INTRODUCTION 1.1 Rationale of the study
Aims of the study
The first aim of the study is to investigate whether using MM to teach vocabulary can help students at MTA to improve their vocabulary retention or not
Secondly, the study also evaluates the students’ attitudes towards using MM as a tool to improve their vocabulary retention.
Research question
Based on the above-mentioned aims, the following questions are formulated:
1 Does teaching vocabulary using MM help students at MTA to improve their vocabulary retention?
2 What are the students’ attitudes towards using MM to improve their vocabulary retention?
Scope of the study
Because of the limitation of time and resources, the researcher only focuses on the use of MM as one technique to improve students’ poor vocabulary retention
A study was conducted on 32 first-year students in the K51 Information class at MTA during the second term of the 2015-2016 school year, constrained by a fixed curriculum and limited time.
Significance of the study
The research aims to demonstrate the significance of its findings for students, teachers, and researchers involved in English language teaching and learning By exploring the effectiveness of various methodologies, this study is anticipated to provide valuable insights that can enhance educational practices in the field.
Multimedia (MM) enhances teaching effectiveness, enabling educators to conduct engaging learning activities Students can leverage MM techniques to boost vocabulary retention Future researchers are encouraged to explore additional dimensions not covered in this study, such as varying student populations and diverse learning conditions.
Method of the study
The study utilized action research to examine the impact of the MM technique on vocabulary retention among first-year English non-major students at MTA To assess students' knowledge prior to the intervention, a pre-test was administered, followed by a post-test to evaluate the effectiveness of the MM technique after the treatment Additionally, a survey questionnaire was distributed at the end of the treatment to gather student feedback on their experiences.
Design of the study
This study is divided as followed:
Chapter 1: Introduction - provides the rationale, the aim, the research question, the scope, the significance and the organization of the study
Chapter 2: Literature review–presents the concepts relevant to the topic of the thesis: vocabulary and its importance, memorizing word meanings, some basic knowledge about MM, the previous studies related to the fields and some gaps for present study
Chapter 3: Methodology - presents the context of the research including the research settings, teaching materials, research participants This chapter also provides information about the action research in general and the instruments, the data collection procedures and data analysis of this study
Chapter 4: Findings and discussion - focuses on the results of the tests and the results from the questionnaire This chapter also includes the analyses and discussions of the results
Chapter 5: Conclusion - points out some limitations, recommendations and suggestions for further study.
LITERATURE REVIEW 2.1 Vocabulary and its importance
Vocabulary definition
English language proficiency encompasses four primary skills: listening, speaking, reading, and writing In addition to these skills, essential sub-skills such as vocabulary, grammar, and collocation contribute to effective communication Notably, vocabulary is vital in the language learning journey, as a broad vocabulary correlates directly with a learner's overall proficiency Therefore, it is important to define and explore the significance of vocabulary in this study.
Vocabulary has been defined in various ways, with Ur (1996) describing it as the words taught in a foreign language, including not just single words but also compounds and multi-word idioms Similarly, Read (2001) emphasized that words serve as the fundamental building blocks of language, forming the essential units of meaning that create sentences, paragraphs, and entire texts.
Vocabulary can be defined, roughly, according to the Cambridge Advanced Learner’s Dictionary, as following:
- All the words known and used by a particular person
- All the words which exist in a particular language or subject
Vocabulary encompasses a collection of words and their meanings, including various forms and idiomatic expressions within a language In this study, vocabulary specifically refers to the words, compounds, and idioms utilized for effective communication, both orally and in writing, to convey and receive information.
The role of vocabulary in second language learning
Vocabulary is a crucial sub-skill in language, essential for effective communication Without a robust vocabulary, meaningful interaction is impossible A diverse and extensive vocabulary equips individuals with the appropriate words to express themselves accurately and timely.
Vocabulary is essential for language proficiency, as highlighted by Richards and Renandya (2002), who emphasize its crucial role in speaking, listening, reading, and writing skills McCarthy echoes this sentiment, stating that a limited vocabulary hinders effective self-expression He further asserts that regardless of a learner's grasp of grammar or pronunciation in a second language, meaningful communication is impossible without a sufficient range of vocabulary to convey diverse meanings.
A rich vocabulary enhances listening and reading comprehension, allowing individuals to grasp more of what they encounter in written or spoken form This linguistic proficiency also elevates writing, making it more impactful and persuasive Conversely, a limited vocabulary hampers one's ability to communicate effectively in English, negatively impacting all language skills Therefore, a robust vocabulary is essential for overall language mastery.
Nation (2001) highlighted the importance of continuously expanding vocabulary, noting that vocabulary acquisition is a conscious and demanding process He pointed out that even advanced learners recognize gaps in their knowledge of second language (L2) words Nation provided evidence that vocabulary knowledge is essential for students during reading activities, as it enables them to comprehend the material He argued that insufficient vocabulary hampers understanding, limiting the contextual clues that familiar words offer to infer the meanings of unfamiliar ones.
In summary, vocabulary is a crucial aspect of language learning and teaching A significant challenge students encounter is the difficulty in recalling and memorizing words Thus, enhancing vocabulary retention is vital for learners aiming to improve their English proficiency.
Memorizing word meanings
Vocabulary retention refers to the ability to remember information over time In the context of language learning, the retention of taught material, such as vocabulary and grammar rules, is influenced by the quality of instruction, the learners' engagement, and the relevance of the learning materials (Richards & Schmidt, 2002).
Vocabulary retention is vital for mastering English as a foreign language, as it ensures that learned words remain in memory for effective recall This ability to remember and utilize vocabulary directly influences the success of language acquisition, enabling learners to access and apply their knowledge when necessary.
Memory is classified into various sub-types based on the duration of retention and the ability to recall information after its initial input Plotrick and Kouyoumdjian (2013) identify three distinct types of memory.
Sensory memory is the initial stage of memory that briefly holds environmental information for a fraction of a second to a few seconds In contrast, short-term memory can retain a limited amount of information for a duration of two to thirty seconds, requiring controlled processing for retrieval Finally, long-term memory allows for the storage of an almost unlimited amount of information over extended periods, utilizing automatic processing for effortless retrieval.
Learning new vocabulary involves initially storing words in short-term memory before transferring them to long-term memory Many learners struggle to retain vocabulary over time, often failing to make this crucial transition To enhance vocabulary retention, it is essential to implement effective teaching strategies that engage students and stimulate their interest in the material By fostering a deeper connection to the words being learned, teachers can significantly improve students' ability to remember and utilize new vocabulary.
2.2.3 Strategies of teaching and learning vocabulary
Vocabulary plays a vital role in foreign language teaching and learning, yet it often receives less attention than grammar instruction Many teachers prioritize English grammatical rules, leading to a neglect of effective vocabulary teaching strategies Consequently, students struggle to memorize a large volume of new words throughout their courses The predominant method used in vocabulary lessons—repeating the L2 word with its L1 translation—fails to engage both teachers and learners, resulting in a lack of interest in vocabulary acquisition To address this issue, it is essential to train learners in effective vocabulary learning strategies, enabling them to retain more of what they learn.
