04051002158 exploiting mind mapping technique to enhance english grammar learning for grade 10 students an action research project at a high school in vinh phuc province
INTRODUCTION
Rationale of the study
English, spoken by around 1.5 billion people worldwide, is essential in our interconnected world as the primary language of international business, science, and technology Mastering English opens doors to diverse opportunities and enhances career prospects and personal growth A strong grasp of English grammar is crucial for learners, as it serves as a formal tool for constructing sentences and is the foundation of effective communication Educators emphasize the importance of grammar teaching in second-language classrooms, as it enables students to create correct sentences and avoid misunderstandings Understanding English grammar is vital for comprehension and effective communication, yet many students still find it challenging to engage with grammar learning.
2 grammar As stated by Zhou (2017), English grammar has been a challenging and contentious topic in English education, causing frustration for both teachers and learners
In a rural area of northern Vietnam, a high school teacher has identified significant challenges in students' grammar learning During the first English mid-term test, many grade 10 students scored below average, with grammar questions being the most frequently answered incorrectly This issue may stem from various factors, including students' cognitive abilities and the allocation of school time among grammar and other skills such as reading, speaking, listening, and writing as outlined in the national curriculum Additionally, the teaching methods for English grammar may lack engagement, contributing to students' difficulties.
Regarding pedagogical approaches in teaching English grammar, Canh
A study conducted in 2009 explored the attitudes of Vietnamese teachers towards grammar instruction, highlighting the significant impact of teachers' opinions on their teaching practices While grammar is considered crucial in second language programs, there is a notable variation in preferred teaching methods, with most teachers favoring a discourse-based approach that includes systematic practice and error correction However, various factors, such as their own learning experiences, professional training, and external pressures like strict educational standards and curriculum requirements, often lead teachers to adhere to traditional, outdated methods of teaching English grammar Additionally, influences from colleagues and social contacts further shape their perspectives, resulting in a reliance on approaches that may be perceived as tedious and ineffective.
Widodo (2006) highlights that grammar is often taught using the grammar-translation method, where students memorize rules and examples for application Typically, learners take linear notes on these rules; however, Buzan (1993) argues that this approach is not optimal for brain consolidation, as the human mind processes ideas non-linearly To enhance learning, Buzan suggests using multi-dimensional outlines, such as Mind Mapping, which allows for the representation of ideas in free diagrams.
Recognizing the essential role of grammar in English language acquisition, the researcher aimed to enhance students' grammar learning by employing diverse pedagogical methods, with the Mind Mapping Technique emerging as a particularly effective option While numerous studies have examined the application of Mind Mapping in teaching vocabulary, writing, and speaking skills, there is a notable lack of research focused on grammar learning, especially among grade-10 students Most existing studies, conducted by foreign researchers, limit the applicability of their findings to rural high schools in Vietnam This study seeks to investigate the positive impact of the Mind Mapping technique on students' grammar learning.
The action research project titled "Exploiting Mind Mapping Technique to Enhance English Grammar Learning for Grade 10 Students" was conducted at a high school in Vinh Phuc Province to investigate the potential benefits of using mind mapping in teaching English grammar to tenth-grade students.
Research objecctives
The purpose of this study is to determine whether or not the Mind Mapping approach can help pupils retain grammar The following goals were defined from this overarching purpose:
(1) To determine whether the Mind Mapping technique has improved the pupils' retention of grammar
(2) To ascertain how the students feel about using Mind Maps to learn English grammar.
Research questions
The current research is expected to find answers to the following questions:
(1) To what extent does the Mind Mapping technique help to enhance Grade
(2) What are Grade 10 students’ attitudes towards learning grammar using the Mind Mapping technique?
Methods of the study
The research utilizes a cyclical action research model as proposed by Burns (2010), incorporating both qualitative and quantitative data Data collection is conducted through three primary instruments: tests (including pre-tests and post-tests), questionnaires, and interviews.
Scope of the study
This study explores the effects of the Mind Mapping technique on English grammar learning among Grade 10 students at a rural high school in Vinh Phuc province during the 2023–2024 academic year A total of forty students, comprising thirty females and ten males, participated in the research The focus is on evaluating grammar retention and student attitudes through pre-tests, post-tests, questionnaires, and interviews, with data analysis performed using SPSS 27 While the findings offer valuable insights into grammar instruction, the study does not address long-term retention beyond the research period or other language skills such as writing and speaking.
Significance of the study
Theoretically, this study provides more evidence for positive language teaching methods in general and English grammar teaching in particular
Practically, the study is carried out with the hope of improving students’ grammar retention, providing English teachers at Vinh Phuc high schools a more effective tool to teach English grammar.
The structure of the thesis
The thesis includes 05 main chapters as follows:
This chapter provides an overview of the thesis topic, outlining the problem statement, rationale, objectives, research questions, methodology, scope, significance, and study design.
LITERATURE REVIEW
English language grammar
Grammar is crucial for learning English, as it provides the rules and structure necessary for effective communication Wibowo (2020) defines grammar as guidelines that enable correct language use, while Harley (2001) emphasizes its role as the foundation of language, facilitating understanding of word combinations Greenbaum and Nelson (2002) present a dual perspective on grammar, distinguishing between descriptive grammar, which reflects natural language use, and prescriptive grammar, which outlines rules for proper usage Widodo (2006) supports the idea that grammar is best learned in real-life contexts, advocating for teaching through meaningful examples Andrews (2006) describes grammar as a system of rules that should be integrated into a communicative approach, a view echoed by Obaid (2010), who highlights the importance of both explicit and implicit teaching methods for effective grammar instruction.
