INTRODUCTION
Background to the study
Reading is a crucial receptive skill that involves an interactive process between the reader and the text, leading to comprehension This process requires readers to utilize their knowledge, skills, and strategies to decode the meanings embedded in letters, words, sentences, and paragraphs According to Burt, Peyton, and Duzer (2005), reading comprehension is the ability to interpret written texts effectively, making them meaningful To enhance reading comprehension, these authors provide several teaching suggestions.
• Have students complete cloze passages (in which learners fill in specific words that are left out of a text)
• Provide instruction in comprehension strategies such as using headings and graphics to predict meaning, summarizing verbally, skimming, and scanning
• Assess students’ strategy use by asking them which comprehension strategies they used
• Assess learners’ reading comprehension by having them read passages and answer comprehension questions about the text in multiple choice or short answers
Students are encouraged to utilize comprehension strategies like headings and graphics for meaning prediction, summarization, skimming, and scanning Effective readers are proactive and intentionally apply these strategies to enhance their understanding of texts According to Dolence & Norris (1995), both society and individual learners have evolving needs regarding the content and methods of learning The National Research Council of the United States highlights the importance of adapting educational approaches to meet these diverse requirements.
The focus of education has evolved from merely covering subject matter to fostering students' intellectual tools and learning strategies, highlighting the increased challenges faced by educators today To achieve success in learning, students must adopt effective approaches to develop their receptive skills (2000; Krashen & Terrell, 1983; Larsen-Freeman, 1986).
Therefore, it is believed that when a reader equips him/herself with tactful skills and appropriate strategies, his/her reading comprehension will be improved significantly (Nunan, 1995; Nunan, 1999; Harmer, 1998)
1.1.1 The current teaching reading comprehension at Thủ Dầu Một
Reading is a fundamental skill emphasized in the Foreign Languages Department at Thủ Dầu Một University, where half of the students are trained to become secondary school teachers In their third year, these students focus on enhancing their English proficiency and creativity across four skills, alongside subjects like translation, literature, and methodology Consequently, they dedicate 22 hours to studying reading using the "Interactions 2 Reading" course book, silver edition, published in 2007.
For years, third-year English major students at Thủ Dầu Một University have primarily experienced traditional teaching methods, which emphasize reading comprehension through question-and-answer sessions and skill sheet assignments These activities focus on identifying main ideas, sequencing sentences, noting details, and understanding cause-and-effect relationships within texts However, this approach tends to prioritize the end results over the learning process itself Additionally, today's students exhibit different characteristics compared to those of previous generations, as noted by Sousa (1988).
“Yesterday’s method worked well for yesterday’s students However, the student brain of today is quite different from the one of fifteen years ago." For example,
Today's children engage more with television and electronic media than with their parents (Sousa, 1988) Effective reading is driven by specific purposes, which shape the approach to comprehension Merely having students complete worksheets or answer comprehension questions fails to enhance their skills, as these tasks often serve as informal tests rather than effective learning tools Research indicates that reading comprehension significantly improves when teachers provide explicit instruction in comprehension strategies By incorporating instructional activities that bolster text understanding, students can enhance their reading abilities (Nunan, 1995; Nunan, 1999; Harmer, 1998).
Based on prior experience, the researcher asserts that summarizing reading texts enhances comprehension, and utilizing a "mind map" is an effective method for this summarization.
1.1.2 The use of Mind Maps to teach reading comprehension
Buzan (1984) introduced "mind maps" as an effective method for summarizing reading texts, emphasizing their close connection to the mind's functions These visual tools can be utilized in various activities, particularly for note-taking and summarizing key information from texts.
Mind mapping, as defined by Biktimirov & Nilson (2003), involves creating visual, non-linear representations of ideas and their interconnections These maps consist of a network of related concepts, allowing for any idea to connect with another freely This process encourages spontaneous and creative thinking, with the primary goal of discovering associations between ideas Consequently, mind maps serve as effective tools for fostering creative associations (Davies, 2010).
A mind map is an effective tool for organizing and recalling information, serving as a creative and logical method for note-taking that visually "maps out" ideas (Buzan & Buzan, 2000) These diagrams share common features, including a natural structure that radiates from a central concept, utilizing lines, symbols, colors, and images to enhance memory retention (Davies, 2010) By transforming lengthy lists of information into vibrant and structured visuals, mind maps align with the brain's natural processing methods To illustrate, a mind map can be likened to a city map, where the center signifies the main idea, main roads represent key thoughts, and secondary roads denote additional ideas, with images highlighting important concepts.