In 1990, O'Malley and Chamot defined learning strategies as specific thoughts or behaviors that aid individuals in understanding, acquiring, or retaining new information Vocabulary learning strategies are a subset of language learning strategies, which are themselves part of broader general learning strategies (Nation, 2001).
Scholars classify language learning strategies in various ways, with Wenden and Rubin (1987) highlighting cognitive and meta-cognitive strategies as the most prominent These strategies play a crucial role in enhancing the language learning process.
Cognitive strategies are essential tools that assist learners in storing, combining, and recalling information effectively These strategies encompass techniques such as repetition, review, concept development, and material organization Essentially, cognitive strategies involve active engagement with the learning material, whether through mental manipulation, physical interaction, or the application of specific techniques to enhance learning outcomes (O'Malley and Chamot, 1990).
Meta-cognitive strategies are essential tools that guide cognitive processes by setting learning goals, formulating questions, and evaluating comprehension These strategies encompass supervision, monitoring, organization, and planning, functioning as higher-order executive skills As outlined by O'Malley and Chamot (1990), meta-cognitive strategies enhance learning by allowing individuals to plan, monitor, and assess the effectiveness of their learning activities, ultimately manipulating information to improve understanding.
Mind maps (MMs) serve as cognitive learning strategies by enabling learners to connect new information with existing knowledge, thereby enhancing recall This article will further explore the concept of mind maps in detail.
Mind-mapping
The mind-mapping or mind map concept was developed in the early 1970s by Tony Buzan as a method for students to take notes as briefly as possible
In 1993, Buzan described mind maps (MM) as a powerful graphic technique that unlocks the brain's potential Supporting this view, Al-Jarf (2011) highlighted that mind maps serve as graphic organizers, with major categories radiating from a central idea and sub-categories branching out Essentially, mind maps are visual tools that facilitate idea generation, note-taking, organization of thoughts, and concept development, allowing for limitless connections between ideas Consequently, mind maps enhance creative thinking and serve as an effective note-taking method that aids in information retention (De Porter, Reardon, and Nourie).
The most effective multimedia materials are those that are visually engaging, incorporating vibrant colors, images, symbols, and dimensions These elements not only aid students in recalling information but also enhance their enjoyment and confidence in mastering vocabulary.
Mind Mapping (MM) is an effective visual technique that organizes ideas around a central concept, which is prominently placed in the center of a diagram This method allows for the connection of related ideas, words, or phrases through lines, arrows, and branches, clearly illustrating their relationships Mind Mapping is particularly advantageous for young learners, as it enhances memory recall and helps them better organize and understand information.
2.3.2 Steps to create a mind map
MM may be presented in a variety of ways Tony Buzan stated that the steps for presenting MM are as follows:
1 Start in the CENTRE of a blank page turned sideways Why? Because starting in the centre gives your brain freedom to spread out in all directions and to express itself more freely and naturally
2 Use an IMAGE or PICTURE for your central idea Why? Because an image is worth a thousand words and helps you use your Imagination A central image is more interesting, keeps you focused, helps you concentrate, and gives your brain more of a buzz!
3 Use COLOURS throughout Why? Because colours are as exciting to your brain as are images Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your Creative Thinking, and is fun!
4 CONNECT your MAIN BRANCHES to the central image and connect your second- and third-level branches to the first and second levels, etc Why? Because your brain works by association It likes to link two (or three, or four) things together If you connect the branches, you will understand and remember a lot more easily
5 Make your branches CURVED rather than straight-lined Why? Because having nothing but straight lines are boring to your brain
6 Use ONE KEY WORD PER LINE Why? Because single key words give your Mind Map more power and flexibility
7 Use IMAGES throughout Why? Because each image, like the central image, is also worth a thousand words
2.3.3 The significance of mind-mapping in language classroom
Mind Mapping (MM) is a powerful vocabulary learning and teaching tool that activates prior knowledge and aids in the organization and recall of vocabulary items According to Casco (2009), when teachers use MM, they begin with a central theme, prompting students to connect both new and existing vocabulary related to that topic This approach fosters a more engaging and relaxed learning environment, which is conducive to the long-term retention of learned words.
The use of Mind Mapping (MM) in education fosters an interactive learning environment where teachers and students collaboratively engage in creating a visual representation of the subject matter This technique allows educators to help students recall prior knowledge, while also encouraging active participation through the central image of the mind map By discussing in groups, writing down ideas, and categorizing related terms, students can significantly reduce passive learning, particularly in vocabulary lessons, enhancing their overall comprehension and retention of the material.
Multimodal (MM) learning incorporates images, symbols, and colors, enhancing students' engagement and interest in vocabulary study This approach not only makes learning more enjoyable but also aids in the quick retention of vocabulary.
In conclusion, using multimedia methods (MM) proves to be a powerful strategy for enhancing vocabulary retention in both learning and teaching contexts This article reviews various studies that support the effectiveness of MM in vocabulary acquisition.
Related studies
2.4.1 Review of related studies worldwide
There are many studies related to this topic The study “The Effect of Mind
The study "Mapping on Vocabulary Learning and Retention" by Heidari & Karimi (2015) investigated the impact of mind mapping (MM) on vocabulary acquisition and retention among 40 male first-grade high school students at Shahed High School in Hamedan, Iran Participants were divided into a control group and an experimental group, with the latter employing the MM technique The findings revealed that students in the experimental group demonstrated superior long-term retention of vocabulary, attributed to the visual appeal of mind maps The colorful and structured nature of the MMs facilitated easy review, enabling students to connect new vocabulary with previously learned words Overall, the study highlighted the effectiveness of mind mapping in enhancing vocabulary learning and motivation among high school students.
In the study "Teaching Vocabulary through MM Technique to Tenth Grade Students of SMA Negeri 15 Palembang," Yusuf Effendi (2004) investigated the effectiveness of the MM technique in enhancing vocabulary among tenth graders A total of 360 students participated in the research, which revealed a significant difference in vocabulary progress between the experimental group, which employed the MM technique, and the control group, which used traditional teaching methods The analysis concluded that the MM technique was an effective approach for teaching vocabulary to these students.
In the article "The Use of Mind Mapping Technique in Teaching Vocabulary," Samhudi (2015) explores the effectiveness of the Mind Mapping (MM) technique in enhancing vocabulary mastery among students The study involved 35 participants, comprising 15 boys and 20 girls, who were randomly divided into experimental and control groups Data was collected through tests and questionnaires, with the teacher implementing the MM technique in vocabulary instruction The results indicated a significant improvement in vocabulary mastery for students using the MM technique Additionally, questionnaire responses revealed that most students felt that mind mapping enhanced their vocabulary, broadened their ideas, and boosted their self-confidence in learning.
2.4.2 Review of related studies in Vietnam
In her 2011 study, "Using MMs and Diagrams to Teach Vocabulary for First Year Mainstream Students," Dang Thanh Diem explored the effectiveness of employing Mind Maps (MMs) and diagrams as vocabulary teaching techniques for first-year English majors The findings indicated that these methods significantly enhance students' retention and recall of vocabulary Following lessons that incorporated MMs and diagrams, students expressed a strong desire for more opportunities to learn using these techniques, highlighting their effectiveness in improving word memory.
