04051002007 using mind maps to improve students’ english essay writing an action research at a lower secondary school in hai phong

iii ABSTRACT This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong.. vii LIST OF TABLES Table 1: 1

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

Ở HẢI PHÒNG )

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

HA NOI – 2024

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

Ở HẢI PHÒNG)

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Prof Dr Hoang Van Van

HA NOI – 2024

i

DECLARATION OF AUTHORSHIP

I certify that the minor thesis entitled “Using mind maps to improve secondary

school students’ English essay writing: An action research at a lower secondary school in Hai Phong” is the product of my own labor and hasn't been submitted in

any way to colleges or other institutions for consideration for another degree or credential I understand that disciplinary action and fines in line with University policies and norms may be applied if this declaration is determined to be false

ii

ACKNOWLEDGEMENTS

My sincere gratitude goes out to my supervisor, Prof Dr Hoang Van Van, for his careful reading, insightful criticism, priceless advice, and priceless thesis edits His astute advice has enabled me to identify the most appropriate course of action for finishing this research.In addition, I want to sincerely thank my pupils and my colleagues at the school for agreeing to respond to my inquiries.I am grateful for the support and collaboration of the tenth graders in the selected school.I would especially like to express my gratitude to my family, especially my husband, who has supported and encouraged me constantly while I have been conducting my research

Hanoi, 2024

iii

ABSTRACT

This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong The investigator aimed to address two primary inquiries: the impact of using mindmaps on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong and the attitudes of 9th grade students to learning essay writing skills via using mindmaps The study employed both quantitative and qualitative methods, including pre-tests and post-tests, questionnaires, and interviews The findings indicated that using mind maps led to an improvement in essay writing skills and most students had a positive attitude towards it The statistical analysis confirmed the significant impact of mind maps on students‘ essay writing

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

viii

LIST OF FIGURES

Figure 1: An example of mind map guidelines 21

Figure 2: An example of mind mapping - Network tree 22

Figure 3: An example of mind mapping - Event chain 22

Figure 4: An example of mind mapping - Cycle concept map 23

Figure 5: An example of mind mapping - Spider concept map 24

Figure 6: The Two-Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2007) 29

Figure 7: Students‘ mean scores of average scores in the first cycle (cycle 1) 43

Figure 8: The Comparison of mean scores on pre-test and post-test of the first cycle (cycle 1) 44

Figure 9: Students‘ mean scores of average scores in the second cycle 47

Figure 10: The Comparison of mean scores on pre-test and post-test of the second cycle (cycle 2) 48

Figure 11: Agree & Strongly Agree on the survey questions 51

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9

1.2 Aims and objectives of the study 10

1.3 Research questions 10

1.4 Scope of the study 10

1.5 Method of the study 11

1.6 Significance of the study 12

1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14

2.1.1 What is an essay and its part? 14

2.1.2 Types of essays 17

2.1.3 Stages of writing an essay 18

2.2 Mind mapping 19

2.2.1 Definitions of mind map 19

2.2.2 Steps to create a mind map 20

2.2.3 Classification of mind mapping techniques 21

2.2.4 Mind mapping in writing 24

2.3 The research gap 25

2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27

3.2 Research approach 27

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9

1.2 Aims and objectives of the study 10

1.3 Research questions 10

1.4 Scope of the study 10

1.5 Method of the study 11

1.6 Significance of the study 12

1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14

2.1.1 What is an essay and its part? 14

2.1.2 Types of essays 17

2.1.3 Stages of writing an essay 18

2.2 Mind mapping 19

2.2.1 Definitions of mind map 19

2.2.2 Steps to create a mind map 20

2.2.3 Classification of mind mapping techniques 21

2.2.4 Mind mapping in writing 24

2.3 The research gap 25

2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27

3.2 Research approach 27

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

ii

ACKNOWLEDGEMENTS

My sincere gratitude goes out to my supervisor, Prof Dr Hoang Van Van, for his careful reading, insightful criticism, priceless advice, and priceless thesis edits His astute advice has enabled me to identify the most appropriate course of action for finishing this research.In addition, I want to sincerely thank my pupils and my colleagues at the school for agreeing to respond to my inquiries.I am grateful for the support and collaboration of the tenth graders in the selected school.I would especially like to express my gratitude to my family, especially my husband, who has supported and encouraged me constantly while I have been conducting my research