Figure 1.1: Mind map of “mind map” guidelines [Source: http://www.mindmappingtool.com/mindmapping.php]
Mind mapping is a powerful technique that transforms complex data and ideas into a visual graphic, enhancing students' understanding of a subject By focusing on the relationships and meanings of various items, students can prioritize key information and determine the optimal placement of each element within the map This process not only aids in idea generation but also allows for a clearer classification of thoughts visually In mind mapping, students start with a central image and systematically branch out using keywords and visuals, which aids in concentration and memory retention As the mind map develops, it creates an organized representation of the explored concepts, facilitating a deeper comprehension of the topic.
A mind map serves as a visual representation of your innate thinking, enhanced through a dynamic graphic process that unlocks the brain's full potential.
1.1.2.2 The advantages and disadvantages of using mind maps in learning activities
Mind mapping is a versatile skill applicable across various subjects and ability levels (Goldberg, 2004) According to Tipper (2011), Buzan synthesized the best practices from multiple techniques to create the "mind map." Ruffini (2008) emphasized that the mind map technique allows instructors to visually express ideas and illustrate the interrelationships between concepts in a nonlinear format, ultimately benefiting student comprehension.
The main use of mind mapping is to create an association of ideas (Davies,
In 2010, research indicated that mind mapping can aid in memory retention, although its advantages may be minimal (Farrant, Hussain & Hennessy, 2002) Diagrams are often easier to remember than textual descriptions, enhancing vocabulary retention This improved memory retention subsequently boosts students' reading comprehension skills.
Discussed the benefits of mind maps, Lewis (2011) listed as follows:
Mind maps are a powerful tool for enhancing both divergent and convergent thinking, allowing us to visualize our thought processes effectively When utilized correctly, they become an essential component of our intellectual toolkit.
Purposes of the study
This study aimed to investigate the impact of mind maps on third-year English major students at Thủ Dầu Một University The intervention sought to equip students with the technique of using mind maps to effectively summarize reading texts By creating a visual representation with key words, students could enhance their retention and understanding of the material learned.
This study aimed to investigate how students practiced summarizing after being introduced to mind maps as a technique for enhancing reading comprehension Additionally, it sought to determine whether the use of mind maps positively impacted the students' reading comprehension skills following the course.
Research questions
The study was done to answer the two following research questions:
1 How have students summarized the main ideas of reading texts before approaching mind maps?
2 To what extent do mind maps help them summarize the main ideas and enhance their reading comprehension?
Significance of the study
The study reveals how human brains process language using maps and keywords, highlighting that effective retention of texts involves more than mere translation from a second language to one's native tongue To enhance reading comprehension, students should employ appropriate strategies grounded in theories of text perception.
The study reveals a strong correlation between students' summarization skills of learned genres and their reading comprehension abilities It demonstrates that students who can effectively summarize texts tend to exhibit higher levels of reading comprehension.
This study presents an innovative approach to teaching reading comprehension, addressing the limitations of the traditional Grammar-Translation method that fails to engage today's learners As noted by Sousa (1988), modern students differ significantly from those of the past, highlighting the need for teaching methods that inspire and motivate them Consequently, this research serves as constructive feedback for enhancing current reading comprehension instruction.
Delimitation of the study
This study focused on the reading skills of third-year English major students at Thủ Dầu Một University, who are expected to become English teachers upon graduation Generally, these students have over five years of experience in learning English.
This study focused exclusively on the summarizing activities of the course, directing students to concentrate on mind mapping for summarizing texts Participants were instructed to set aside other summarization techniques such as note-taking, spider-grams, outlining, and highlighting, and were also encouraged to apply mind mapping during their home learning activities.
The last delimitation of the study relates to the texts used in the course These texts were extracted from the course book of Interactions 2 Reading by Pamela
In 2007, Hartmann and Elaine Kirn released a publication through McGraw Hill that focuses on essential themes for students The first five chapters cover a range of topics including Education and Student Life, City Life, Business and Money, Jobs and Professions, and Lifestyles Around the World, providing valuable insights for learners.
Definition of terms
In this study, the following terms should be understood as they are defined as follows:
- The term summary and its derived words are defined as a map with a center word and its branches with key words Figure 1.1 on page 5 displays the typical map
- The term Mind Map should be understood as it will be defined in the next chapter, section 2.1
Reading comprehension specifically refers to the reading skills of third-year English major students at Thủ Dầu Một University, who are capable of engaging with intermediate-level reading materials.
Other terms are understood as normally.
The organization of the study
The study consists of five chapters:
Chapter One introduces the study by outlining its significance, research questions, hypotheses, and methodology, while also defining the scope and organization of the research.
Chapter Two presents a review of the literature relevant to the study
Chapter Three describes the methodology that is used to carry out the research
Chapter Four discusses the data analysis and its findings
Chapter Five presents conclusions and recommendations for further research.
