal gap raises questions about the effectiveness of the implementation, leading some teachers to be skeptical about the potential benefits that PWP and SM may offer to their students.
Figure 8 - The number of students whose post-tests get 1 to 3 points higher than the pre-tests
The study demonstrates that both PWP and SM methods significantly enhance the learning of ESP vocabulary among second-year Automotive Technology students, as evidenced by the notable improvement in their pre-test and post-test scores.
4.1.2 The students’ attitudes toward the implementation of picture-word pairing and semantic mapping in learning and teaching ESP vocabulary in Automotive Technology
The analysis of the questionnaire results aimed to address the second research question regarding students' attitudes towards the PWP and SM approaches in teaching English for Specific Purposes (ESP) vocabulary.
The interpretation of the range score of each category and each item are as follows:
4.50 – 5.00 highest satisfaction 3.50 – 4.49 high satisfaction 2.50 – 3.49 moderate satisfaction 1.50 – 2.49 low satisfaction 1.00 – 1.49 lowest satisfaction
A Students' attitudes towards the effectiveness of
SM and PWP in learning ESP vocabulary
B Students' attitudes towards the convenience of
SM and PWP in learning ESP vocabulary
Table 5 - Results of the Students’ Attitudes towards Picture-word Pairing and
Table 4.3 presents the descriptive statistics of vocabulary comprehension through picture-word pairing and semantic mapping The overall results indicate that students expressed a high level of satisfaction with the treatment, achieving a mean score of 3.69 (SD = 0.01) When analyzing individual categories, participants demonstrated equal comprehension in "clusters A and C," with mean scores of 3.68 and 3.7, respectively.
Table 4.4 presents the statistics reflecting students' views on the advantages of picture-word pairing (PWP) and semantic mapping (SM) for vocabulary learning The questionnaire highlighted various positive effects, with agreement levels ranging from 3.48 to 3.76 Notably, Items 2, 4, and 8 achieved the highest agreement score of 3.76, while other items also demonstrated high rates in comparison to the scoring range established by Sriphloi (2020) However, Item 5, which stated, "I am motivated to learn technical vocabulary," received only a moderate agreement level Overall, Cluster A indicated a high level of agreement with a mean score of 3.68.
1 When I use semantic mapping, I can discover the relationships between words that I already know
2 Semantic mapping helps me learn more technical words related to a specific topic in Automotive Technology
3 With pictures embedded into a semantic map, I can both recognize the written words and their meaning
4 With PWP and SM, I can remember the precise meaning of technical words for a longer period of time
5 I am motivated to learn technical vocabulary 3.48 0.92
6 With semantic mapping and picture-word pairing, I can easily differentiate words with small differences
7 Semantic mapping and picture-word pairing helps me comprehend the words
8 Semantic mapping and picture-word pairing helps me recall the words more easily
Table 6 - Student’s Attitudes towards the Benefits of Picture-word Pairing and
The study revealed that participants expressed high satisfaction with the convenience of PWP and SM, achieving a mean score of 3.7 (SD=0.09) Notably, Item 13, which stated, "I can easily categorize words related to words," received the highest level of agreement Additionally, students reported utilizing SM alongside PWP for vocabulary learning, with a mean score of 3.76 Conversely, the lowest score was recorded for Item 12, "I can keep all versions of my semantic maps as a collection for revision," which had a mean of 3.6.
9 I can easily create a semantic map and add pictures side by side with the help of the software
10 I frequently add pictures side-by-side with words in a semantic map if possible
11 I use SM and PWP when it comes to learning new vocabulary
12 I can keep all versions of my semantic maps as a collection for revision
13 I can easily categorize words related to words 3.84 0.80
14 I can share my works with other classmates and the teacher
Table 7 - Student’s Attitudes towards the Convenience of Picture-word Pairing and Semantic Mapping
The findings indicate high satisfaction levels among students, with means of 3.68 and 3.7 for both clusters This data demonstrates that students recognize the advantages of using PWP and SM for mastering ESP vocabulary Participants expressed strong agreement on the positive aspects of these techniques, highlighting their convenience in studying ESP vocabulary.