In “Using mind-mapping to teach vocabulary to the first-year non- English major students at Bac Giang University of Agriculture and Forestry”,
Nguyen Thi Thuy Lan (2012) investigated the effectiveness of multimedia (MM) in enhancing vocabulary acquisition among first-year non-English major students at Bac Giang University of Agriculture and Forestry, utilizing the course book New Cutting Edge.
A recent study demonstrated that mind mapping (MM) can effectively assist students in brainstorming new topics and activating prior knowledge Additionally, MM serves as a valuable tool for summarizing lessons and enables students to take organized notes during class.
2.4.3 GAPS IN PREVIOUS RESEARCH ON MIND-MAPPING
Previous research primarily concentrated on the application of multimedia (MM) in vocabulary instruction, with limited studies exploring its impact on students' vocabulary retention To fill this gap, the writer conducted a study targeting first-year students at MTA.
Summary
This chapter provides a comprehensive overview of the relevant literature pertaining to the study, beginning with definitions of vocabulary and its significance It further explores vocabulary retention, various types of memory, and effective strategies for teaching and learning vocabulary The chapter also outlines the concept of Mind Mapping (MM), detailing the steps involved in creating a MM and its application in vocabulary acquisition Additionally, it presents related studies conducted both globally and in Vietnam, highlighting their methodologies and key findings Finally, the chapter concludes by identifying gaps in prior research on Mind Mapping.
METHODOLOGY 3.1 The context of the study
Research setting
Founded in 1966, the Military Technical Academy is a polytechnic institute dedicated to producing military engineers through its various sub-institutes and sub-centers Since 2002, it has expanded its mission, as assigned by the State of Vietnam and the Ministry of National Defense, to also train civilian engineers The academy develops knowledgeable and qualified technicians at all levels—Bachelor, Master, and Doctor—who contribute to the military and support the industrialization and modernization of the country.
The Military Technical Academy (MTA) comprises two types of undergraduates: military and civilian students, who hail from diverse English backgrounds across Vietnam, from the North to the South Civilian students are required to study English as a compulsory subject, while military students have the option to study either English or Russian based on their majors The English curriculum for those studying English is structured in two stages: General English, which consists of 360 periods taught during the first two academic years, and English for Specific Purposes, comprising 45 periods delivered in the first semester of the third year.
Teaching material
In the 2015-2016 academic year, the "New English File – Elementary" was implemented for first-year students, covering 180 periods across the first two semesters This course, created by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson, was first published internationally by Oxford in 2004.
The NEFE course offered by University Press introduces students to the fundamental structure of English, enhancing their skills through diverse social contexts Upon completion, students will be able to engage in conversations on various topics, describe their personalities, discuss daily activities, and express opinions in straightforward situations relevant to their lives.
The NEFE Students’ Book consists of nine units, each divided into sections labeled A, B, C, and D, except for the final unit Each unit concludes with three special sections: Practical English, Writing, and Revision and Check Within each section, grammar, vocabulary, and pronunciation are systematically taught Vocabulary is organized File by File, encompassing all words from the Vocabulary Banks in both the Student’s Book and MultiROM, highlighted words in the Student’s Book, and terms from the More Words to Learn sections in the Workbook.
Research participants
The study involved 32 first-year students (2 females and 30 males) from the K51 Information class at MTA during the 2015-2016 academic year The teacher-researcher observed a significant deficiency in the students' vocabulary and ineffective vocabulary strategies after the first semester Consequently, these students were invited to participate voluntarily in an action research project They completed two vocabulary assessments, a pre-test and a post-test, followed by a survey questionnaire to gather additional feedback on the treatment provided.
Research methodology
This study was carried out using action research approach
Action research is fundamentally situational, focusing on identifying and resolving problems within a specific educational context to enhance current practices (Cohen and Manion, 1985) Similarly, Parsons and Brown (2002) describe action research as an inquiry conducted by teachers aimed at discovering solutions to challenges and improving their professional practices within their classrooms.
Action research is a suitable methodology for this thesis, which aims to enhance vocabulary retention among first-year students through the use of multimedia techniques This approach is designed to foster positive changes in students' attitudes toward learning English vocabulary.
Various authors and researchers have developed diverse models of action research This study implemented an action research framework based on the cycle proposed by McBride & Schostak (1995).
The research process begins with identifying the problem area, followed by the collection of initial data and conducting a thirty-minute pre-test to confirm the issue This data is then analyzed to form a hypothesis, leading to the planning of action where alternatives to traditional practices are presented The major technique, the MM method, is implemented to assess its impact on students' vocabulary retention and attitudes A thirty-minute post-test is administered alongside a survey questionnaire to gather students' perceptions of the new technique Finally, the researcher analyzes the data from both the tests and the questionnaire, culminating in a reflective evaluation of the research results.
3.2.3.1 Pre-test and post-test
In this study, the two tests were designed to examine the effectiveness of
Vocabulary testing serves multiple purposes in assessing first-year students' retention, as outlined by Nation (1990) It helps determine learners' overall vocabulary size, facilitates comparisons of vocabulary knowledge before and after courses, and allows for ongoing progress monitoring Additionally, it encourages learning through the establishment of short-term goals, evaluates the effectiveness of teaching methods, and investigates the learning process itself.
Both tests followed an identical format, comprising three sections The initial section of each test featured five sentences, where students were tasked with filling in the blanks using words prompted by accompanying images.
- The second part of both tests consisted of 30 sentences The students were asked to choose the best answer by circling the correct letter A, B, C or D
- The third part of both tests consisted of 5 sentences The students were asked to match the sentence with the appropriate picture by writing the letter A,
Each test had a duration of thirty minutes and consisted of 40 questions, with each question valued at 2.5 points, resulting in a maximum score of 100 points The vocabulary items assessed were sourced from the students' book and the NEFE test booklet used during the second semester.
In this study, a questionnaire was chosen as the second data collection instrument due to its effectiveness in gathering information on the affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences According to Richards and Lockhart (1994), questionnaires allow teachers to collect a substantial amount of information efficiently and swiftly.
The study utilized a questionnaire featuring eight closed-ended questions, employing a five-point Likert Scale that ranged from "strongly agree" to "strongly disagree." According to McIver and Carmines (1981), the Likert scale consists of a balanced set of favorable and unfavorable statements regarding the attitude object, which participants respond to by indicating their level of agreement or disagreement Respondents typically choose from five options: strongly agree, agree, neutral, disagree, or strongly disagree.
In this study, students were given 10 minutes to complete a questionnaire designed to assess their attitudes towards the MM technique and their self-evaluation of its effectiveness The questionnaire included two main sections: the first focused on students' attitudes (items 1-4), while the second evaluated their perceptions of the technique's effectiveness (items 5-8).
During the second semester of the 2015-2016 academic year at MTA, the MM technique was implemented over a six-week period in the K51 Information class The research procedures are summarized in the following table.