LITERATURE REVIEW
Summarizing texts
Summarizing texts involves expressing the main ideas or events of a story in one's own words, incorporating key elements such as setting, main characters, problems, and resolutions According to Keene & Zimmerman (1997), a summary serves as a list of parts, while synthesis represents the creation of a cohesive whole, requiring critical and creative thought throughout the reading process This activity entails identifying, recording, and articulating the most important information from a text Hovy (2003) defines a summary as a condensed version of one or more texts that retains a significant portion of the original information, typically not exceeding half the length of the source material.
Hovy (2011) discussed, to be a summary, the summary must obey two requirements:
A summary should condense a document while retaining its key ideas, ensuring that important information is prioritized and presented in a shorter format Effective summarization relies on recognizing segments of varying informativeness, as not all sentences hold equal significance The challenge lies in identifying and preserving the most informative parts of the text, leading to a more concise and meaningful summary.
399) Summarizing, then, helps readers focus on the most important ideas in reading texts
Summarizing texts is a challenging strategy for many students, yet it is a skill that proficient readers excel at by identifying key events and main ideas in a story Skilled readers consistently extract essential concepts from their readings and can effectively discuss significant events According to Irwin and Baker (1989), these readers possess the ability to discern relevant information necessary for comprehension while disregarding extraneous details Essentially, summarizing involves articulating the main ideas or events of a narrative in one's own words, condensing the text into its core elements (Marzano, Pickering & Pollock, 2001).
Summarizing has a robust and long history of research (Marzano, Pickering
& Pollock, 2001, p 30) Anderson & Hidi (1987; 1998/1999) attracted three generalizations from these researches:
1 To effectively summarizing, students must delete some information, substitute some information, and keep some information This generalization springs from the work of cognitive psychologists like Walter Kintsch and Teun van Dijk (Marzano, Pickering & Pollock, 2001, p 30) These psychologists have studied the basic cognitive mechanisms involved in summarizing to come to this generation According to these psychologists, when a student reads a passage with the purpose of summarizing it, his/her mind will quite naturally engage in three activities: [1] deleting things, [2] substituting things, and [3] keeping things This synthesis of the information is technically referred as the “macro-structure” of the information According to Marzano, Pickering & Pollock, students who can effectively summarize learn to synthesize information, a higher-order thinking skill which includes analyzing information, identifying key concepts, and defining extraneous information (Marzano, Pickering & Pollock, 2001)
2 To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level (Marzano, Pickering & Pollock, 2001, p 31) Rosenshine, Meyer, and Chapman (as cited in Marzano, Pickering & Pollock,
Research by Marzano, Pickering, and Pollock (2001) indicates that strategies focusing on the analytical aspects of summarization significantly enhance students' summarizing skills To effectively summarize information, students must engage in deep analysis to determine what to omit, replace, or retain in their summaries (Anderson & Hidi, 1988/1989; Hidi & Anderson, 1987).
3 Being aware of the explicit structure of information is an aid to summarizing This generalization was brought to the attention of educators by the work of psychologists like Bonnie Meyer (Marzano, Pickering & Pollock, 2001, p
Research indicates that awareness of a text's structure enhances a person's summarization skills (Marzano, Pickering & Pollock, 2001) When students understand the expected format of a text, such as an introduction, historical context, and a summary conclusion, they can better focus on key information This structural awareness not only aids in identifying important sections but also improves overall comprehension and retention Consequently, effective summarizing fosters increased student learning Utilizing summary frames with targeted questions can further guide students in their reading assignments, making the summarization process more effective (Marzano, Pickering & Pollock, 2001).
Anderson and Hidi (1987; 1988/1989) emphasized that effective text summarization requires students to engage in deep analysis of the information This process involves making critical decisions about what content to delete, substitute, or retain in their summaries.
2.1.3 Summarizing texts in reading comprehension
Research consistently demonstrates that summarizing is one of the most effective teaching strategies for enhancing reading comprehension Studies indicate that summarizing texts significantly improves students' ability to understand and retain information Trabasso and Bouchard (2002) found that readers enhance their summaries by identifying main ideas and eliminating redundancy Additional research by Wittrock and O'Donnell & Dansereau supports the notion that teaching summarization skills leads to better comprehension and self-monitoring of understanding Meyer and Freedle highlight that using "summary frames" can further boost reading comprehension Consequently, integrating summarization instruction with reading comprehension strategies is essential, as it helps students build a framework for improved text understanding.
Summarizing texts enhances students' understanding of text organization, which is crucial for reading comprehension, as supported by research (Smolkin & Donovan, 2002; Stahl, Heubach, & Cramond, 1997) Intensive study of text structures significantly improves comprehension abilities in primary-grade learners (Dickson, Simmons & Kameenui, 1998) The summarization process requires students to engage deeply with the text, involving reading, selecting, deleting, substituting, and adding information To effectively learn comprehension strategies, students should benefit from a combination of explicit instruction, modeling, and discussion (Pearson & Duke, 2002), ultimately leading to enhanced reading comprehension.
