INTRODUCTION
Rationale
Vocabulary plays a crucial role in second language (L2) acquisition, as it enables learners to improve their listening, speaking, reading, and writing skills By expanding their vocabulary, learners can enhance their comprehension and production in the target language.
A limited vocabulary can hinder a person's ability to learn English effectively, as it restricts comprehension of spoken and written material According to Dellar and Hocking (cited in Thornbury, 2002), focusing primarily on grammar will not significantly enhance one's English skills; rather, substantial improvement comes from expanding one's vocabulary Thornbury (2002) emphasizes that learners must not only acquire numerous words and expressions but also retain them for effective communication.
Recent research highlights the critical importance of vocabulary in learning a second or foreign language Consequently, various methods and exercises for vocabulary instruction have been developed (Hatch & Brown, 1995) Effective vocabulary teaching should focus not only on specific words but also on providing learners with strategies to enhance their vocabulary knowledge (Hulstjin, 1993, cited in Morin & Goebel, 2001).
Vocabulary learning strategies, a subset of language learning strategies and general learning strategies (Nation, 2001), focus on effective methods for acquiring and retaining new words The process of learning vocabulary begins with encoding words in short-term memory before transferring them to long-term memory Several factors influence this memorization process, including the presentation methods of the words, their frequency of occurrence, and the opportunities for recycling the vocabulary.
According to Rivers (cited in Thornbury, 2002: 144), vocabulary cannot be directly taught; it must be presented, explained, and experienced through various activities, ultimately relying on individual learning One effective strategy for teaching vocabulary is the use of images, alongside structured reviews Mind mapping is recognized as a valuable technique for enhancing vocabulary acquisition in both teaching and learning contexts.
I have chosen to focus on using mind mapping (MM) as a method for teaching vocabulary to first-year non-English major students at Bac Giang University of Agriculture and Forestry (BUAF) This approach is selected due to its effectiveness in enhancing vocabulary retention and engagement among students.
The study is aimed at finding the ways to use MM to teach vocabulary to the first year non-English major students at BUAF effectively with the coursebook New
In order to address the aim of the study, the following research questions are raised for exploration:
1 What are the applications of MM to teaching a foreign language in general and teaching vocabulary in particular?
2 How is MM used to teach vocabulary to the first year non-English major students at BUAF effectively?
The answer to Questions 1 involves a review on the notion of MM and its applications to teaching a foreign language in general and teaching vocabulary in particular
This article explores the effectiveness of using mini-experiments to teach vocabulary to first-year non-English major students at BUAF By leveraging the insights of multimedia (MM), a small research study was conducted to gather student opinions on the impact of this approach on vocabulary acquisition.
This study is specifically designed to apply the insights of Multimodal Learning (MM) in teaching vocabulary to first-year non-English major students at BUAF, acknowledging that it cannot encompass all aspects of vocabulary teaching and learning as outlined in the initial objectives and research questions.
The study offers valuable insights for students, teachers, and researchers in English language teaching and learning Students can utilize the MM model to enhance their vocabulary acquisition efficiently, while teachers gain a deeper understanding of effective instructional strategies.
MM model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research
The study consists of four chapters
Chapter 1 – Introduction – covers the rationale, the aim, the research question, the scope, the significance and the organization of the study
Chapter 2 – Literature review – provides the theoretical background of the study which includes some basic knowledge of MM in general and MM in teaching vocabulary in particular Besides, some advantages of using MM are also presented
Chapter 3 – Using MM to teach vocabulary to the first year non-English major students at BUAF and its effect – describes the method based on which the study is carried out with the description of participants, data collection instruments, data collection procedures and analysis procedure It also gives a brief introduction to BUAF, English teachers, students and the coursebook that the university is currently using Besides, in this chapter, it attempts to describe in detail three places where vocabulary is taught to the first year non-English major students at BUAF, using the coursebook “NCE – Elementary” Then to arrive at a preliminary confirmation about the usefulness of MM in teaching vocabulary, a questionnaire is designed to obtain students’ opinions And when there is some doubt about the results of the questionnaire, an informal interview is conducted The chapter ends with presenting the findings and a discussion of them
Chapter 4 – Conclusion – summarizes the main issues of the study, points out the limitations of the study, presents the implications for using MM to teach vocabulary and make some suggestions for further research.