Week 1 The researcher identified the issues to be changed and prepared the instructional strategy (MM) which was theoretically effective to improve the situation and solve the problem
Week 2 - The class was given the pre-test before the treatment to evaluate the student’s vocabulary capacity
-The data collected from the pre-test was analyzed to form a hypothesis
In Week 3, the researcher developed a comprehensive plan outlining the intended implementation timeline, necessary curriculum modifications, and the execution of revised teaching strategies Additionally, this phase involved the preparation of information-gathering instruments to facilitate effective data collection.
Week 4-9 MM was implemented in the stage of teaching and learning vocabulary during the 3 units (from unit 6 to unit 8)
Week 10 -The students were administered the post-test to determine the effectiveness of the intervention
-The students were asked to fill in the questionnaire to figure out students’ attitudes towards MM
-The data collected from the post-test and questionnaire were analyzed to identify any improvements and evaluate students’ opinions about the treatment used
- Evaluated the effectiveness of the treatment and identified the results of the research
Table 1: Procedure of the research
From week 4 to week 9, the MM technique was implemented in the K51 Information class, as illustrated in Table 1 Over the six-week treatment period, students participated in nine sessions each week, with one dedicated forty-minute vocabulary lesson included in every session.
The results of the study were presented in quantitative data which were collected from the results of the two tests and questionnaire
The scores from the two tests were analyzed using the Statistical Package for Social Sciences (SPSS), version 20 The researcher employed a paired samples t-test to compare the means of test scores before and after the treatment This method allowed for the examination of statistically significant differences between the two sets of scores obtained from the same participants.
In this study, there were two hypotheses:
The “null hypothesis” might be:
H0: The mean of two paired samples are equal
The “alternative hypothesis” might be:
H1: The mean of two paired samples are not equal
In research, the null hypothesis is typically rejected when the significance level is set at 05, as noted by Cramer and Howitt (2004) In this study, a p-value of 05 or lower indicates a statistically significant difference before and after treatment, leading to the rejection of the null hypothesis Conversely, if the p-value exceeds 05, the null hypothesis is accepted, suggesting no significant difference exists between the pre-treatment and post-treatment results.
Summary
This chapter outlined the research settings, participants, and teaching materials, followed by a detailed definition and procedure of action research It concluded with an in-depth description of the data collection instruments, procedures, and analysis methods The subsequent chapter will present the study's results.
FINDINGS AND DISCUSSION 4.1 Quantitative description of results from the pre-test and post-test
The distribution of the test results
After gathering the students' paper tests, the researcher marked and categorized the scores based on the established intervals Subsequently, a comparison was made between the pre-test and post-test scores to assess any differences resulting from the treatment The distribution of the test results is presented in the following table.
Figure 2: Comparison between pre-test and post-test score
The chart clearly illustrates that prior to treatment, a significant majority of students struggled with the test, with 56.3% receiving poor marks and 12.5% achieving very poor scores Only 15.6% of students scored between 50 and 65 points, while a mere 9.4% earned good marks, and only two students (6.3%) received excellent marks These results highlight the students' relatively low vocabulary retention ability Consequently, the researcher opted to implement a new teaching method aimed at enhancing vocabulary knowledge in the classroom to address this issue.
The data indicates a significant improvement in student scores following the treatment Notably, the percentage of students receiving poor marks dropped dramatically from 56.3% in the pre-test to just 18.8% in the post-test Conversely, the proportion of students achieving average scores rose from 15.6% to 34.4% Additionally, the number of students earning excellent marks increased from 2 (6.3%) in the pre-test to 6 in the post-test, highlighting the effectiveness of the intervention.
Excellent Good Average Poor Very Poor
The post-test results showed a significant improvement, with 18.8% of students achieving good scores The number of students scoring well increased from 3 in the pre-test to 9 in the post-test, and notably, none of the students received very poor marks in the post-test.
This research used descriptive statistics to analyze the data The following table summarized some significant descriptive statistics of the results achieved by the students in the two tests
Table 3: The descriptive statistics of the two tests scores
The statistical analysis reveals that the mean score of the pre-test was 46.25, while the post-test mean score rose to 64.22, indicating an improvement of 17.97 points Additionally, the highest score in the post-test exceeded that of the pre-test (95 compared to 90), and the minimum score also increased from 20 in the pre-test to 30 in the post-test.
More importantly, the significant value (p-value) was 0.000, which was much less than 0.05 It indicated that there was a significant change in the subject’s vocabulary retention after the treatment
4.2 Quantitative description of results from the questionnaire
The analysis of the questionnaire results focused on addressing the study's second research question Comprising eight items, the questionnaire aimed to explore the subjects' attitudes towards the treatment, specifically examining responses to items 1 and 2.
3 and 4 investigated the students’ attitudes towards MM technique Items 5, 6, 7 and 8 aimed at presenting the students’ self-evaluation on the effectiveness of the
MM technique in vocabulary retention
4.2.1 Students’ attitudes towards MM technique
N0 Opinions Strongly disagree Disagree Neutral Agree Strongly agree
1 I find it easy to use MM to recall learnt vocabulary
2 MM gives me more pleasure in learning E vocabulary
3 I started to feel like learning new words by using MM technique
4 MM is a creative technique for vocabulary learning
Table 4: Students’ attitudes towards MM technique
A survey was conducted among students to assess the ease of using mnemonic methods (MM) for recalling vocabulary items According to the results presented in Table 4, a significant majority of students, approximately 71.9%, found this technique effective and not difficult to implement, while only 21.9% disagreed with this assessment.
A few respondents (6.3%) had neutral feelings in this statement
Item 2 was to investigate the students’ excitement in the vocabulary lessons when the teacher used the MM technique It presented clearly that a large number of students felt pleasure in MM technique In other words, the percentage of strongly agree and agree responses were 93.8% in this item Whereas, only 6.3% of the students did not enjoy learning vocabulary through
MMs and none of them chose neutral opinion or had no idea
The findings from item 3 reveal that a significant majority of students, specifically 84.4%, expressed a positive inclination towards learning new vocabulary through the use of Mind Mapping (MM) techniques In contrast, only 6.3% of students were uncertain about their feelings towards vocabulary acquisition with MMs, while a small minority of 9.4% showed a lack of interest in vocabulary lessons following the intervention.
By branching out from a central idea, students can enhance their creative thinking on related subjects This approach has led to 78.2% of students expressing high appreciation for the creativity fostered by Mind Mapping (MM) techniques, while 15.7% disagreed and 6.3% remained neutral on the effectiveness of these methods.
4.2.2 The students’ self-evaluation on the effectiveness of the MM technique
N0 Opinions Strongly disagree Disagree Neutral Agree Strongly agree
5 It helps me to enhance my vocabulary knowledge considerably
6 I can remember vocabulary items right at class thanks to MM
7 It helps me to activate my prior knowledge and link to new items
8 MM technique can help me memorize and recall the word meanings more easily for a longer time
Table 5: The students’ self-evaluation on the effectiveness of the MM technique
Most students expressed positive attitudes towards the use of the MM technique for vocabulary learning and retention Over 80% acknowledged that this technique significantly improved their vocabulary knowledge during lessons, while only 6.3% disagreed and another 6.3% remained neutral.