Hanoi, 2024

v

3.2.1 Definition of an action research 27

3.2.2 Principles of an action research 28

3.2.3 Models of an action research 28

3.3 Procedures of the study 30

3.4 Context of the study 33

3.5 Participants 34

3.6 Data collection instruments 34

3.6.1 Pre-test and post-test 34

3.6.2 Questionnaires 36

3.6.3 Interviews 37

3.7 Data collection procedures 37

3.8 Data analysis methods 39

3.9 Summary 41

CHAPTER 4 FINDINGS AND DISCUSSION 42

4.1 Findings 42

4.1.1 Data analysis of the tests 42

a The first cycle (cycle 1) 42

b The second cycle (cycle 2) 45

4.1.2 Data analysis of questionnaire for the students 49

4.1.3 Data analysis of interview with the students 52

4.2 Discussion 55

4.2.1 The improvement of the students‘ writing competence through mind maps 55

4.2.2 The attitudes of 9th grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons 56

4.3 Summary 58

CHAPTER 5 CONCLUSION 59

5.1 Recapitulation 59

5.2 Concluding remarks 59

5.3 Pedagogical implications 60

ii

ACKNOWLEDGEMENTS

My sincere gratitude goes out to my supervisor, Prof Dr Hoang Van Van, for his careful reading, insightful criticism, priceless advice, and priceless thesis edits His astute advice has enabled me to identify the most appropriate course of action for finishing this research.In addition, I want to sincerely thank my pupils and my colleagues at the school for agreeing to respond to my inquiries.I am grateful for the support and collaboration of the tenth graders in the selected school.I would especially like to express my gratitude to my family, especially my husband, who has supported and encouraged me constantly while I have been conducting my research

Hanoi, 2024

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9

1.2 Aims and objectives of the study 10

1.3 Research questions 10

1.4 Scope of the study 10

1.5 Method of the study 11

1.6 Significance of the study 12

1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14

2.1.1 What is an essay and its part? 14

2.1.2 Types of essays 17

2.1.3 Stages of writing an essay 18

2.2 Mind mapping 19

2.2.1 Definitions of mind map 19

2.2.2 Steps to create a mind map 20

2.2.3 Classification of mind mapping techniques 21

2.2.4 Mind mapping in writing 24

2.3 The research gap 25

2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27

3.2 Research approach 27

viii

LIST OF FIGURES

Figure 1: An example of mind map guidelines 21

Figure 2: An example of mind mapping - Network tree 22

Figure 3: An example of mind mapping - Event chain 22

Figure 4: An example of mind mapping - Cycle concept map 23

Figure 5: An example of mind mapping - Spider concept map 24

Figure 6: The Two-Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2007) 29

Figure 7: Students‘ mean scores of average scores in the first cycle (cycle 1) 43

Figure 8: The Comparison of mean scores on pre-test and post-test of the first cycle (cycle 1) 44

Figure 9: Students‘ mean scores of average scores in the second cycle 47

Figure 10: The Comparison of mean scores on pre-test and post-test of the second cycle (cycle 2) 48

Figure 11: Agree & Strongly Agree on the survey questions 51

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

iii

ABSTRACT

This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong The investigator aimed to address two primary inquiries: the impact of using mindmaps on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong and the attitudes of 9th grade students to learning essay writing skills via using mindmaps The study employed both quantitative and qualitative methods, including pre-tests and post-tests, questionnaires, and interviews The findings indicated that using mind maps led to an improvement in essay writing skills and most students had a positive attitude towards it The statistical analysis confirmed the significant impact of mind maps on students‘ essay writing