Research questions
In order to address the aim of the study, the following research questions are raised for exploration:
1 What are the applications of MM to teaching a foreign language in general and teaching vocabulary in particular?
2 How is MM used to teach vocabulary to the first year non-English major students at BUAF effectively?
The answer to Questions 1 involves a review on the notion of MM and its applications to teaching a foreign language in general and teaching vocabulary in particular
This article explores the effectiveness of using mini-experiments to teach vocabulary to first-year non-English major students at BUAF, leveraging insights from multimedia (MM) techniques A small research study was conducted to gather student opinions on the impact of MM on their vocabulary learning experience.
Scope of the study
This study is specifically designed to explore the application of multimedia methods (MM) in vocabulary teaching for first-year non-English major students at BUAF, acknowledging that it cannot encompass all facets of vocabulary instruction and learning as outlined in the research questions.
Significance of the study
The study offers valuable insights for students, teachers, and researchers in English language teaching and learning Students can leverage the MM model to enhance their vocabulary acquisition efficiently, while teachers gain a deeper understanding of effective instructional strategies.
MM model and use it to teach vocabulary more effectively in their lessons; and researchers will use the study as a reliable source of reference in their research.
Organization of the study
The study consists of four chapters
Chapter 1 – Introduction – covers the rationale, the aim, the research question, the scope, the significance and the organization of the study
Chapter 2 – Literature review – provides the theoretical background of the study which includes some basic knowledge of MM in general and MM in teaching vocabulary in particular Besides, some advantages of using MM are also presented
Chapter 3 – Using MM to teach vocabulary to the first year non-English major students at BUAF and its effect – describes the method based on which the study is carried out with the description of participants, data collection instruments, data collection procedures and analysis procedure It also gives a brief introduction to BUAF, English teachers, students and the coursebook that the university is currently using Besides, in this chapter, it attempts to describe in detail three places where vocabulary is taught to the first year non-English major students at BUAF, using the coursebook “NCE – Elementary” Then to arrive at a preliminary confirmation about the usefulness of MM in teaching vocabulary, a questionnaire is designed to obtain students’ opinions And when there is some doubt about the results of the questionnaire, an informal interview is conducted The chapter ends with presenting the findings and a discussion of them
Chapter 4 – Conclusion – summarizes the main issues of the study, points out the limitations of the study, presents the implications for using MM to teach vocabulary and make some suggestions for further research.
LITERATURE REVIEW
An overview of mind mapping
“Mind mapping” or “Mind Map” was developed by the British psychologist Tony Buzan in the late 1960s in an attempt to help students take notes effectively
Buzan (1993: 1) states in “The mind map book” that “MM is a powerful graphic technique, which provides a universal key to unlocking the potential of the brain”
Mind maps (MMs) are highly effective tools for helping learners organize their knowledge and enhance their understanding of key concepts and principles presented in lectures, readings, and other instructional materials (McGriff, 2000).
According to Readon and Nourie (1999: 175), mind mapping (MM) is a creative note-taking technique that enhances information retention The most effective mind maps are vibrant and incorporate numerous images and symbols, resembling a form of art.
(http://www.squidoo.com/Creating-Your-First-Mind-Map)
Utilizing Mind Mapping (MM) enhances learners' comprehension of the key concept "holiday" by providing detailed supporting ideas, including destination choices, timing, accommodation options, travel companions, and transportation methods This approach allows students to systematically organize their existing knowledge and improves their retention of related information.