Discussions
4.2.1 The effectiveness of SM and PWP in students’ mastery of technical vocabulary
The study demonstrated that picture-word pairing and semantic mapping significantly improved the learning efficiency of English for Specific Purposes (ESP) in Automotive Technology This finding is consistent with the research conducted by Nguyen (2014) and Sriphloi.
(2020), which was related to the investigation in this study The similar findings contribute to students‟ mastery of ESP vocabulary in different majors in different universities
This research uniquely combines semantic mapping with picture-word pairing to evaluate their effectiveness together, unlike previous studies that focused solely on semantic mapping Semantic mapping helps organize words systematically and establishes connections based on topics or ideas, requiring students to engage in deep mental processing to categorize and visualize the words Additionally, picture-word pairing enhances word meaning through visual aids, facilitating quicker transfer of new vocabulary into long-term memory.
The post-test results do not convincingly demonstrate the advantages of the two strategies used, highlighting the need for further research with a larger participant group and an extended duration.
The combination of techniques proved effective in enhancing ESP vocabulary retention, aligning with Phillips (2016), who found that collaboration between these methods yields better vocabulary outcomes However, despite the observed improvement in students' vocabulary retention, the increase is not significant, raising questions about the applicability of this approach to other student groups.
4.2.2 The effectiveness of SM and PWP on students’ attitudes to learn technical vocabulary
After the treatment, students showed a significantly positive perception of picture-word pairing (PWP) and semantic mapping (SM), as evidenced by questionnaire statistics A high level of agreement was noted regarding the benefits of PWP and SM, aligning with Vadilar.S.N (2011) Participants recognized that these methods enhance their ESP vocabulary and help them establish connections among related words Improved vocabulary retention was also acknowledged, consistent with findings from Schmitt & McCarthy (1997) and Barcropt (2004) Notably, this study differs in that students can incorporate pictures into their semantic maps, allowing them to learn both the written forms and meanings of words.
According to Sriphloi's study (2020), students prefer using vocabulary learning techniques due to their convenience They not only produce their own materials but also revise words using the same maps A key enhancement in this study is the use of computer software, which allows for the creation of maps and the insertion of images alongside words This innovation has positively impacted students, who reported being able to monitor their learning progress and easily share their work with peers and teachers.
The test results indicated an improvement in students' vocabulary mastery; however, questionnaire data revealed that some students did not find the treatment as effective as anticipated A moderate number of students expressed interest in using Picture-Word Pairing (PWP) and Semantic Mapping (SM) for vocabulary learning This aligns with Pham's (2012) findings, which highlighted the impact of diverse learning styles—visual, auditory, kinaesthetic, and tactile—on student engagement While the study acknowledged these differences, it focused on the effectiveness of PWP and SM in enhancing students' learning of English for Specific Purposes (ESP) vocabulary in Automotive Technology.
Chapter summary
This chapter presents a thorough analysis of data collected from two instruments: a pre-post test and a questionnaire The pre- and post-test scores were quantitatively assessed using SPSS software, revealing significant improvements in students' vocabulary comprehension Additionally, the questionnaire data, evaluated through Descriptive Statistics based on a Likert Scale, offered insights into students' perspectives The findings from these instruments provide solid evidence to address the two research questions.
As anticipated, picture-word pairing and semantic mapping approaches were proved to improve students‟ ESP vocabulary mastery effectively and allowed them to gain positive attitude toward the implementation.
CONCLUSION
Recapitulations
This study investigates the challenges faced by Automotive Technology students in learning English for Specific Purposes (ESP) vocabulary To address these issues, the researcher implemented picture-word pairing (PWP) and semantic mapping (SM) strategies for second-year students The research aims to evaluate the effectiveness of these methods in teaching ESP vocabulary and to gather students' perspectives on the treatment An action research approach was utilized, employing questionnaires and pre-test and post-test assessments to measure the impact of PWP and SM on vocabulary mastery Over a 10-week period, 25 students participated in the English for Automotive Technology course, leading to significant findings regarding the effectiveness of the teaching strategies and student feedback.