A significant 68.7% of students demonstrated the ability to recall vocabulary effectively in the classroom due to the use of Mind Maps (MMs) These visual tools represent ideas and concepts related to a specific topic, enabling students with limited knowledge of new words to develop meaningful ideas under teacher guidance By incorporating visual learning, MMs facilitate a deeper and more accessible understanding of new concepts, enhancing retention and comprehension.
A significant 87.5% of students reported that mind mapping (MM) facilitated the connection between their existing knowledge and new information, enhancing their ability to transfer and apply what they learned to new contexts By constructing a mind map centered around a key concept, students were able to activate and revisit their prior knowledge, leading to improved retention and understanding.
The last, 78.2% of survey respondents agreed and strongly agreed that
Multimedia (MM) tools can enhance vocabulary acquisition and word recall for learners By incorporating visual aids like images, colors, and error highlights, these tools can accelerate the learning process, enabling students to memorize and retrieve information more efficiently.
A survey conducted among students in the K51 Information class at MTA revealed a strong preference for the Mind Mapping (MM) technique, which was implemented over a six-week period The majority of students reported positive attitudes towards MM, citing its ability to create an engaging and creative learning environment Additionally, they noted significant improvements in their vocabulary performance and memorization skills as a result of using this technique.
Quantitative description of results from the questionnaire
The results from the questionnaire, designed to address the second research question, reveal insights into the subjects' attitudes towards the treatment Comprising eight items, the questionnaire effectively assessed participants' perceptions and responses, specifically focusing on items 1 and 2.
3 and 4 investigated the students’ attitudes towards MM technique Items 5, 6, 7 and 8 aimed at presenting the students’ self-evaluation on the effectiveness of the
MM technique in vocabulary retention
4.2.1 Students’ attitudes towards MM technique
N0 Opinions Strongly disagree Disagree Neutral Agree Strongly agree
1 I find it easy to use MM to recall learnt vocabulary
2 MM gives me more pleasure in learning E vocabulary
3 I started to feel like learning new words by using MM technique
4 MM is a creative technique for vocabulary learning
Table 4: Students’ attitudes towards MM technique
A survey conducted among students revealed that a significant majority, 71.9%, found the use of mnemonic methods (MM) to recall learned vocabulary items to be an easy approach, while only 21.9% disagreed with this assessment.
A few respondents (6.3%) had neutral feelings in this statement
Item 2 was to investigate the students’ excitement in the vocabulary lessons when the teacher used the MM technique It presented clearly that a large number of students felt pleasure in MM technique In other words, the percentage of strongly agree and agree responses were 93.8% in this item Whereas, only 6.3% of the students did not enjoy learning vocabulary through
MMs and none of them chose neutral opinion or had no idea
The findings from item 3 reveal that a significant majority of students, specifically 84.4%, expressed a positive attitude towards learning new vocabulary through the use of multimedia (MM) techniques In contrast, only 6.3% of students were uncertain about their feelings towards this method, while a small percentage, 9.4%, showed a lack of interest in vocabulary lessons following the treatment.
Students can enhance their creative thinking by branching out from a central idea, leading to a significant 78.2% appreciation for the creativity of Mind Mapping (MM) techniques Conversely, 15.7% of students disagreed with this assessment, while 6.3% remained neutral.
4.2.2 The students’ self-evaluation on the effectiveness of the MM technique
N0 Opinions Strongly disagree Disagree Neutral Agree Strongly agree
5 It helps me to enhance my vocabulary knowledge considerably
6 I can remember vocabulary items right at class thanks to MM
7 It helps me to activate my prior knowledge and link to new items
8 MM technique can help me memorize and recall the word meanings more easily for a longer time
Table 5: The students’ self-evaluation on the effectiveness of the MM technique
A significant majority of students expressed positive attitudes towards the use of the MM technique for vocabulary learning and retention, with over 80% acknowledging that it improved their vocabulary knowledge during lessons In contrast, only 6.3% disagreed with this sentiment, while another 6.3% remained neutral in their opinion.
A significant 68.7% of students were able to recall vocabulary effectively in the classroom due to the use of Mind Maps (MMs) These MMs employ visual imagery to illustrate ideas and concepts tied to a specific topic, enabling students with limited familiarity with new words to generate meaningful ideas under the teacher's guidance This visual learning approach enhances the retention of new concepts, making them easier to remember through the use of MMs.
A significant 87.5% of students reported that Mind Mapping (MM) facilitated the connection between their prior knowledge and new information, enhancing their ability to transfer and apply what they learned to different contexts By constructing a Mind Map centered around a key concept, students activated their existing knowledge, leading to repeated revision and improved retention skills.
The last, 78.2% of survey respondents agreed and strongly agreed that
MM enhances vocabulary usage and word recall by incorporating visual aids like images, colors, and error indicators This approach accelerates the learning process, enabling students to memorize and retrieve information more effectively.
A recent survey of K51 Information class students at MTA revealed a strong positive attitude towards the use of the MM technique over a six-week period The majority of students favored this method due to its ability to create an engaging and creative learning environment, which significantly enhanced their vocabulary performance and memorization skills.
Reliability analysis and correlations
Cronbach's alpha is widely recognized as the primary metric for assessing internal consistency (McDowell and Newell, 1996) This study employed Cronbach's alpha to evaluate the reliability of questionnaires featuring multiple Likert scale questions.
Nunnally and Bernstein suggest that acceptable alpha values range from 0.70 to 0.95 A low alpha may indicate insufficient questions or weak interrelatedness among items, necessitating the revision or removal of poorly correlating items To identify these, one can compute the correlation of each test item with the total score, eliminating those with low correlations Conversely, an excessively high alpha may imply redundancy among items, as they may be assessing the same concept in different ways (Tavakol & Dennik, 2011).
The following table was the Reliability Statistics one that provided the actual value for Cronbach's alpha, as shown below:
Here, this questionnaire certainly was reliable, since the α was 0.884 suggesting that the items had relatively high internal consistency
The Item-Total Statistics table presented the "Cronbach's Alpha if Item
Deleted" in the final column, as shown below:
Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted
The Corrected Item-Total Correlation values reflect the relationship between each questionnaire item and the overall score According to Pallant, a minimum value of 0.3 is necessary for an item to be considered valid; thus, items falling below this threshold should be reevaluated or potentially eliminated However, as shown in Table 9, all data items achieved Item-Total Correlations exceeding 0.3, indicating that they meet the acceptable standard.
Cronbach’s Alpha if Item Deleted shows how the alpha for the scale would change if the item was deleted from the scale (Richard Williams, 2015) Pallant
According to the 2001 study, items with values in the Cronbach’s Alpha If Item Deleted column that exceed the final alpha value should be considered for removal However, in this research, all values were below the final alpha of 0.884, indicating that all items in the scale are reliable and should be retained.