Summarizing lessons enhances vocabulary retention among students When teachers begin a lesson by highlighting key points and conclude by having students summarize their learning, it leads to improved retention of the material This process reinforces vocabulary as students actively engage with the content.
Using spider-grams or mind maps can enhance the decoding of summaries Oxford and Scarcella (1994) noted that while de-contextualized learning, such as word lists, aids in vocabulary memorization, Nielson (2006) found that de-contextualized vocabulary instruction is more effective for building a fundamental vocabulary compared to contextualized reading By decoding summaries, students can improve their vocabulary retention, leading to enhanced reading comprehension.
Various techniques exist for summarizing reading texts, ranging from simple methods to more complex approaches Common strategies employed by readers include repetitive reading, note-taking, outlining, highlighting, and underlining (Lindner, Gordon & Harris, 1996).
This thesis explores various techniques for effective learning, including paraphrasing, visualizing, and graphic organizing It specifically focuses on spider diagrams, note-taking, highlighting, and outlining, which were identified as the most commonly used methods among third-year English major students at Thủ Dầu Một University, according to their questionnaire responses Additionally, visualizing is highlighted as a key component of the mind map technique for summarizing information.
A spider-shaped diagram, often referred to as a spider-gram, visually represents information related to a central topic through a network of boxes connected by radiating lines This diagram typically features a central image, a hierarchical structure, and nodes branching off each line, filled with various phrases and sentences An example of a spider-gram can be seen in Figure 2.1.
The use of mind maps
Mind mapping, originally referred to as radiant thinking, was developed by Tony Buzan in the 1970s Initially focused on enhancing memory, Buzan later recognized its potential for fostering creative thinking By the end of 1970, he began writing a book on mind mapping, exploring its diverse applications and connecting it to brain theories while establishing foundational rules for the technique To promote mind mapping globally, Buzan taught the method to his students and authored several books on the subject Since 1990, "Mind Maps" has been trademarked by the Buzan Organisation.
Mind mapping, as described by Budd (2004), is a graphic organizer that features major categories radiating from a central image, with subcategories branching out This technique, highlighted by Buzan (2000), aids in idea generation, note-taking, concept development, and memory enhancement, making it a valuable tool for educators to foster learning Particularly beneficial for visual learners, mind maps facilitate thought management, learning direction, and connection-making (Stephens & Hermus, 2007) They effectively introduce topics, boost student engagement, and allow for quick idea capture Mind mapping transcends ability levels and applies across various subjects (Goldberg, 2004) It shares similarities with spider-grams, utilizing a diagrammatic approach to summarize texts, but distinguishes itself through its vibrant colors, incorporation of images, use of keywords, and a structured hierarchy of ideas (Tipper, 2011) These features contribute to the effectiveness of mind maps over spider-grams in enhancing the quality of thinking and note-taking.
Thus, a conceptual framework for a mind map can be drawn as in Figure 2.3 for illustrating From a reading text, a reader will be asked with some questions and
Summarize the main ideas Information matched
Spider gram Outlining Note-taking Highlighting
Theories of mind maps suggest that readers connect various pieces of information within a text, creating a framework that aids in summarization To summarize effectively, readers can employ techniques such as spider-grams, outlining, note-taking, highlighting, and visualization Consequently, a mind map serves as a synthesis of these summarization methods The conceptual framework of mind maps is illustrated in Figure 2.3.
2.2.2 The differences between mind mapping and concept mapping
Concept mapping and mind mapping are often mistakenly used interchangeably, but they have distinct differences While mind mapping helps students grasp relationships between concepts, concept mapping facilitates a deeper understanding of those concepts and their domains Concept maps are more structured and less pictorial than mind maps, focusing on outlining relationships rather than generating spontaneous ideas They feature a hierarchical structure with primary, secondary, and tertiary ideas, starting with a central concept or question Cross-links using connective terms illustrate relationships between concepts, which are typically enclosed in shapes like circles or boxes Unlike mind maps, which center around a single main concept, concept maps can encompass multiple interconnected ideas.
Figure 2.4 displays a sample of concept mapping The sample is extracted from Novak & Canas (2009)
Figure 2.4: A concept map showing the key features of concept maps
(extracted from http://cmap.ihmc.us/docs/conceptmap.html)
Mind mapping and concept mapping differ in precision and formality, with mind maps being less structured and more informal, while concept maps are more formal and tightly organized Mind maps focus on diagrams and images to enhance memory recall, whereas concept maps utilize a hierarchical structure and relational phrases to clarify relationships Concept maps can take various forms, including hierarchical, non-hierarchical, and data-driven maps, with one innovative approach involving agglomerative cluster analysis to visually represent clustered terms from analyzed texts.