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

v

3.2.1 Definition of an action research 27 3.2.2 Principles of an action research 28 3.2.3 Models of an action research 28 3.3 Procedures of the study 30 3.4 Context of the study 33 3.5 Participants 34 3.6 Data collection instruments 34 3.6.1 Pre-test and post-test 34 3.6.2 Questionnaires 36 3.6.3 Interviews 37 3.7 Data collection procedures 37 3.8 Data analysis methods 39 3.9 Summary 41

CHAPTER 4 FINDINGS AND DISCUSSION 42

4.1 Findings 42 4.1.1 Data analysis of the tests 42

a The first cycle (cycle 1) 42

b The second cycle (cycle 2) 45 4.1.2 Data analysis of questionnaire for the students 49 4.1.3 Data analysis of interview with the students 52 4.2 Discussion 55 4.2.1 The improvement of the students‘ writing competence through mind maps 55 4.2.2 The attitudes of 9th grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons 56 4.3 Summary 58

CHAPTER 5 CONCLUSION 59

5.1 Recapitulation 59 5.2 Concluding remarks 59 5.3 Pedagogical implications 60

iii

ABSTRACT

This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong The investigator aimed to address two primary inquiries: the impact of using mindmaps on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong and the attitudes of 9th grade students to learning essay writing skills via using mindmaps The study employed both quantitative and qualitative methods, including pre-tests and post-tests, questionnaires, and interviews The findings indicated that using mind maps led to an improvement in essay writing skills and most students had a positive attitude towards it The statistical analysis confirmed the significant impact of mind maps on students‘ essay writing

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9 1.2 Aims and objectives of the study 10 1.3 Research questions 10 1.4 Scope of the study 10 1.5 Method of the study 11 1.6 Significance of the study 12 1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14 2.1.1 What is an essay and its part? 14 2.1.2 Types of essays 17 2.1.3 Stages of writing an essay 18 2.2 Mind mapping 19 2.2.1 Definitions of mind map 19 2.2.2 Steps to create a mind map 20 2.2.3 Classification of mind mapping techniques 21 2.2.4 Mind mapping in writing 24 2.3 The research gap 25 2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27 3.2 Research approach 27

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

iii

ABSTRACT

This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong The investigator aimed to address two primary inquiries: the impact of using mindmaps on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong and the attitudes of 9th grade students to learning essay writing skills via using mindmaps The study employed both quantitative and qualitative methods, including pre-tests and post-tests, questionnaires, and interviews The findings indicated that using mind maps led to an improvement in essay writing skills and most students had a positive attitude towards it The statistical analysis confirmed the significant impact of mind maps on students‘ essay writing

vii

LIST OF TABLES

Table 1: 12 Units English 9- Text book 33 Table 2: Classification of students‘ level on a 10-point scale 36 Table 3: The results of pre-test and post-test of the first cycle (cycle 1) 42 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) 45 Table 5: The results of pre-test and post-test of the second cycle (cycle 2) 45 Table 6: The significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) 49 Table 7: Grade 9 students‘ opinion on learning English writing through mind maps

in number and percentage 49 Table 8: Students‘ answer on the interview 53

vi

5.4 Limitations of the study 62 5.5 Suggestions for further study 62

REFERENCES 63 APPENDIXES I

APPENDIX I: TESTS I APPENDIX II: QUESTIONNAIRES III APPENDIX III: INTERVIEW V APPENDIX IV: LESSON PLANS VI APPENDIX V: WRITING CRITERIA XIII APPENDIX VI: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XIV APPENDIX VII: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU XV

v

3.2.1 Definition of an action research 27 3.2.2 Principles of an action research 28 3.2.3 Models of an action research 28 3.3 Procedures of the study 30 3.4 Context of the study 33 3.5 Participants 34 3.6 Data collection instruments 34 3.6.1 Pre-test and post-test 34 3.6.2 Questionnaires 36 3.6.3 Interviews 37 3.7 Data collection procedures 37 3.8 Data analysis methods 39 3.9 Summary 41