This section aimed to explore the correlation between students' achievements, as indicated by their gain scores, and their attitudes, measured through a questionnaire To analyze this relationship, a Pearson correlation was performed, which quantifies the strength of a linear relationship between paired data Represented by the symbol r, Pearson’s correlation coefficient ranges from -1 to 1; a positive r value indicates a positive linear relationship between the variables, while a value close to 1 signifies a strong correlation Conversely, an r value near 0 suggests a weak relationship between the two variables (Vian Ahmed, Alex Opoku, Zeeshan Aziz, 2016).
The Sig (2-Tailed) value, commonly known as the p-value, indicates the statistical significance of the correlation between two variables A Sig (2-Tailed) value greater than 0.5 suggests that there is no significant correlation difference between the two conditions Conversely, a Sig (2-Tailed) value less than or equal to 0.5 signifies a statistically significant correlation between the conditions.
The following table showed the value for Pearson’s r, the sig.(2-tailed) value and the number (N) value
The analysis reveals that all Pearson’s r values fell between -1 and 1, with all significance levels (Sig 2-tailed) below 0.05, indicating a statistically significant correlation between students' achievements and their attitudes This suggests that as students' gain scores increased, their positive feelings toward the technique also improved.
This chapter highlighted the findings from two tests and a questionnaire, demonstrating that the use of Mind Mapping (MM) significantly improved students' word recall Additionally, the majority of students reported positive feelings towards the MM technique The following chapter will discuss the study's conclusions, limitations, and offer suggestions for future research.
Summary
In the final chapter of this research report, we summarize the conclusions drawn from the analysis of the findings, while also addressing the study's limitations and offering suggestions for future research.
Vocabulary is crucial in language learning and teaching, yet many university students, particularly those in MTA programs, struggle with memorizing and recalling vocabulary This challenge can often be attributed to ineffective teaching methods Acknowledging the significance of teaching approaches in successful foreign language acquisition, the researcher aimed to implement a technique that enhances vocabulary retention Various strategies exist for teaching vocabulary, including semantic mapping, mind mapping, role play, and dictionary use After thorough study and comparison, the researcher chose mind mapping as an effective solution to address these vocabulary retention issues.
The study was supported by the consistent literature review as well as the previous related studies on using MM The study aimed at investigating whether
The study investigates the effectiveness of the Mind Mapping (MM) technique in enhancing vocabulary retention among students and their attitudes towards its use It specifically addresses two research questions: firstly, whether the application of MM in vocabulary instruction improves students' retention, and secondly, how students perceive the use of MM for vocabulary acquisition Conducted over a 10-week period with the K51 Information class at MTA, the findings aim to shed light on the impact of MM on vocabulary learning outcomes.
RECOMMENDATIONS AND CONCLUSIONS 5.1 Conclusions
Limitations of the study
Although this research was conducted with the best of researcher’s efforts, limitations are unavoidable
One significant limitation of the study is the small sample size, consisting of only 32 participants within a single group, which does not adequately represent the entire student population at MTA To enhance the reliability and generalizability of the findings, a larger sample size with a more balanced representation of female and male participants would be necessary.
The second limitation relates to the time constraint The period of time for an action research in this study (more than 2 months) was just enough for one cycle
This study utilized only two vocabulary retention tests to assess students' ability to memorize vocabulary With additional time, the researcher would have implemented more tests and cycles to achieve more reliable and comprehensive results.
One significant limitation of this study is the scarcity of references from Vietnamese authors, which affects the depth of the theoretical background This lack of resources may hinder the quality of the research, suggesting that an increase in relevant Vietnamese publications could enhance the overall findings and insights of the study.
Suggestions
Limited research exists on the effectiveness of mnemonic methods (MM) for enhancing vocabulary retention, highlighting the need for further studies with broader scopes and larger participant groups Additionally, incorporating more cycles into action research projects could yield more reliable results.
English teachers should integrate multicultural materials (MM) not only into vocabulary lessons but across all language skills to enhance student engagement in foreign language learning.
The students are suggested to pay attention to the teacher’s explanation about the lessons and participate in the knowledge of memorizing vocabulary through
MM technique By practicing remembering and using words with the use of
MM, students will gradually better in learning English and enhancing their four English skills
1 Al-Jarf, R (2011) Teaching spelling skills with a mind-mapping software
Asian EFL Journal Professional Teaching Articles, 53, 4-16
2 Ahmed, V., Opoku, A., & Aziz, Z.(2016) Research Methodology in the Built
Environment: A Selection of Case Studie NewYork: Routledge
3 Buzan, T (1993) The mind map book London: BBC Books
4 Buzan, T (2010) The mind map book: Unlock Your Creativity, Boost Your Memory, Change Your Life 1 st ed, BBC Worldwide England
5 Cambridge Advanced Learner’s Dictionary Third edition Cambridge University Press
6 Casco, M.(2009) The Use of “Mind Maps” in the Teaching of Foreign
Languages Retrieved from: http://www.madycasco.com.ar/articles/mindmaps.PDF
7 Cohen, L Manion, L 1994 (4th ed.) 2007 (6th ed.) Research Methods in Education London and New York: Routledge (P 297-313)
8 Cramer, D., & Howitt, D.L (2004) The SAGE Dictionary of Statistics: A Practical Resource for Students in the Social Sciences SAGE Publications
9 DePorter, B., Reardon, M.,& Nourie, S (1999) Quantum Teaching: Orchestrating students’ Success Boston A Pearson Education Company
10 Dang Thanh Diem (2011) Using mind maps and diagrams to teach vocabulary for first year mainstream students, Faculty of English Language Teacher Education Graduation paper University of Languages and International Studies, National University, Hanoi
11 Effendi, Y (2004) Teaching vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang Unpublished undergraduate thesis Palembang: Faculty of Teacher Training and Education
12 Heidari, A.A., & Karime, L (2015) The Effect of Mind Mapping on
Vocabulary Learning and Retention International Journal of Educational Investigations, 2, 54-72
13 MrCarthey, M (1990) Vocabulary Oxford University Press
14 McBridge, R., & Schostak, J (Eds) (1995) An introduction to qualitative research Retrieved from http://www.enquirylearning.net/EUL/Issues/Research/Res1Ch1.html
15 McIver, J P., & Carmines, E G (1981) Unidimensional scaling Thousand
16 McDowell, I., & Newell, C.(1996).Measuring health: a guide to rating scales and questionnaires, 2nd edn Oxford University Press, New York
17 Nation, I S P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press
18 Nguyen Thi ThuyLan (2012) Using mind-mapping to teach vocabulary to the first year non-English major students at Bac Giang university of agriculture and forestry Unpublished master’s Thesis, Hanoi Universiry of