2.2.3 Theories of “mind maps” perception
British psychology author Tony Buzan claims the origin of mind maps, emphasizing that traditional outlines force readers to scan information linearly, while the brain naturally prefers a non-linear approach Buzan (1984) leverages common beliefs about cerebral hemispheres to advocate for mind mapping as a superior note-taking method This section explores the foundational theories that support Buzan's mind mapping technique.
Schema theory posits that our existing knowledge and expectations significantly influence our understanding of new information by creating a framework for it to fit into (Nunan, 1999, p 257) This theory emphasizes that texts, whether spoken or written, do not inherently carry meaning; instead, they serve as signposts that guide readers or listeners in reconstructing the intended meanings of the authors or speakers Consequently, reading comprehension is a dynamic process that requires readers to integrate the clues provided in the text with their own background knowledge (Adam & Collins, 1979; Rumelhart, 1980, as cited in Nunan, 1999, p 257).
According to Nunan (1995), schematic knowledge structures can enhance or hinder comprehension depending on their level of utilization Grounded in schema theory, it is recommended that students create cues while listening or reading, as these cues serve as reminders of previously encountered information.
Radiant thinking is an effective and natural way of utilizing our brains, as it reflects the complex interactions of sensations, memories, and thoughts When we experience stimuli like tasting a ripe pear or listening to music, our brains create a central sphere of information, with countless associations branching out from it Each association connects to an infinite array of links, illustrating that our minds operate through a network of connections rather than linear paths This radiant association process allows for a vast information-processing capacity, giving rise to the concept of Radiant thinking, which is exemplified by mind mapping Ultimately, the brain’s Radiant thinking pattern can be visualized as a vast branching system of interconnected ideas and experiences.
Association Machine - a super bio computer with lines of thought radiating from a virtually infinite number of data nodes (mindmapping.com, 2011)
2.2.3.3 Researches into the left and right hemispheres
The concept of differing thought patterns between the left and right hemispheres has garnered significant public interest, influencing educational theories like David Lazear's "Eight Ways of Knowing" and various self-help literature (Morris, 2006) Activities such as reading and mind mapping engage our hemispheres, reflecting their operational dynamics Research by Nobel Prize winner Dr Roger Sperry highlighted that the cerebral cortex, the brain's latest evolutionary development, consists of two hemispheres that handle a wide array of intellectual tasks, including logic, creativity, and memory Sperry's findings emphasized that integrating these tasks enhances overall brain performance, demonstrating that mind mapping not only exercises memory and information processing but also engages a full spectrum of cortical skills (mindmapping.com, 2011).
Mind mapping enhances clarity, structure, and organization in thinking by effectively utilizing both left and right brain-thinking tools By integrating imagination, association, and location, mind maps serve as the ultimate thinking tool, combining powerful cognitive strategies into a cohesive framework.
The application of Radiant Thinking in the brain's left cortical skill of words raises the question of whether this capability can also enhance the right cortical skill of imagination and imagery Research by Ralph Haber, published in Scientific American in 1970, revealed that individuals can recognize images with an accuracy between 85% and 95% This aligns with the adage "A picture is worth a thousand words," highlighting how images engage a broader spectrum of cortical skills, particularly imagination Images often evoke stronger associations than words, enhancing creative thinking and memory retention These insights underscore the effectiveness of mind mapping, which integrates images as a fundamental component, making it a uniquely powerful tool for cognitive enhancement.
The dual coding theory, proposed by Paivio, emphasizes the significance of images in learning by defining memory as a function of two subsystems: verbal and visual This theory suggests that the integration of both verbal and imagery processing enhances knowledge acquisition (Paivio, 2006) According to Paivio, cognition involves the interplay of a verbal system, which handles language, and a nonverbal system focused on nonlinguistic objects and events (Paivio, 2006) Ultimately, both systems play a crucial role in understanding language phenomena, highlighting the interconnectedness of verbal and visual learning.
"Language games" are effective in some contexts, particularly when they integrate the extensive knowledge and skills of nonverbal communication, enhancing their overall impact and meaning.
Thompson & Paivio (2009) emphasized that visual aids significantly enhance memory retention compared to written text, fostering stronger connections between images and words This memory is crucial for developing robust language skills, particularly during childhood when children learn to associate objects with their corresponding words, which aids in grasping concepts in second language acquisition Additionally, instructing learners to create mental images while reading improves both comprehension and vocabulary (Paivio, 2006) Paivio (2006) also noted that integrating pictures, mental imagery, and verbal elaboration is highly effective for enhancing understanding and learning across all educational levels, from grade school to university.
Summary
This chapter reviews relevant literature related to the aspects discussed in the thesis, beginning with an overview of text summarization It delves into theories on summarizing texts and explores the connection between summarization and students' reading comprehension abilities Additionally, it highlights four common summarization techniques employed by students: spider-grams, note-taking, outlining, and highlighting The chapter further examines the use of mind maps in summarizing texts, providing an overview and discussing associated theories.