Understanding grammar is essential for improving language skills and achieving fluency in a second language Regular practice in diverse contexts is crucial for learners to grasp grammar's role in communication Grammar enhances not only writing but also listening, speaking, and reading abilities, making it integral to everyday language use While grammar can be challenging, utilizing interactive tools such as games and technology can make learning more engaging This approach aligns with the concept of student-centered grammar instruction, emphasizing the importance of making grammar accessible and relevant to learners.
In summary, grammar is recognized by researchers as the framework of rules that organizes language Despite varying definitions, there is a consensus on the importance of grammar for effective communication, emphasizing the need for teaching methods that relate these rules to practical language application.
The importance of grammar in English teaching and learning
Grammar is crucial for mastering the four key language skills—listening, speaking, reading, and writing—in ESL learning According to linguists like Crystal (2004), grammar establishes the rules for structuring language, enabling learners to comprehend and create meaningful communication across all skills In listening, grammar aids learners in recognizing sentence patterns and meanings.
Recognizing grammatical structures enhances learners' ability to comprehend messages effectively, as noted by (2005) Understanding question forms, for example, significantly improves listening comprehension during conversations In speaking, grammar plays a crucial role in ensuring accuracy and clarity Thornbury (1999) emphasizes that learners with a solid grasp of grammar can construct sentences with greater confidence, leading to more fluent and understandable speech.
Mastering verb tenses is essential for learners to clearly discuss past, present, and future events Grammar plays a significant role in reading by helping to interpret complex texts, while understanding sentence structures, such as relative clauses and passive voice, enhances comprehension This concept aligns with Noam Chomsky's (1965) emphasis on syntactic understanding In writing, grammar is vital for producing coherent texts, allowing learners to logically organize their ideas and prevent misunderstandings Ultimately, grammar serves as the foundation for developing all four language skills, making it crucial for effective communication.
Approaches to Teaching Grammar
Generally speaking, grammar instruction in second language acquisition (SLA) often follows two primary approaches: deductive and inductive (Shirav
The deductive approach to language learning focuses on presenting explicit grammar rules before applying them to examples and exercises, making it a common method in traditional instruction and coursebooks (Nagai, 2022; Fortune, 1992) This rule-driven learning is particularly advantageous for adult learners who favor structured learning, as it saves time and enhances clarity Additionally, Eisenstein (1987) highlights that this approach can alleviate learner anxiety by offering clear guidelines.
The deductive approach has significant limitations, primarily discouraging active learning and engagement, especially among younger learners who find abstract grammatical concepts challenging This method promotes teacher-centered instruction, which restricts student interaction and discovery-based learning Consequently, although efficient, the deductive approach may fail to foster a deep understanding of grammar.
The inductive approach to grammar learning, which promotes rule-discovery through example analysis, aligns with constructivist theories by fostering active engagement and deeper cognitive processing This method enhances learner autonomy, motivation, and retention, making grammar acquisition more meaningful However, it can be time-consuming and cognitively demanding, as students may struggle to accurately identify patterns, leading to potential misconceptions Effective implementation requires teachers to design materials thoughtfully, which demands significant preparation Additionally, learners accustomed to traditional methods may find this approach frustrating or ineffective.
A balanced approach that incorporates both the grammar translation method and Mind Mapping is recommended for effective learning The teacher introduced grammatical points in Lesson 2 using the grammar translation method, followed by a summarization activity in Lesson 8 where students created their own Mind Maps This dual approach caters to diverse learning styles as outlined in the VARK model, accommodating visual, auditory, kinesthetic, and reading/writing learners Additionally, since most reference materials are presented in a linear format, providing detailed explanations of grammatical rules before condensing them into Mind Maps enables students to summarize information effectively.
10 retain knowledge but also improves their ability to organize and recall grammar concepts later.
Mind Mapping technique
Mind Mapping, also known as visual mapping or spider diagramming, was introduced by Buzan in 2005 to help students utilize keywords and images for information retention Buzan described Mind Mapping as a potent graphical technique that enhances the brain's ability to record and categorize information in a natural manner.
Booth and Swartz (2004:49) identified the following components of a Mind Map:
(1) Images: A Mind Map always includes a central image that represents the main idea, helping students think creatively
(2) Lines: These function like branches, collecting information and connecting it to the central topic radiating from the main image
(3) Words: Typically, one or two words are written on the connector lines to highlight key concepts or ideas
(4) Colors: Colors help to organize the map, making it easier to read, understand, and remember the material learned by the students
Figure 1: Main components of a Mind Map
Mind Mapping embodies the principle that "a picture is worth a thousand words," effectively conveying complex ideas through visual representation This technique aids students in summarizing intricate grammar theories into a more digestible format, enhancing comprehension and retention (Harbi, 2013; Suseno & Setyawan, 2014; El-kahlout).
Instead of navigating through extensive grammar explanations, learners can utilize a well-structured Mind Map to grasp essential concepts and their interconnections This visual and creative method, which allows the use of colors, images, and symbols, enhances engagement and retention For example, students may use green to denote verb tenses or icons to represent grammar functions like questions or negatives This creative freedom fosters an emotional connection with the material, leading to improved memory retention Additionally, Mind Mapping promotes personal expression and creativity, which are often restricted in traditional grammar exercises, enabling students to practice language while employing higher-order thinking skills.