Language and International Studies Post Graduate Department
19 Nation, I (1990) Teaching and Learning Vocabulary New York: Newbury House
20 Nunnally, J., & Bernstein, L (1994) Psychometric theory New York:
21 O’Malley, J M., & Chamot, A U (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press
22 Plotrick, R., & Kouyoumdjian, H (2013) Introduction to psychology, 10 th Edition Wadsworth Publishing
23 Parsons, R.D., & Brown, K.S (2002) Teacher as reflective practitioner and action researcher Stanford: Wadsworth/Thomson Learning
24 Pallant, J (2007) SPSS Survival Manual: a Step by Step Guide to Data Analysis Using SPSS for Window Open University Press
25 Read, J (2000) Assessing Vocabulary Cambridge: Cambridge University
26 Richards, J.C., & Renandya, W.A (2002) Methodology in Language Teaching: An Anthology of Current Practice New York: Cambridge
27 Richards, J C., & Schmidt, R (2002) Longman dictionary of language teaching and applied linguistics (3rd Ed.) London: Pearson Education
28 Richards, J., & Lockhart, C (1994).Reflective Teaching in Second
Language Classrooms Cambridge University Press
29 Samhudi, S (2015) The Use of Mind Mapping Technique in Teaching Vocabulary Getsempena English Education Journal, 2, 80-92
30 Tavakol, M., & Dennik, R (2011) Making sense of Cronbach’s alpha
International Journal of Medical Education
31 Ur, P (1996) A course in language teaching, Cambridge University Press,
32 Wilkins, D (1972) Linguistics in language teaching London, UK: Edward Arnold
33 Wenden, A., & Rubin, J (1987) Learner Strategies in Language Learning Hemel Hempstead: Prentice Hall International
34 Williams, R (2015) Measurement Error 2: Scale Construction (Very Brief Overview University of Notre Dame
APPENDICES Appendix 1: VOCABULARY PRE-TEST
I/Look at the picture and complete the missing words with go, have or get
II Read the sentences and choose the word the best fits each space Circle the correct letter A, B, C or D on your answer sheet
6 I met James last week, had dinner together and we about getting married a told b said c talked d spoke
7 She is too busy to think of any kinds of entertainment She goes out with her friends a hardly b always c regularly d usually
8 What did you study university? a in b at c for d on
9 She was his aunt, so he was her a son b grandson c nephew d niece
10 cannot be used to describe a person a long b tall c short d thin
11 We must a decision soon or it will be too late a take b do c make d create
12 I cannot find my keys Can you help me to them? a look for b look after c look at d look forward to
13 We’ll time if we go on the motorway There’s much less traffic a save b waste c spend d take
14.…… cigarettes do you smoke a day? a how much b how many c how d what
15 There’s lots of night-life in Chicago It’s one of the most cities in the
US a exciting b quiet c polluted d dangerous
16 Lee has just phoned He is going to you back in an hour a send b call c look d see
17 I work for a newspaper I’m a ……… a.journalist b.politician c.lawyer d musician
18 I’ve twenty people to a pool party tomorrow, so don’t forget to fill the swimming pool a offered b invited c taken d encouraged
19 She’s a wonderful She can make a delicious meal out of almost anything a chef b cooker c waiter d waitress
20 Doing exercise is a good way to……… stress a improve b lose c reduce d make
21 I think we have to buy an air conditioner The hits 38 degrees today But it’s such a big expense a temperature b weather c climate d hot
22 After the flight, we went to the reclaim to pick up our bags a trolley b check-in c baggage d arrivals
23 We ……… the dog for a walk twice a day a.take b.go c.make d get
24 Anna went to the to book a flight ticket to Paris a travel agent’s b police station c chemist’s d railway station 25.I usually ……… dressed at eight o’clock a go b have c get d wear
26 Can you ……… that noise? a find b.take c.hear d listen
27 My brother is really……….He always makes mistakes or has accidents a care b cared c careful d careless
28 A is an object that helps you to remember a place you have visited a memory b diary c gift d souvenir
29 I often get up at five fifty and dressed a take b wear c get d put on
30 She bought a new for the party a clothes b clothing c dress d shoe
31 It’s very to borrow something from someone without asking for permission first a polite b good c impolite d convenient
32 My friend $ 1,500 from me three weeks ago a borrowed b lent c gave d brought
33 I’m dealing…… a lot of paperwork at the moment so I don’t have time to do research on some potential markets a about b with c on d.at
34 She………….off her boots and walked into the living room a put b tried c got c took
35 My mom’s brother is my…… a aunt b uncle c cousin d brother-in-law
III/Which notice (A-H) says this (1 – 5)? Match the notice and the sentence Write the letter A, B, C or H to indicate your answer on the answer sheet
36 You should put things in the right place 36
37 Go here if you have lost something 37
38 You must walk in this place 38
39 These students do have lessons 39
40 You can’t go in through here 40
No entrance to art room Use other door B
Turn off all mobiles During lessons
FOUND Student’s bag See Mrs Wade in office D
No history class today Teacher ill
IN FRONT OF THIS ROOM
STUDY CENTRE PLEASE RETURN ALL BOOKS
4 Go to a restaurant 9.C 14.B 19.A 24.A 29.C 34.A 39.B 5.Have breakfast 10.A 15.A 20.C 25.C 30.C 35.B 40.A
I Look at the picture and complete the missing words
II Read the sentences and choose the word the best fits each space Circle the correct letter A, B, C or D on your answer sheet
6 That is the dirties I have ever seen The water is black, and full of rubbish a mountain b country c river d park
7 We’ll have an exam Friday afternoon a on b in c at d x
8 Grapes and bananas are my favourite a vegetables b fruit c meat d drinks
9 He went to the to buy some medication for his son a travel agent’s b polite station c chemist’s d railway station
10 There’s a bedside table and an armchair in the and there’s also a big
TV by the window a bedroom b living room c dining room d bathroom
11 My Dad often a cup of coffee for his breakfast a gets b drinks c has d have
12 There are some on the walls in the living room a mirrors b stairs c shelves d A and C
13 The to cook this dish are mushrooms, meat and butter a ingredients b recipe c flour d vegetables
14 The butter is fridge a on b at c in d between
15 What is the opposite of “generous” a honest b nice c pessimistic d mean
16 It’s very… to borrow something from someone without asking for permission first a polite b good c impolite d convenient
17 Jane is always asking personal questions She’s a very person a curious b furious c serious d dangerous 18.I can’t see anything because it’s very a cloudy b sunny c foggy d windy
19 Can you a photo of us? a.have b call c.take d get
20 I by car every day a.travel b.run c.use d ride
21 Sally the train to work every morning a go b have c get d ride
22.I hate using credit cards, so I pay for everything a money b bills c debts d cash
23 Tom wants to reach the top in his career He is very a punctual b relaxed c ambitious d rude
24 My father’s a He flies all over theworld a.pilot b.builder c.nurse d reporter
25 You can buy food at a pharmacy b market c post office d art gallery
26 A is a kind of doctor who look after people’s teeth a nurse b dentist c plumber d electrician
27.I often go to the countryside at the weekends The quiet and atmosphere there calm me down a noisy b polluted c dirty d peaceful
28 My sister is very busy, so sometimes I help her to the kids from school a.pick up b look after c wait for d play with
29 Sally is my father’s brother’s daughter She is my a niece b cousin c nephew d uncle
30 The film was really…….I nearly fell asleep a interesting b thrilling c boring d tiring