This article explores the concept of "mind maps," focusing on schema theory, radiant thinking, and the research surrounding the left and right hemispheres of the brain, as well as the significant impact of imagery It also examines Dual Coding theory, highlighting how students utilize visualization techniques to enhance retention of reading material Furthermore, the article outlines the benefits of mind maps in aiding users' memory of texts Finally, it reviews prior studies related to the application of mind maps in educational settings.
RESEARCH METHODS
The Research design
This study utilized a combination of a questionnaire, researcher observations, and a One-group Pretest-Posttest design to assess students' attitudes towards summarization and mind maps The questionnaire targeted all students to gauge their perceptions, while observations focused on how actively students incorporated mind maps into their reading activities Additionally, the One-group Pretest-Posttest design measured improvements in reading comprehension after using mind maps, with a pretest conducted at the beginning of the course and a posttest at the end All participating students completed both tests as part of the course requirements.
The previous mentioned design for the study aimed to answer the two research questions which were brought up in chapter I
1 How have students summarized the main ideas of reading texts before approaching mind maps?
2 To what extent do mind maps help them summarize the main ideas and enhance their reading comprehension?
Participants in the study
The study focused on sixty third-year English major students from classes 4A and 4B, comprising eight male students (13.30%) and fifty-two female students (86.70%) These students, of similar age, participated in a regular university training program Class 4A consisted of students from Bình Duong province, while Class 4B included students from various provinces across the country, such as Tuyên Quang.
The study was conducted in various locations, including Hà Tĩnh, Nghệ An, Thanh Hóa, Dak Lak, Lâm Đồng, and Bình Thuận, with the university's convenience in mind Despite the students' diverse backgrounds and varying levels of English proficiency, it was assumed that these differences would not impact the study's results, as all collected data would be analyzed collectively.
Four staff members from the Department of Foreign Languages at Thủ Dầu Một University served as observers for the course, including three females Each holds a Master's Degree in TESOL from various institutions: two from the University of Social Sciences and Humanities in Ho Chi Minh City, one from Open University in Ho Chi Minh City, and one from Canberra University Collectively, they bring over five years of English teaching experience at Thủ Dầu Một University.
Observers conducted three rounds of classroom observations throughout the study, with detailed discussions of these observation activities provided in section 3.3.3 on page 42.
A week prior to their initial meeting, observers received the Observation Sheet along with detailed instructions, which are available in Appendix 2 on page 96.
In this study, the researcher assumed multiple roles, including that of a teacher, to introduce mind maps to students As an observer, the researcher noted the students' engagement in applying mind maps to enhance their reading comprehension Additionally, the researcher organized and scored both the pretest and posttest for the students Finally, the researcher analyzed data collected from questionnaires, observations, and test results, ensuring a comprehensive evaluation of the study's outcomes.
The study focused on evaluating students' attitudes towards the use of mind maps for enhancing reading comprehension The researcher’s role was designed to be neutral, ensuring that it did not influence the study's outcomes By actively engaging in the research process, the researcher gained valuable insights into the effectiveness of mind maps in teaching reading comprehension.
Instrumentation
3.3.1 The use of mind maps
The use of mind maps in summarizing texts learned was introduced to students involved in the study right on the second meeting of the course This Mind
The introduction of mind mapping techniques during the meeting emphasized their importance for summarizing learned texts Students were encouraged to utilize these innovative methods in post-reading activities Additionally, various mind mapping software options, including Xmind, FreeMind, Visual Mind, and iMindMap, were introduced for home practice and presentations Despite the lack of computers, students creatively used pens and paper to create mind maps, while the teacher demonstrated on a laptop This approach aimed to motivate students to engage with mind mapping as a valuable learning tool.
Incorporating mind maps into reading comprehension instruction offers a fresh alternative to traditional note-taking methods, such as sentence-based notes or list formats During the initial session of the course, students received guidance on effectively utilizing mind maps, with ongoing reminders provided throughout the course to ensure proper application of this technique.
To effectively create a mind map, students should follow the recommendations by Buzan & Buzan (2000), starting with placing an image or topic at the center using at least three colors Incorporating images, symbols, codes, and dimensions enhances the visual appeal, while selecting key words in either upper or lower case ensures clarity Each word or image should occupy its own line, with lines connecting back to the central image; these lines should be thicker and more organic near the center, tapering as they extend outward Consistency in line length matching the words/images is essential, along with a personal color code throughout the map Developing a unique style, emphasizing key concepts, and illustrating associations will enrich the mind map, while maintaining clarity through radial hierarchy, numerical order, or outlines will help organize branches effectively.
Students were encouraged to utilize mind maps to enhance their recall of reading materials These mind maps effectively served as summaries of the texts, facilitating the learning process.
Appendix 3 on page 99 showcases mind maps created using XMind version 3.2.1, illustrating the reading text "Educational: A Reflection of Society."