Mind Mapping enhances students' skills in analyzing, classifying, and synthesizing information, leading to increased confidence and a sense of control over their learning As highlighted by El-Kenany (2021), it serves as a student-centered strategy that fosters visual learning, self-expression, and deeper understanding, ultimately improving grammar skills and promoting a positive attitude toward education Additionally, Tondeur (2007) and Mogahed (2013) identified ten distinct types of Mind Mapping, showcasing its versatility as a learning tool.
(1) Mini Mind Map: Focuses on a central idea with multiple branches but no sub-branches, generating topics around a single idea
The Idea Generation Map consists of two stages: Stage 1 involves creating a brainstorming map that captures all potential ideas related to a topic, serving as a useful tool to overcome writer's block In Stage 2, this initial map is refined by selecting, linking, and organizing key ideas into a more structured format.
(3) Planning Map: Combines ideas from Stages 1 and 2 into a final map, used to form a paragraph, essay, or story, aiming to organize ideas for final writing
(4) Note-Taking Map: Based on understanding the book or topic before taking notes, involves writing ideas randomly and then organizing them into a map
(5) Explanation or Presentation Map: Used to explain and present ideas clearly and visually, helping both the writer and reader understand the relationships between ideas
(6) Cause and Effect Diagrams: Explain how something happened
(7) Spider Map: Describes a basic or central idea, with sub-ideas radiating from it
(8) Charts: Used for writing directions and categorizing different ideas
(9) Series of Events Chain: Demonstrates the logical stages of something
(10) Story Maps: Retell stories, books, or plays in a personal and simple way
In this study focused on enhancing English grammar learning, the researcher introduced only four key types of Mind Mapping to Grade 10 students: Mini Mind Map, Idea Generation Map, Spider Map, and Explanation or Presentation Map These specific Mind Mapping techniques are considered the most effective for teaching concrete knowledge, such as English grammar, while minimizing student confusion.
The relationship between Mind Mapping and English grammar
Mind Mapping is a powerful educational tool that enhances the teaching and learning of English grammar Research by Elkahlout (2014), Stephen and Hermus (2007), Xiujing (2016), Buzan (2010), Wibowo (2020), and El-Kenany (2021) emphasizes its advantages in aiding learners to comprehend and utilize grammar rules effectively.
Mind Mapping, developed by Buzan (2010), is a visual technique for organizing information that employs keywords, colors, and images to illustrate the connections between ideas, engaging both logical and creative thinking In the context of grammar learning, Mind Maps assist students in visualizing and simplifying intricate topics like verb tenses, conditional sentences, and parts of speech, thereby making abstract grammar rules more comprehensible and memorable.
Mind Maps enhance comprehension by simplifying grammar rules into smaller, manageable components By visually connecting related grammar elements, learners can better understand the interactions between rules, reducing confusion This method encourages students to concentrate on the patterns and relationships within grammar structures.
Mind Mapping enhances creativity and active learning, as noted by Stephens and Hermus (2007) By personalizing their maps with relevant examples and diagrams, learners can better engage with the material For instance, a Mind Map of irregular verbs helps students identify similarities and differences, thereby making the information more comprehensible.
Xiujing (2016) emphasizes the collaborative nature of Mind Mapping, where students collectively develop grammar Mind Maps This teamwork not only facilitates knowledge sharing but also enhances their understanding of grammar rules, leading to more meaningful discussions.
Mind Mapping significantly enhances grammar accuracy and confidence, as noted by Wibowo (2020) By visualizing grammatical rules, learners can effectively review and practice, thereby reinforcing their knowledge Additionally, El-Kenany (2021) highlights that Mind Mapping not only improves retention but also fosters long-term learning by making grammar lessons more interactive and engaging.
In summary, Mind Mapping serves as an effective tool for mastering English grammar by simplifying intricate rules, promoting active engagement, and enhancing collaboration among learners By incorporating Mind Mapping into grammar teaching, educators can empower students to gain a deeper comprehension and utilize grammar proficiently in their communication.
METHODOLOGY
Research setting
An action research study was conducted over 10 weeks during the 2023-2024 school year with 40 grade-tenth students (30 females and 10 males) from class 10A15 at a rural high school in Vinh Phuc province The students were taught using the English textbook Tieng Anh 10 (Global Success), published by the Ministry of Education and Training.
English classes are conducted three times a week, each lasting 45 minutes This initiative has garnered strong support from the school's management, under the supervision of the Vinh Phuc Department of Education and Training.
The study focused on class 10A15, consisting of 40 students—10 males and 30 females—aged 15, primarily from rural areas These students had over eight years of English study, with most achieving an A2 level on the English competence scale The researcher selected this 10th-grade class due to their enthusiasm for engaging with new teaching methods, making them ideal subjects for the study.
The research focused on the perception that English grammar was taught in a tedious manner during secondary school Tenth graders experienced less pressure from the General Certificate of Secondary Education and exams for high-achieving students The study involved forty non-major English students from class 10A15, all of whom were enrolled in Group D, which included Mathematics, English, and Literature as core subjects for the National Examination after completing upper secondary school.