Synthesis of the research‟s major findings
The study demonstrates that utilizing picture-word pairing and semantic mapping significantly enhances the teaching of English for Specific Purposes (ESP) vocabulary among second-year Automotive Technology students.
The conclusion was confirmed by analyzing the differences in mean scores of students' vocabulary tests conducted before and after the treatment The comparison was made at two levels: the overall class scores and individual performances Notably, there was a significant improvement in the mean score of the entire class between the two tests Additionally, each individual showed positive changes in their post-test scores, with increases ranging from 1 to 3 points compared to their pre-test results.
Another intriguing finding from this study is the combination of PWP and
Social Media (SM) can effectively enhance the teaching of English for Specific Purposes (ESP) vocabulary by fostering connections between words Meanwhile, the Picture Word Inductive Model (PWP) reinforces the meanings of these words Together, these methods complement each other, providing valuable support for students in mastering ESP vocabulary.
Question number 2 investigated students' attitudes towards treatment, categorizing data from the questionnaires into two clusters: A, which focused on students' perceptions of the benefits of picture-word pairing and semantic mapping, and B, which examined their views on the convenience of these methods.
Students strongly agreed on the advantages of utilizing two techniques for learning English for Specific Purposes (ESP) vocabulary in their respective fields, noting a positive impact as they recognized the benefits of these methods Additionally, there was a high consensus among students regarding the convenience of using semantic maps alongside images Notably, most students believed that pairing pictures with words enhances their understanding of both the written form and meanings of the vocabulary.
Limitations of the research
There are several limitations of using picture-word pairing and semantic mapping to teach ESP vocabulary
The test results reveal a slight discrepancy between the pre-test and post-test scores, leading to skepticism regarding the effectiveness of the strategies employed for teaching English vocabulary This highlights the need for further research to explore the impact of PWP and SP over a larger scale and extended duration.
A significant limitation of the study was the time constraint, which hindered the implementation of another action research cycle This deficiency may impact the overall assessment of the program The issue, thoroughly analyzed and documented in Cycle 1, must be addressed in the subsequent cycle of the research.
The research sample lacked randomization, and numerous teacher and learner variables were not controlled As a result, the findings cannot be generalized, making semantic mapping potentially ineffective for all students studying English for Automotive Technology.
Suggestions for further research
To moderate the limitations mentioned, some proposals can be made:
Researchers are encouraged to investigate the application of picture-word pairing and semantic mapping in various fields of English for Specific Purposes (ESP), as these techniques have not yet been extensively utilized for teaching ESP vocabulary in Vietnam The findings of this study can serve as valuable references for those interested in this area of research.
Future research should focus on extending the duration and scale of studies to enhance the validity of results and increase their reference value Additionally, examining factors such as students' learning styles, motivation, and washback effects could provide insights into their impact on vocabulary comprehension.