Throughout the course, mind maps were utilized in two key activities: summarizing texts and student presentations In the summarization activity, students created mind maps to capture the main ideas from each meeting's texts, with some presenting their maps to the class to aid recall For the presentation activity, students displayed their mind maps on screen and shared their insights on the learned materials with their peers.
Besides the two mentioned activities, students in the study were encouraged using mind maps to recall the texts learned at home
The questionnaire was delivered on the last meeting of each class Copies of the questionnaire were handed in immediately after 20 minutes when the students completely finished them
The questionnaire comprises 14 items, divided into two main sections: summarizing texts and mind maps The first four items focus on summarization, while items five through thirteen pertain to mind maps The final item, an open-ended question, invites respondents to share their thoughts on the use of mind maps but is not included in the analysis Each of the first 13 items features distinct response categories, with items 4, 12, and 13 offering three response options, whereas the remaining items provide four options.
To facilitate students' comprehension of the questionnaire, it was provided in Vietnamese Additionally, the researcher was present to assist students with any questions or uncertainties they had regarding the questionnaire.
The observation activities aimed to evaluate the impact of mind maps on students' reading comprehension while also considering their attitudes and feelings during the tasks Conducted by the course teacher and researcher, as well as four staff members from the Department of Foreign Languages at Thủ Dầu Một University, these observations were guided by specific criteria outlined in the Observation Sheet.
The course teacher conducted ongoing observations throughout all course meetings to assess students' engagement with mind maps This evaluation focused on students' attitudes towards using mind maps and their active participation in incorporating them into their learning activities.
The team observation activity took place three times throughout the course: during the second meeting when mind maps were introduced, at the midpoint, and at the conclusion of the course Observers utilized a designated observation sheet to assess students' attitudes towards mind maps and their proficiency in using them to summarize learned texts.
The observation sheet indicated that observers should assess students' attitudes towards mind maps through eight specific criteria The initial four criteria concentrated on students' perceptions, while the remaining four assessed their proficiency in utilizing mind maps for summarizing learned texts.
1 Do students use mind map actively in summarizing the texts learned?
2 Are students familiar to use mind maps in summarizing the text learned?
3 Are students interested in using mind maps?
4 Are students concerned about using mind maps in summarizing the texts learned?
5 Students’ ability to recall the main ideas of the texts learned
6 Do students apply mind maps into recalling the main ideas of the texts learned?
7 Do students use mind maps fluently?
8 How do students make their presentation in recalling the main ideas of the texts learned?
The evaluation system consists of five levels, ranging from 1, indicating the least negative attitude or activeness, to 5, representing the most positive attitude or activeness The teacher conducted her observation activities throughout the course, which included a total of 12 meetings.
The Observation sheet can be found in Appendix 2, page 96
3.3.4 The one group pretest-posttest design
The one-group pretest-posttest design assessed student improvement in reading comprehension after three months of using mind maps as an intervention Both tests were derived from the same course book, Interaction 2 Reading, silver edition, authored by Elaine Kirn and Pamela.
The Hartmann Teachers’ Edition, published by McGraw Hill in 2007, served as a reading textbook for the current school year The tests designed by the authors were aligned with the learning process outlined in the textbook, suggesting that both assessments maintained a similar difficulty level for students despite differences in format and language These tests underwent thorough review by the course book's author and were intentionally included in relevant sections for educators to utilize in assessing their students.
Variables
This study focused on the impact of mind maps as the sole independent variable in summarizing learned texts Students were encouraged to utilize this technique not only for summarizing but also for enhancing their presentations, effectively communicating the content of the texts discussed in each course meeting.
The study was done for judging the two following dependent variables: a) The attitudes of students in the study towards the use of mind maps
The dependent variable was assessed by analyzing data from questionnaire responses, with all participating students serving as subjects Detailed information about the questionnaire can be found in section 3.3.2 The focus of this analysis was on the enhancement of students' reading comprehension skills.
The dependent variable was assessed based on the students' pretest and posttest results The improvement in student performance was determined by the difference between these two tests, reflecting the effects of the independent variable treatment.