The textbook "Tieng Anh 10 - Global Success," authored by Hoang Van Van, Hoang Thi Xuan Hoa, and others, published by Vietnam Education Publishing House, includes ten units The researcher concentrated on the grammar and vocabulary presented in the textbook to create assessments for students The pre-test addresses grammatical concepts from Units 1 to 3, whereas the post-test focuses on those from Units 4 to 8.
Figure 2: Grammar structures from Unit 4 to Unit 8
Research design
Action research serves as a vital framework for implementing effective intervention techniques, assessing their outcomes, and gaining a deeper insight into my teaching practice, thereby enhancing my professional development This article will define action research, outline its guiding principles, and present the action research model.
Action research remains a widely utilized method among researchers, as defined by Bassey (1998) as an investigative process focused on understanding, evaluating, and enhancing educational practices Nunan (1992) further emphasizes that action research not only boosts students' learning outcomes but also refines teachers' instructional techniques.
In a rural high school in Vinh Phuc, action research is utilized to enhance educational practices by enabling researchers to analyze and implement positive changes, such as the integration of the Mind Mapping technique in teaching This approach facilitates ongoing development by pinpointing areas for improvement and applying evidence-based solutions Action research effectively addresses the unique challenges of specific environments, empowering teachers, enhancing teaching and learning, and promoting collaborative problem-solving Its flexibility, emphasis on reflection, and practical applications make it an essential tool for fostering continuous improvement in education.
In this study, the researcher utilized the cyclical model of action research proposed by Burns (2010), which is grounded in the framework established by Kemmis and McTaggart (1988) This model is particularly effective for the educational setting and the participants involved, as it empowers teachers to explore and address classroom challenges, including issues like low student engagement.
21 difficulties with specific topics The model follows a structured cycle of reflection, planning, action, and observation, allowing researchers to systematically address problems and improve teaching practices
Figure 3 Cyclical action research model (Kemmis and McTaggart (1988), as cited in Burns, 2010)
In practice, plans rarely go as expected on the first try Teachers often adjust their action plans based on their experiences and feedback from students
The iterative process of planning, action, observation, and reflection fosters continuous improvement, with each cycle building upon the last Although this sequence is generally followed, flexibility is permitted to adapt to changing circumstances.
The procedural steps of the model facilitated a smooth study process, accurately capturing the research actions A key benefit of this model is its ability to enable researchers to repeat cycles until they achieve satisfactory results.
In this study, the researcher, who also serves as the teacher, adopted an action research approach due to its numerous benefits This approach was
22 deemed the most appropriate for investigating the effectiveness of using Mind Mapping technique to improve English language grammar retention among tenth-grade students in Vinh Phuc province
3.2.2 Procedures of the study a) Planning the action
After assessing students' grammar skills through multiple evaluations and a pre-test, the researcher identified significant issues in their grammar output To address this, she explored effective strategies to improve grammar retention and proposed her plan to her professors, who approved it The school's management also expressed their support for her initiative Over a 10-week period, she implemented an action plan that included dedicating the first five to seven minutes of the grammar section in Lesson 8 - Looking Back, to have students create a Mind Map, ensuring that this activity did not interfere with the overall lesson time in Tieng Anh.
10 because normally, the teacher also uses other consolidation activities with the same amount of time
The 10-week action plan involved training students to create Mind Maps during the first 5 weeks, followed by 5 weeks of practice in building their Mind Maps This process was implemented through structured classroom lessons.
Step 1: Teacher shows some models of Mind Maps in big size (Grammatical points in Unit 4)
Step 2: Teacher guides students to design their own Mind Map (Grammatical points in Unit 5)
Step 3: The Teacher gives feedback and provides recommendations for further improvement
During the intervention, the teacher made adjustments based on her observations, particularly recognizing that some students lacked confidence in their drawing skills To address this, she reorganized the groups to ensure each had a designated art designer or content creator The teacher emphasized the importance of logically organizing ideas over focusing on the decoration of their Mind Maps The students practiced creating their own Mind Maps for English grammatical points from Units 6, 7, and 8, with all completed Mind Maps stored in the class portfolio for future reference.
The researcher implemented lesson plans and conducted teaching activities systematically Initially, grammar-translation was utilized in the Grammar section of the Language lesson, with a duration of 5 to 7 minutes based on the grammatical content's complexity In the Looking Back segment, participants collaborated in groups to create a Mind Map summarizing the grammatical points learned, spending 10 to 15 minutes on this task before comparing their work with other groups This competitive approach among groups aims to boost student motivation, as highlighted by Simon Sinek.
(2009), “Competition is the fuel that ignites innovation,” and by Herbert
(1999), “In every competition, there are no winners or losers, only learners”
In the academic year 2023-2024, a high school in Vinh Phuc province implemented Mind Mapping activities to enhance students' retention of English grammar, thereby facilitating the development of their overall language skills.
In the initial five weeks, the Mind Mapping technique was introduced and demonstrated by the teacher, who provided a concise overview of its principles and applications.
In Unit 4, a large Mind Mapping model was presented to class 10A15, highlighting the key components of grammar Following this, students were tasked with creating their own Mind Maps to explore the grammatical points covered in Unit 5.
For the next 5 weeks, the Mind Mapping technique was applied as a supplementary tool for grammar revision in the Looking Back lesson
The implementation of mind maps in teaching English grammar unfolded over several weeks, beginning with Unit 4: For a Better Community - Lesson 8: Looking Back, where students learned to organize grammatical points using mind mapping techniques In the second week, collaboration between the teacher and students led to the creation of a mind map for Unit 5, emphasizing key grammar concepts such as the present perfect, gerunds, and to-infinitives Various types of mind maps, including mini mind maps, idea generation maps, explanation maps, and spider maps, were utilized to enhance visual learning and retention By week six, the teacher adopted an observational role, allowing students to independently create their own mind maps in groups, fostering autonomy and creativity in their grammar studies.