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APPENDICE APPENDIX 1: PRE-TEST Time allotted: 25 minutes
TOTAL SCORE: …./ 20 Exercise 1: Name the car parts
Exercise 2: List out the words in each category
Interior accessories: front seat; Rear-view mirror, AC control; 6. ;
Types of cars: hatchback; sedan; SUV; 9 ; 10. ;
Exercise 3: Complete the sentences with a suitable word beginning with a given letter
Example: Hanoi is very famous for Pho It is a s_ _ _ _ _ _ _ _ of Hanoi
11 Toyota has been the number one a_ _ _ _ _ _ _ _ in the world for many years
12 Henry Ford was the f_ _ _ _ _ _ of Ford Motor Company
13 Hyundai Motor Company is a Seoul-based company This means its h_ _ _ _ _ _ _ _ _ _ _ is in Seoul, South Korea
14 Volkswagen Group is a m_ _ _ _ _ _ _ _ _ _ _ _ group It has operation in a lot of countries in the world
15 The annual p_ _ _ _ _ _ _ _ _ c_ _ _ _ _ _ _ of Hyundai Ulsan plant is 1.6 million cars
16 Ford sold more than 4.6 million cars in 2017 This means its 2017 car s_ _ _ _ was 4.6 million units
17 One of the major g_ _ _ _ of BMW Group is to improve vehicle and service quality and digitalize our manufacturing lines
18 Audi, Bentley and Lamborghini are some of Volkswagen Group‟s s_ _ _ _ _ _ _ _ _ _ _
19 BMW Group mostly focuses on the premium s_ _ _ _ _ _ in the market
20 BMW Group e_ _ _ _ _ _ more than 117 thousand workers for its automotive segment
6 A/C control/ Emergency brake/ Storage Compartment/ Cup holder/ ect
7,8 ( 2 options in any order) Cool grey/ fire red/ lunar sky/ diamond white/ bronze/ platinum silver
9, 10 ( 2 options in any order) Minivan/ pick-up truck/ crossover/ coupe/ hybrid car
APPENDIX 2: POST-TEST Time allotted: 25 minutes
TOTAL SCORE: …./ 20 Exercise 1: Name the car parts
Exercise 2: List out the words in each category
Materials: rubber; stainless steel, aluminum; 6. ; 7. ;
Car Problems: flat tyre; dead battery; 10. ;
Exercise 3: Complete the sentences with a suitable word beginning with a given letter
Example: Hanoi is very famous for Pho It is a s_ _ _ _ _ _ _ _ of Hanoi
11 Put your foot on the a_ _ _ _ _ _ _ _ _ _ to make your car go faster
12 Press the b_ _ _ _ _ _ _ _ _ if you want to stop your car
13 Drivers have to wear a s_ _ _ _ _ _ _ while driving
14 S_ _ _ _ _ _ _ _ _ _ shows how fast the car is travelling
15 You put your foot on the c_ _ _ _ _ _ _ _ _ _ when you change gears
16 The instruments such as engine oil temperature gauge and fuel gauge are located on d_ _ _ _ _ _ _ _
17 You can operate the h_ _ _ _ _ _ _ _ when you want to park the car
18 An a_ _ _ _ _ is a type of safety device which protects passengers in an accident
19 If you don‟t see the cars behind you clearly, you should adjust the r_ _ _ -_ _ _
20 S_ _ _ _ _ _ _ protects the driver‟s eyes from the sun
8,9 ( 2 options in any order) Rear overhang/ Boot height/ Front overhang/ Wheel base
APPENDIX 3: PRE-TEST AND POST-TEST SCORE
No Pre-Test Post-Test
The effectiveness of using picture-word pairing and semantic mapping strategies in teaching vocabulary for second-year students majoring in automotive technology: an action research
My name is Tran Thi Huong Quynh, and I am an English teacher at Hanoi University of Industry I am currently conducting research for my master's thesis and would like to invite you to participate in this study By signing the attached Consent form, you agree to participate voluntarily and can withdraw at any time during the 10-week research period without penalty If you choose not to participate, there are no associated risks.
What is the purpose of this research?
The project procedure and its results will be clearly described for future use in my thesis
How was I Identified and why am I being invited to participate in this research?
This research aims to evaluate the effectiveness of Semantic Mapping and Picture-word pairing techniques in enhancing vocabulary acquisition among second-year Automotive Technology students The study will involve participants currently enrolled in the course.
English for Automotive Technology 3 Hence, if you volunteer to participate, your test scores and vocabulary learning experience will be a huge contribution to my research
What will happen in this research?
This study focuses on an English course tailored for second-year Automotive Technology students, which includes a brief interview Participants will engage in the English class, and their test scores will be gathered and analyzed to contribute valuable data for the research.
Besides, at the end of the course, 4 students will be invited for the interview
What are the possible risks and will taking part be confidential?
During 10 weeks, your collaboration and cooperation are necessary for the results of the study As forementioned, all of your scores and interview answers will be collected and analyzed, so your name will be coded into pseudonym to protect your confidentiality
What are the costs of participating in this research?
There will be no fee charged for the course Your patience is the only cost because our course will last 10 weeks with 2 lessons per week Each lesson lasts 90 minutes
At the end of the course, you will be invited for a small interview
Why should I consider this invitation?