31 He applied for a…… in the office of a local newspaper a work b duty c career d.job
32 Nguyen Du was a famous……… in Vietnam a musician b designer c correspondent d poet
33 The plane made an emergency landing, but……….no one was hurt a unfortunately b immediately c luckily d suddenly
34 There is some……in the fridge Let’s have a look! a apples b grapes c milk d bars of chocolate
35 I can strongly recommend this…… as the best available on the market today a producer b product c production d produce
PART 2: Which notice (A-H) says this (1 – 5 )? Match the notice and the sentence Write the letter A, B, C,… or H to indicate your answer on the answer sheet
36 You must have a ticket to go past here 36
37 If you want to travel Monday to Friday, this ticket is cheaper 37
38 Please let anybody carrying a lot of luggage sit here 38
39 You can only buy your ticket here if you have cash 39
40.People who are travelling can eat something here 40
These ticket machines take £20 and £10
These seats are for people with heavy suitcases
Sorry–restaurant is closed on today’s London- Glasgow train
Passengers only through this gate.Have your ticket ready
Station Café opens all day
Passengers with bicycles pay £5 extra on this train
Please do not leave luggage here
Save money: Buy a weekly travel ticket here
Case Pre-test Post-test Gain
Please answer the questionnaire by ticking (v) the column which reflects your opinion
N0 Opinions Strongly disagree Disagree Neutral Agree Strongly agree
1 I find it easy to use MM to recall learnt vocabulary
2 MM gives me more pleasure in learning E vocabulary
3 I started to feel like learning new words by using MM technique
4 MM is a creative technique for vocabulary learning
5 It helps me to enhance my vocabulary knowledge considerably
6 I can remember vocabulary items right at class thanks to MM
7 It helps me to activate my prior knowledge and link to new items
8 MM technique can help me memorize and recall the word meanings more easily for a longer time
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
** Correlation is significant at the 0.01 level (2-tailed)
Appendix 7: Sample lesson plan File 6A: A house with a history
By the end of the lesson, students will be able to:
- Grammar: - Know how to use the structure there is/ there are
- Vocabulary: - Get familiar with vocabulary related to the topic “houses and furniture”
- Pronunciation: Pronounce the letter /ð/ và /eə/, sentence stress
- Text-book, projector, chalk, lesson plan, laptop ……
- Greet and check Ss’ attendance
Contents Time Teacher’s activities Students’ activities Pre- lesson
Encourage students to share details about their living situations, discussing whether they reside in a house or a flat They can describe the types of houses, such as single-story or two-story homes, and provide information about the number of rooms in their living spaces.
- Elicit Ss to guess the topic of the lesson and lead to the lesson
-Divide the class into 2 big groups Draw
2 maps about rooms and furniture on the board and ask Ss to close the book and complete them
After each group completes their mind map on the board, the teacher will select two students to provide recommendations for the maps A student from Group A will offer feedback on Group B's map, while a student from Group B will evaluate Group A's map.
At the end of this step, the teacher will give his recommendation to the maps of two groups
-Give the suggested completed map by delivering the map prepared to Ss
-Work in groups and complete the maps
-Elicit them to give their Vietnamese meaning
- Help Ss practice pronouncing these words
-Give their meaning in Vietnamese
4 -Ask Ss to focus on the three anagrams
Tell Ss that they are three rooms in a flat or house Ss in pairs reorder the letters
-Call some representatives to speak aloud in front of the class
-Check answers Model and drill pronunciation
3 -Elecit from the class two items of furniture for each room, e.g: bath, cooker, fridge, bed, etc
Go to Vocabulary Bank flats and houses on page 151
- Ask Ss work in pairs to match the words and pictures in part 1
-Check answers Model and drill pronunciation
-Now give Ss 5 mins to do part 2a in pairs
-Check answers Model and drill pronunciation
- Get Ss to cover the words and use the picture to test themselves or each other with the words from 1 and 2
-Tell Ss to close their books In pairs they should try to tell each other what they have in at least two rooms in their own - house/flat
3 -Ask students to summarize what they have leant
1 -Suggest that Ss can practice these words on the MultiROM and on the NEFE website
File 7A: What does your food say about you?
By the end of the lesson, students will be able to:
- Grammar: get to know more about countable- uncountable nouns and the rules for using a/an, some/any…
- Vocabulary: Get familiar with vocabulary related to the topic “food and drink” and identify which type of food and drink is countable and which one is uncountable
- Pronunciation: Pronounce the letter ae
- Text-book, projector, chalk, lesson plan, laptop ……
- Greet and check Ss’ attendance
Contents Time Teacher’s activities Students’ activities Pre- lesson
5 Call three students to do some activities
+Ask the 1 st student: "What did you eat for dinner yesterday?
+Ask the 2 nd Ss to repeat what the 1 st Ss
-Speaking said and ask him/her the same question
+ Ask the 3 rd Ss to repeat what the 1 st and
2 nd Ss ate and ask him/her the same question
- Elicit Ss to guess the topic of the lesson and lead to the lesson
-Guess the topic of the lesson
15 -Introduce the topic: FOODS AND
- Divide the class into 2 big groups Draw
2 maps about foods and drinks on the board and ask Ss to close the book and complete them
-After that, a representative in each group would do the task by completing the map on the board -Give the suggested completed map by delivering the map prepared to Ss
-Elicit them to give their Vietnamese meaning
- Help Ss practice pronouncing these words
-Work in groups and do the task
- Write down the answer on the board
-Give their meaning in Vietnamese -Practice pronouncing these words
Do 4 -Ask Ss to focus on the picture Ask Ss - Look at the exercise a what they think Laura writes in her Food
Diary (what she eats and drinks every day) and why (to try to control her diet or her weight)
-Ask them to write the missing letters
-Tell them that there is only one letter missing from each word
-Now check answers getting SS to tell the first letter for each word
-Get Ss to check their answers by answering the questions: What did Laura have to eat and drink yesterday? pictures and answer
-Write the missing letters and answer -Answer
4 -Ask Ss focus on the two columns headings and explain the difference
+Countable words are used in the singular or plural and that they are things you can count(e.g a banana, two apples)
+Uncountable nouns are used in the singular and that they are things you cannot count( e.g sugar, rice)
-Ask Ss to work in pairs and find food and drink in the picture given One puts the words in task 2 into countable nouns box,
-Work in pairs others puts them into uncountable nouns box
-Call some pairs to speak aloud in front of the class
- Get Ss focus on the groups of words and the table, and the photos of food for breakfast, lunch, dinner and desserts and snacks
-Ask Ss to do in pairs
-Call some pairs to speak aloud in front of the class
-Check answers Model and drill pronunciation
-Get Ss to cover the words and use the picture to test themselves or each other
-Work in pairs and do the task
3 -Ask students to summarize what they have leant
2 -Write 5 sentences about your favourite food/drinks using uncountable and countable nouns
Suggest that Ss can practice these words on the MultiROM and on the NEFE website
Appendix 8 Mind map on rooms and furniture