Table 1: Lesson plan for the first week of the intervention
- Activate prior knowledge of Unit 4 vocabulary and grammar
- Introduce the concept of mind mapping and its main components
3 Introduction to the four kinds of Mind
- Distinguish Idea generation Mind Map, Mini Mind Map, Explanation Mind Map, and Spider Mind Map
- Show a simple mind map on past simple and past continuous, and how she created it
Step 1: List all relevant information about the Past simple tense (Using
Step 2: Arrange information aligned with sub-themes such as form, use, and examples (Using Explanation
Step 3: Add more information, like regular and irregular verbs, to the Mind Map (Using Spider Map)
Table 2: Lesson Plan – Week 2: Collaborative Mind Mapping for Grammar
- Activate students' background knowledge of mind maps
- Set the context for the lesson
- Introduce/review form and usage of the present perfect
- Demonstrate how to organize grammar visually using a mini mind map
- Encourage students to brainstorm common verbs followed by gerunds
- Practice categorizing ideas using idea generation maps
- Clarify uses of to-infinitives (purpose, after adjectives, after certain verbs)
- Help students explain grammar visually using explanation maps
- Consolidate all three grammar points into one large, structured mind map
- Reinforce connections among the grammar points
- Encourage peer learning through observing and commenting on each other’s work
Table 3: Lesson Plan – Week 6: Mind Map Competition – Student-led
- Motivate students with a fun, competitive activity
- Clearly explain the rules, criteria, and time limits of the mind map competition
- Allow students to brainstorm and plan the content and layout of their grammar mind map (choice of grammar points)
- Promote autonomy in selecting map type (mini, idea, spider, etc.)
- Let students create their grammar mind maps on posters or A3 paper
- Assess students’ creativity, organization, and use of visual grammar representation
- Give each group time to present their map and explain the grammar points included
- Encourage clear explanation, correct grammar use, and confident speaking
- Encourage peer evaluation through voting based on agreed criteria:
Clarity, Creativity, Accuracy, and Presentation
From weeks 7 to 10 of the intervention, the grammar teaching approach utilizing the Mind Mapping technique maintained a consistent pattern similar to week 6, incorporating minor adjustments informed by weekly reflections.
Data collection instruments
The research utilized a mixed-methods approach, combining qualitative and quantitative methods to evaluate the effectiveness of Mind Maps in enhancing students' understanding of English grammar Quantitative data were collected through questionnaires to assess students' grammar proficiency and their experiences with Mind Maps, alongside pretests and posttests to measure changes in grammar retention Qualitative insights were obtained from semi-structured interviews, which explored students' perceptions and attitudes toward the Mind Mapping method This comprehensive evaluation aimed to provide a deeper understanding of how Mind Maps influenced students' learning experiences.
The questions in the two tests are designed based on the theories of the characteristics of effective grammar exercises by Ur (1988) and Ellis (2003)
Effective grammar exercises should have clear goals that encompass both grammar-focused and task-related objectives, as noted by Ur (1988) They must promote active language use by providing students with ample opportunities for natural communication To enhance motivation, exercises should incorporate engaging topics, visuals to capture attention, and creative tasks that encourage students to express their ideas freely Additionally, introducing small challenges, such as time limits or competitions, can make these exercises more engaging while maintaining their educational value.
Ellis emphasizes that grammar exercises should prioritize meaningful language use and connect to real-life situations while integrating skills such as listening, speaking, reading, and writing These activities should challenge students to think critically, solve problems, and reason, providing clear indicators of success Effective exercises can target specific grammar points or offer greater freedom in language application, and they may be designed as open-ended to foster creativity and communication or closed-ended for straightforward self-assessment.
The pre-test and post-test were designed to assess the grammar topics covered in the English 10 Global Success textbook from Unit 4 to Unit 8
The article covers essential grammar topics such as the past simple, past continuous, present perfect, infinitives, gerunds, passive voice, and comparative and relative clauses The assessment was conducted in a written format, consisting of 5 items with a total of 20 questions, each valued at 0.5 points The first item included 5 multiple-choice questions.
This article outlines a structured exercise consisting of 30 questions designed for students The first section includes multiple-choice questions where students select the correct answer from options A, B, C, or D The second section features a "complete the dialogue" task with five questions, requiring students to fill in the blanks The third section consists of five questions that ask students to "rewrite the sentence as shown in the brackets," following specific instructions provided.
The "correct the underlined mistake" exercise consists of five questions where students identify and correct errors in each sentence The test instructions are clearly written in simple English, ensuring there are no confusing elements They outline the test's purpose, specify the time limit, and describe the types of questions included.
Prior to the official implementation of the test, a pilot study was conducted with 10 grade students from the author's school, who were not part of the actual research The objectives of the pilot test included ensuring clarity of instructions, assessing the appropriateness of the language level for the students, and evaluating the test's validity, reliability, and required duration.
Based on the pilot results, the test duration was determined by calculating the average time taken by the first and last students to finish the test Accordingly,
The test was designed to be completed in 20 minutes, with clear instructions and appropriate items for the students Experts reviewed the test to ensure its validity, confirming that it effectively covered the unit's content, goals, and learning outcomes.