Accepting my invitation offers you the opportunity to practice new strategies for learning technical terms, while declining poses no risk.
How do I agree to participate in this research?
If you agree to participate in this research, you can sign a Consent form that I have attached with this invitation
Will I be informed about the results of this research?
Yes, all of data collected from the course will be sent back to you, so you can check whether you had a full understanding
Whom should I contact if I have questions, concerns or complaints?
In case of any concerns, questions or complain, you can contact me by email or phone below:
Name: Tran Thi Huong Quynh
Email address: huongquynh202@gmail.com
THANK YOU FOR YOUR TIME!
The effectiveness of using picture-word pairing and semantic mapping strategies in teaching vocabulary for second-year students majoring in Automotive Technology: an action research
Supervisor: PhD Hoang Van Van
Postgraduate student: Tran Thi Huong Quynh
I have read this consent form carefully and my questions have been answered by the researcher
My signature below means that I do want to be in the study voluntarily I know that
I can withdraw myself from the study at any time without any problems
I understood that I would take part in the course: English for Automotive Technology taught by the researcher
I agreed that my test scores and interview answered will be collected during the course
I understood that there will be one interview at the end of the course, which will be transcribed and I have the right to confirm its content
If I remove myself from the study, I understand that all of my information including transcripts, notes and writings, will be destroyed
I agree to join this research
I wish to receive a copy of the research results (please tick one)
Level of agreement Strongly disagree Disagree Neutral Agree Strongly
1 When I use semantic mapping, I can discover the relationships between words that I already know
2 Semantic mapping helps me learn more technical words related to a specific topic in
3 With pictures embedded into a semantic map, I can both recognize the written words and their meaning
4 With PWP and SM, I can remember the precise meaning of technical words for a longer period of time
5 I am motivated to learn technical vocabulary
6 With semantic mapping and picture-word pairing,
I can easily differentiate words with small differences
7 Semantic mapping and picture-word pairing helps me comprehend the words
8 Semantic mapping and picture-word pairing helps me recall the words more easily
9 I can easily create a semantic map and add pictures side by side with the help of the software
10 I frequently add pictures side-by-side with words in a semantic map if possible
11 I use SM and PWP when it comes to learning new vocabulary
12 I can keep all versions of my semantic map as a collection for revision
13 I can easily categorize words related to words
14 I can share my works with other classmates and the teacher
APPENDIX 7 Sample lesson plan TOPIC: HISTORY OF CARS Class (name, type of student): 25 students, A2 level
90 minutes, in two lessons (LESSON 1 – 2)
Other materials: poster, textbook, black board
At the end of the lesson 1, the students will be able to
create a semantic map to demonstrate the connections among the new words in the topic “History of Cars”
- Teacher shows students a semantic map with picture and words paired
- T asks Ss what that is and what all the words in the diagram are about (a semantic map – the topic is about the history of cars)
- T asks Ss how these words are linked (all words are linked by different categories based on their meaning; some words are paired with the pictures to illustrate their meaning)
- Ss evaluate the semantic map and answer T‟s questions
- T instructs Ss how to use the Wondershare Edrawmind to
- Ss prepare their laptop to download the app create a semantic map
T displays the keyword "the history of car company" on the computer and prompts students to brainstorm related terms.
- T asks Ss to group the words into different categories
- T shows Ss each step to link the words using Wondershare Edrawmind
- T shows Ss how to pair pictures with words
- Ss list out the words
- Ss group the words into different categories
- T asks Ss to work in groups of three
- T asks Ss to create a semantic map with several pairs of words and pictures to link all the new words in the text books
- T goes around the class, observe students‟ work and give support when needed
- After 10 minutes, T asks each group to show their map in front of class while others give comments about their friends‟ maps
- T gives feedbacks and asks each group to modify their map
- Ss work in groups to create their own map using the application “Wondershare Edrawmind” to link all the new words in a semantic map
- T gives students several words and requires each students to create their own map
- Ss work individually to create their own map based on the word list.