The study was carried out under the following stages:
1) Stage 01(August 2009): Preparing all things for the study; Listing students involved in the study
2) Stage 02 (September 2009): Administrating the pretest for all students involved in the study; these students took the pretest together
3) Stage 03 (September 2009): Introducing mind maps in summarizing texts learned to students in the study This activity took a period of the second meeting of the course
4) Stage 04 (from September 2009 to December 2009): Using mind maps in teaching third-year English major students reading comprehension; the use was applied in the post-reading stage and focusing on summarization
5) Stage 05 (from September 2009 to December 2009): Performing the observation activities
6) Stage 06 (December 2009): Letting all students in the study respond to the questionnaire; this activity was done on the meeting before the last meeting of the course
7) Stage 07 (December 2009): Administering the posttest for all students involved in the study; these students took the posttest together
8) Stage 08 (from December 2009 to March 2010): Analyzing data collected from the pretest, the responses to the questionnaire, the observation activities and the posttest
9) Stage 09 (from March 2010 to March 2011): Reporting the study
This study utilized three different instruments to collect data: a student questionnaire, observation activities, and pretest/posttest assessments The questionnaire data were analyzed in two phases, first examining each item individually and then analyzing the first four items to assess students' attitudes towards using mind maps for summarizing texts, followed by a collective analysis of the next nine items regarding the overall use of mind maps, employing percentage calculations Observation data were analyzed separately for teacher and team observations in the first phase, and then combined in the second phase to explore the relationship between these observations and student attitudes toward mind maps, thereby confirming questionnaire responses Finally, the pretest and posttest data were analyzed using descriptive statistics and a paired t-test through SPSS software to evaluate differences in means and score distributions, with a critical α value of 0.05 to test the null hypothesis of no significant difference between the two tests.
The course book utilized for teaching reading comprehension to third-year English major students at Thủ Dầu Một University is "Interaction 2 Reading, Silver Edition" by Elaine Kirn and Pamela Hartmann, published by McGraw Hill in 2007.
All of reading texts and the tests used in this study were extracted from this course book
This study faced several limitations: a) It involved only 60 students, which restricts the generalizability of the findings b) The questionnaire lacked a pilot test, which should have been conducted mid-course, as students were still unfamiliar with mind maps at that stage c) The differing difficulty levels of the two tests, influenced by their format and language, posed challenges despite being aligned with the students' language acquisition abilities d) The observation was conducted solely by the researcher, which may introduce bias in the conclusions drawn about the impact of mind maps e) The study's duration of just over three months may not have been sufficient for students to adapt to the new method, suggesting that a longer timeframe could yield more insightful results regarding their attitudes toward mind maps.
This chapter outlines the research methodology, beginning with the research design that combined questionnaires and observational activities to assess students' attitudes towards mind mapping It utilized a One-group Pretest-Posttest design to evaluate improvements in reading ability after three months of mind map usage for summarizing texts The participants included 60 third-year students from Thủ Dầu Một University, along with the researcher and observers The chapter provides detailed information on the instruments used, such as mind maps, questionnaires, observation activities, two tests, and a paired t-test to analyze pretest and posttest score differences Additionally, it presents an overview of the research procedure and discusses limitations that may affect the study's validity and reliability.
Methods of data analysis
This study utilized three different data collection instruments: a student questionnaire, observation activities, and pretest/posttest assessments The questionnaire responses were analyzed in two phases: first, each item was examined individually, and then the first four items were grouped to assess students' attitudes towards using mind maps for summarizing texts, while the next nine items focused on overall attitudes towards mind maps, using percentage analysis Observation data were analyzed separately for teacher and team observations in the first phase, and then combined to explore the relationship between these observations and student attitudes, confirming questionnaire findings Lastly, pretest and posttest data were analyzed using descriptive statistics and a paired t-test via SPSS software, to evaluate differences in mean scores, with a critical α value of 0.05 to test the null hypothesis of no significant difference between the two tests.
Materials
The course book utilized for teaching reading comprehension to third-year English major students at Thủ Dầu Một University is "Interaction 2 Reading," silver edition, authored by Elaine Kirn and Pamela Hartmann, and published by McGraw Hill in 2007.
All of reading texts and the tests used in this study were extracted from this course book.
Limitations of the study
This study faced several limitations that may affect its generalizability and findings Firstly, the sample size was limited to only 60 students, which restricts the ability to generalize the results Additionally, the absence of a pilot questionnaire at the midpoint of the course meant that the researcher could not gauge students' perspectives on mind maps when they were still new to the concept Furthermore, the differing difficulty levels of the two tests used, influenced by the course book's structure, posed challenges in ensuring consistent assessment standards The researcher, who conducted the observations, may have introduced bias into the conclusions drawn from the study Finally, the short duration of the study, spanning just over three months, may not have allowed sufficient time for students to adapt to the use of mind maps, indicating that a longer study period could yield more insightful results regarding students' attitudes toward this innovative approach.
Summary
This chapter outlines the research methodology, beginning with the research design that utilized a combination of questionnaires and observational activities to assess students' attitudes towards mind mapping The One-group Pretest-Posttest design was employed to evaluate improvements in reading ability after three months of using mind maps for summarizing texts The participants included 60 third-year students from Thủ Dầu Một University, along with the researcher and observers Detailed discussions on the instrumentation used in the study, such as mind maps, questionnaires, observation activities, two tests, and the paired t-test for analyzing score differences between pretests and posttests, are provided An overview of the research procedure is also presented, along with a discussion of potential limitations that may impact the study's validity and reliability.