The survey was administered both prior to and following the intervention As noted by Polit and Hungler (1997), a questionnaire serves as a tool for collecting information regarding respondents' attitudes, knowledge, beliefs, and feelings Labaw (1980) outlined key principles for effective questionnaire design, which encompass three main areas: question design, question wording, and formatting or layout.
Figure 4 General principles of designing questionnaire
The researcher developed two distinct questionnaires to gather data on students' perspectives regarding English grammar learning and teaching strategies Questionnaire 1 comprised ten questions focused on students' attitudes towards the importance of grammar and the effectiveness of current teaching methods In contrast, Questionnaire 2 aimed to assess participants' views on the impact of Mind Mapping After designing the questionnaires, the researcher sought feedback from her supervisor and colleagues, followed by a pilot survey conducted with four students The aim was to analyze three key aspects of grammar instruction.
The study examines the attitudes of 32 students toward learning grammar, focusing on affective (emotional), cognitive (mental), and behavioral (action-based) dimensions, following the framework adapted from McLeod (2023) It aligns with the principles established by Labaw (1980) and McLeod (2023) to ensure a systematic and balanced data collection process The findings are illustrated in tables that outline the objectives of administering two questionnaires.
Table 4: A description of the detailed aims of Questionnaire 1
Q1 + Q2 The importance of grammar in learning English
Q3 + Q4 Difficulties in learning English grammar
Q5 Students’ attitudes toward learning English grammar Q6+ Q7 The current methods used to teach English grammar Q8 + Q9 Frequency of practicing English grammar
Q10 Desire for a more interactive method in learning grammar
Table 5: A description of the detailed aims of Questionnaire 2
Q1 + Q2 + Q3 Effectiveness of Mind Mapping technique in
Grammar retention Q4 Desire to continue this method
Q5+ Q6 Students’ attitudes toward Mind Mapping/ Grammar
This framework allows for an in-depth examination of students' perspectives on grammar learning and the Mind Mapping technique, focusing on their emotions, comprehension, and behaviors, which offers essential insights for enhancing instructional methods.
There are three steps taken to carry out two questionnaires
Step 1: Preparing: the researcher designed a questionnaire based on the purpose of the study
Step 2: Piloting: Before issuing the questionnaire on a large scale, Bell (1999) advised that a pilot questionnaire should be conducted so as to identify and remove ambiguous questions Firstly, the questionnaire was sent to the
The researcher consulted her supervisor and colleagues specialized in English for advice and feedback After incorporating their suggestions, she reviewed the content once more The subsequent step involves conducting a pilot questionnaire.
A draft questionnaire was unexpectedly given to two students from class 10A15, while the other students were unaware The teacher reviewed their responses and made necessary adjustments to the content and wording.
Step 3: Administering: At the beginning of the intervention, 40 copies of the
FINDINGS AND DISCUSSION
The current situation of learning and teaching grammar before the
The findings from Questionnaire 1 reveal insights into the state of grammar learning and teaching prior to the intervention A total of 40 questionnaires were distributed, with a complete return rate of 100% This self-developed ten-question survey aimed to capture students' perceptions regarding the importance of grammar in their English language learning experience.
36 second language, their challenges with memorization, and the teaching strategies that they liked and found most effective
4.1.1 The importance of learning English grammar
Question 1 revealed the attitude of students toward the importance of learning English grammar, the responses were distributed as follows:
Graph 1 Students rate the importance of grammar
According to Graph 1, 37% of respondents view grammar as "Very important," indicating that over one-third of students see it as essential for mastering English Additionally, 31% consider grammar "Important," leading to a total of 68% who recognize its significance in learning the language Meanwhile, 13% rated grammar as "Somewhat important," and nearly 20% of students deemed it "Unimportant."
Furthermore, when students were asked which skill they believed grammar had the greatest impact on, the responses varied as presented in Figure 5
The importance of learning English grammar
Very importantImportantSomewhat importantUnimportant
Graph 2: Skill on which grammar most impact
According to Graph 2, Writing is viewed as the most grammar-dependent skill, comprising 39% of responses Speaking ranks second at 28%, suggesting that students recognize the importance of grammar in verbal communication Reading, at 22%, also relies on grammatical structures for understanding, while Listening is the least impacted skill, accounting for only 11%.
4.1.2 Difficulties in learning English grammar
A significant 72.5% of participants reported difficulties in learning English grammar, indicating that it poses a challenge for most in this group The most prevalent issue, affecting 70% of respondents, is the tendency to make mistakes in writing, reflecting struggles in applying grammar rules effectively Furthermore, half of the participants admitted to difficulties in transferring theoretical knowledge into practical use, while 41% highlighted long-term retention of grammar knowledge as a major concern.
Skills on which grammar most impact
4.1.3 The current method for teaching English grammar
The analysis of responses to Q5, Q6, and Q7 revealed that nearly eighty percent of students reported their teachers primarily use explanations and examples to teach grammar, indicating a prevalent traditional, teacher-centered approach Notably, innovative methods such as group activities, real-world tasks, and discovery learning were not utilized at all, with response rates at 0% This lack of diverse teaching strategies appears to contribute to limited student engagement and practical application of grammar skills.
Nearly 45% of students find learning grammar challenging, while about one-third consider it tedious This suggests that a significant number of students struggle with grammar, leading to feelings of demotivation during lessons.