CHAPTER 4 FINDINGS AND DISCUSSION 42

4.1 Findings 42 4.1.1 Data analysis of the tests 42

a The first cycle (cycle 1) 42

b The second cycle (cycle 2) 45 4.1.2 Data analysis of questionnaire for the students 49 4.1.3 Data analysis of interview with the students 52 4.2 Discussion 55 4.2.1 The improvement of the students‘ writing competence through mind maps 55 4.2.2 The attitudes of 9th grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons 56 4.3 Summary 58

CHAPTER 5 CONCLUSION 59

5.1 Recapitulation 59 5.2 Concluding remarks 59 5.3 Pedagogical implications 60

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9 1.2 Aims and objectives of the study 10 1.3 Research questions 10 1.4 Scope of the study 10 1.5 Method of the study 11 1.6 Significance of the study 12 1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14 2.1.1 What is an essay and its part? 14 2.1.2 Types of essays 17 2.1.3 Stages of writing an essay 18 2.2 Mind mapping 19 2.2.1 Definitions of mind map 19 2.2.2 Steps to create a mind map 20 2.2.3 Classification of mind mapping techniques 21 2.2.4 Mind mapping in writing 24 2.3 The research gap 25 2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27 3.2 Research approach 27

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1 INTRODUCTION 9

1.1 Rationale for the study 9 1.2 Aims and objectives of the study 10 1.3 Research questions 10 1.4 Scope of the study 10 1.5 Method of the study 11 1.6 Significance of the study 12 1.7 Organization of the thesis 12

CHAPTER 2 LITERATURE REVIEW 14

2.1 Essay writing 14 2.1.1 What is an essay and its part? 14 2.1.2 Types of essays 17 2.1.3 Stages of writing an essay 18 2.2 Mind mapping 19 2.2.1 Definitions of mind map 19 2.2.2 Steps to create a mind map 20 2.2.3 Classification of mind mapping techniques 21 2.2.4 Mind mapping in writing 24 2.3 The research gap 25 2.4 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Restatement of research questions 27 3.2 Research approach 27

iii

ABSTRACT

This study examines how well mind maps work to improve English essay writing skills among students at a lower secondary school in Hai Phong The investigator aimed to address two primary inquiries: the impact of using mindmaps on English essay writing skills of 9th grade students at a lower secondary school in Hai Phong and the attitudes of 9th grade students to learning essay writing skills via using mindmaps The study employed both quantitative and qualitative methods, including pre-tests and post-tests, questionnaires, and interviews The findings indicated that using mind maps led to an improvement in essay writing skills and most students had a positive attitude towards it The statistical analysis confirmed the significant impact of mind maps on students‘ essay writing

v

3.2.1 Definition of an action research 27 3.2.2 Principles of an action research 28 3.2.3 Models of an action research 28 3.3 Procedures of the study 30 3.4 Context of the study 33 3.5 Participants 34 3.6 Data collection instruments 34 3.6.1 Pre-test and post-test 34 3.6.2 Questionnaires 36 3.6.3 Interviews 37 3.7 Data collection procedures 37 3.8 Data analysis methods 39 3.9 Summary 41

CHAPTER 4 FINDINGS AND DISCUSSION 42

4.1 Findings 42 4.1.1 Data analysis of the tests 42

a The first cycle (cycle 1) 42

b The second cycle (cycle 2) 45 4.1.2 Data analysis of questionnaire for the students 49 4.1.3 Data analysis of interview with the students 52 4.2 Discussion 55 4.2.1 The improvement of the students‘ writing competence through mind maps 55 4.2.2 The attitudes of 9th grade students at a lower secondary school in Hai Phong towards mind maps in English-writing lessons 56 4.3 Summary 58

CHAPTER 5 CONCLUSION 59

5.1 Recapitulation 59 5.2 Concluding remarks 59 5.3 Pedagogical implications 60