Despite two-thirds of respondents indicating that grammar was regularly taught in lessons, they noted a lack of follow-up activities for new grammatical concepts This raises concerns about whether the absence of practice opportunities hinders students' ability to retain and effectively apply grammar rules.
4.1.4 Students’ opinions on the effectiveness of the current English grammar teaching method and their wish for a more interactive method
Regarding the effectiveness of the utilization of the current English grammar teaching method on grammar retention, students showed their opinion in question number 9
Graph 3: Opinions of students on the effect of using the current English teaching method
The bar chart reveals that a significant majority of students are dissatisfied with the current method of teaching English grammar Only 10% rated it as very effective, while 15% found it somewhat effective, leading to a total of just 25% viewing the traditional approach positively In stark contrast, 35% of students deemed the method somewhat ineffective, and 40% rated it as very ineffective Collectively, these statistics show that 75% of students are unhappy with the existing teaching strategy.
In Question 10, nearly half of the students (49%) expressed a positive attitude towards interactive grammar learning, indicating that they enjoy this approach Additionally, 21% showed openness to interactive methods, contingent on the specific activities involved In contrast, only 12.5% favored traditional learning methods, while 17.5% remained uncertain, citing a lack of experience with interactive learning.
Very effective Somewhat effective Somewhat ineffective Very ineffective
The impact of the Mind Mapping technique on the students’ grammar
This study investigates the grammar learning experiences of grade 10 students, focusing on the effectiveness of Mind Mapping for enhancing long-term retention of grammatical concepts Data from exams and questionnaires were analyzed to assess participant recommendations and attitudes towards Mind Mapping.
The pretest and posttest results were analyzed to address the research question Both assessments featured similar formats, text types, instructions, lengths, difficulty levels, and time allocations The test instructions were clear, requiring one correct answer with grammatically accurate responses To ensure the validity of the test outcomes, both tests maintained the same design, and the papers were graded by other educators to uphold the legitimacy of the results.
A pretest and post-test were administered to 40 grade-10 students to assess changes in English grammar achievement following two cycles of action research Paired sample T-tests were utilized to determine significant differences between pre-test and post-test results The analysis begins with a review of relevant theory, highlighting that if the P-value exceeds 0.05, the Null Hypothesis indicates no performance difference among students Conversely, a P-value below 0.05 supports the Alternative Hypothesis, suggesting a significant difference in results The accompanying tables present means, T-values, degrees of freedom, and significance numbers for the comparison of the test outcomes.
The comparison of the pre-test and post-test results reveals a consistent improvement in student performance.
Graph 4: A comparison of pre-test and post-test scores
The bar chart displays the distribution of student scores before and after implementing the Mind Map technique over ten weeks, categorized into five ranges: 1-3, 3.5-4.5, 5-6, 7-8, and 8.5-10 Pre-test scores are represented by blue bars, while post-test scores are shown in orange Initially, five students scored in the lowest range (1-3), but post-intervention, only one student remained in this category, indicating improvement among even the weakest students Additionally, the number of students scoring between 3.5 and 4.5 significantly decreased from fourteen to two, reflecting a substantial enhancement in overall performance and suggesting that many students who initially struggled were able to advance beyond this low proficiency level.
The most significant change is observed in the 5-6 range In the pre-test, sixteen students scored within this range After the intervention, this number
Score 1- 3 Score 3.5- 4.5 Score 5-6 Score 7- 8 Score 8.5- 10
A significant increase in student proficiency was observed, with the number of students reaching the middle proficiency level rising from 42 to 27 Notably, the higher proficiency range of 7-8 saw an impressive growth, as the number of students achieving these scores increased from three to seven in the post-test This improvement reflects a successful outcome for students who were already performing well, advancing them to higher levels of proficiency.
At the highest proficiency range, there is a notable rise from two to five students
Table 6: Analysis of the scores in the pre/ post- test of the English grammar achievement test
Mean N Std Deviation Df “T” Value Sig
Table 3 presents descriptive statistics for students’ performance on a pre- test and post-test, including mean scores, standard deviations, and standard errors of the mean, based on a sample of 40 participants
The intervention led to a significant improvement in test performance, with the mean score rising from 5.39 in the pre-test to 6.44 in the post-test, highlighting a notable enhancement in students' academic achievement.
The standard deviation reduced from 1.50 in the pre-test to 1.28 in the post-test, indicating less variability in student scores and a more consistent performance level following the intervention Additionally, the standard error of the mean decreased from 0.24 to 0.20, demonstrating improved precision in estimating the population mean.
The results of the paired samples t-test yielded a t-value of -7.401 with
39 degrees of freedom, and the two-tailed p-value was < 001 This indicates
43 that the observed improvement in post-test scores is statistically significant at the 05 level, and therefore unlikely to have occurred by chance
In summary, the analysis demonstrates that the Mind Mapping technique significantly enhances students' test performance, showing both overall improvement and consistent results across the group.
For Questionnaire 2, in order to gather information about the attitudes of students towards using the Mind Mapping technique, the researcher delivered
40 questionnaires to students from class 10A15 and resorted to Descriptive statistics from IBM SPSS and got the results as in the table below
Table 7: The results from Questionnaire 2
Mapping makes grammar lessons more engaging and enjoyable
I feel more confident in applying
It is easy for me to create and use
Mapping has improved my ability to memorize grammar rules effectively
I would like to use Mind
Maps in other subjects besides
The analysis of 40 valid responses reveals significant insights into students' views on Mind Maps for learning English grammar The statement "Using Mind Maps helps me understand English grammar better" achieved a mean score of 3.65 and a standard deviation of 1.350, indicating moderate agreement with diverse opinions With a median of 4.00 and a mode of 5, many students recognized the benefits of Mind Maps, although some provided lower ratings, as evidenced by a range of 4, with a minimum score of 1 and a maximum of 5.
Mind Mapping significantly enhances the engagement and enjoyment of grammar lessons, as indicated by a high mean score of 4.40 and a low standard deviation of 0.672, reflecting strong consensus among students This demonstrates that the majority of students perceive Mind Mapping as an effective and engaging learning tool Additionally, students reported increased confidence in applying English grammar after utilizing Mind Mapping techniques.
Maps", the mean score was 4.05 with a standard deviation of 1.154, indicating that many students felt more confident, though some variation existed
The ease of creating and using Mind Maps scored lower, with a mean of 3.53 and a higher standard deviation (1.377), indicating that while some students found it easy, others faced challenges
Both "Mind Mapping has improved my ability to memorize grammar rules effectively" and "I would like to use Mind Maps in other subjects besides
Students rated the effectiveness of Mind Mapping for memorization in English grammar with a mean score of 4.03, accompanied by low standard deviations of 1.143 and 1.187 This indicates a general consensus among students that Mind Mapping is beneficial and that they are receptive to using this technique in other subjects as well.
Mind Mapping is recognized as an engaging and effective method for enhancing grammar comprehension, boosting confidence, and improving memory retention However, some students may require extra assistance to utilize this technique effectively.
The findings from the questionnaire were validated through structured interviews with six students, revealing their perspectives on using Mind Mapping for learning English grammar Most students expressed positive attitudes towards the effectiveness of Mind Mapping in improving their grammar retention A detailed analysis of these views, categorized by students' proficiency levels, is presented below.
The study aimed to assess the effectiveness of Mind Mapping in improving grammar retention among Grade 10 students It specifically examined whether students perceived Mind Mapping as beneficial for remembering English grammar forms and meanings, and if it encouraged them to practice grammar more often While most students reported positive experiences with Mind Mapping, a minority expressed some doubts about its effectiveness.
Discussion
✓ Positive impact on grammar mastery:
The purpose of this study was to investigate how effective the Mind Mapping technique is in helping grade-10 students remember English grammar
The research investigated the impact of Mind Maps on students' ability to remember grammar rules It aimed to assess whether this interactive and engaging learning method could enhance retention and make the learning process more enjoyable.
The study's results align with the findings of Gomaan (2015) and Ahmed Ali (2023), indicating that Mind Mapping significantly enhances students' grammar learning efficiency An independent sample t-test revealed a notable difference in students' test scores throughout the action research period, reinforcing the conclusions of Harbi (2013) and Çerkez, Alkım, and Sorakın.
A study conducted in 2024 demonstrated that Mind Mapping significantly enhances students' ability to learn grammar patterns Utilizing pre-tests and post-tests, the research revealed that Mind Mapping led to improved learning outcomes, confirming its positive impact on students' retention of grammar rules These results align with previous findings by Tran T.Y (2019) and other researchers, reinforcing the effectiveness of Mind Maps in grammar education.
Research by Ngoc K (2023) indicates that students favor learning grammar through Mind Mapping over traditional grammar translation methods The study found that students utilizing Mind Maps demonstrated a greater success in grasping grammar concepts compared to those who employed conventional techniques This highlights the effectiveness of Mind Mapping in enhancing students' understanding of grammar.
The study revealed that students' attitudes towards grammar learning improved significantly after utilizing Mind Maps This technique enhanced their motivation and enthusiasm, likely due to the enjoyable and challenging nature of creating Mind Maps, which encouraged greater investment of time and effort in their studies.
50 results showed that students had a positive attitude toward learning grammar with this technique
The research confirmed that students find Mind Maps enjoyable for learning grammar, aligning with previous studies by Yen T T (2019) and others It emphasized that Mind Mapping enhances students' grammar retention while also making the learning process more engaging and motivating.
The study demonstrated that the Mind Mapping technique significantly enhances grammar retention and fosters a positive learning attitude among grade-10 students Its interactive approach makes grammar lessons more engaging, resulting in improved understanding and memory of grammar rules Additionally, this method boosts students' motivation and enjoyment, encouraging active participation in their learning process Overall, Mind Maps serve as an effective strategy for teachers aiming to enhance students' grammar skills while making learning more enjoyable.
The study highlighted the positive impact of Mind Mapping on grammar retention, showing that students improved their grammar skills However, many students expressed concerns about the time-consuming nature of creating Mind Maps Despite the additional effort required, most participants reported feeling more engaged in their grammar learning process through this technique.
Enhanced engagement through Mind Mapping likely improved grammar outcomes and fostered positive attitudes toward learning The interactive and visual aspects of this method made lessons more enjoyable, encouraging students to concentrate and participate actively in class.
The results from both the tests and questionnaires offer valuable insights into how effective Mind Mapping can be for learning grammar Despite the
The study indicates that the time invested in creating Mind Maps significantly enhances students' understanding and motivation It suggests that Mind Mapping is an effective strategy for improving grammar retention and making the learning process more engaging for students.