Mind mapping (MM) mimics the brain's natural thinking process by facilitating the seamless transition between topics and presenting information through symbols, images, emotional cues, and colors By utilizing lines, colors, arrows, and branches, it effectively illustrates the connections between ideas generated in a mind map This visual approach enhances memory retention, as our brains are more adept at recalling facts and concepts associated with visuals, colors, and images.
There are many different types of MM Here are four common types that we can find They are network tree, event chain, cycle concept map and spider concept map
A network tree visually represents the relationships among ideas or concepts through branching structures Typically, terms are organized from general to specific, with examples included to enhance understanding of their meanings.
The concept is utilized to illustrate casual relationships and is frequently applied in scientific contexts to depict the progression of ideas, such as the transformation from particles to atoms, molecules, and sub-atomic particles Additionally, it serves to classify entities within various domains, including animals, plants, and rocks, and is effective in representing hierarchical relationships found in food chains, manufacturing processes, and energy transformations.
The hierarchical structure of U.S currency is clearly depicted in Figure 2 using a network tree, showcasing two main categories: coins and paper money Each of these categories further divides into various subtypes, illustrating the complexity and organization of the currency system.
Figure 2: Network tree of U.S currency 2.1.2.2 Event chain
An event chain is a visual representation that illustrates the interconnections between events and tasks, highlighting how they influence one another In scientific contexts, event chains can effectively depict a sequence of occurrences, outline procedural steps, or detail the stages of a process.
(http://www.glencoe.com/sec/science/lep_science/physical_science/skill_handbook/oinfo.h tml)
The event chain diagram illustrated in Figure 3 outlines the sequential steps from the alarm ringing to the departure for school, highlighting the interconnectedness of each stage and their mutual influence.
A cycle concept map is a unique form of an event chain map where the sequence of events loops back to the starting point, rather than leading to a definitive conclusion This type of map effectively illustrates the ongoing interactions in a combination accident, demonstrating how these events consistently produce a series of results.
This cycle concept map illustrates the connection between day and night, beginning with nighttime and culminating in sunsets Importantly, the cycle does not conclude there; it loops back to the starting point, initiating a new sequence of events similar to the previous one.
A spider concept map features a central unifying idea with related concepts branching out from it, making it an effective tool for brainstorming When you identify a central concept, you may encounter a mix of ideas that connect to it but lack clear relationships among themselves By organizing these ideas around the main concept, you can effectively separate and group unrelated terms, enhancing their usefulness.
Figure 5 presents spider concept map of “homework” with the central concept “homework” in the centre and supporting ideas radiating out from it.
The applications of mind mapping to teaching a foreign language
Memory plays a crucial role in learning a foreign language, particularly within the communicative approach, where learners must familiarize themselves with and internalize vocabulary and sentence structures to use them effectively.
Memory maps (MMs) are effective memory aids that leverage personal associations to enhance the retention of new information and facilitate the visualization of thought processes As a result, MMs have emerged as a valuable technique for mastering a foreign language While utilizing this method may initially require time investment, it ultimately accelerates the learning process once learners grasp how to effectively implement it.
According to Casco (2009), MMs have some applications in teaching a foreign language They are as follows:
A map aids learners in anticipating upcoming content and focuses their attention on the subject matter Additionally, it offers a structured approach that alleviates anxiety associated with listening, reading, and speaking tasks.
The use of images and keywords foster memory of what the learners know about the topic
Encourage the learners to ask questions:
The map effectively
Scaffold reading and listening comprehension:
A map serves as an effective tool for enhancing comprehension by providing learners with a comprehensive overview of the material they are about to engage with Additionally, the cues embedded within the map encourage learners to make inferences, which further aids in their understanding.
The map acts as an effective tool for learners to structure their thoughts and speech Its various elements can be seamlessly linked and cross-referenced, enabling learners to generate unique discussions with each use of the map.
Utilizing the same map at different stages of the language course allows educators to gather fresh samples of learners' language production By articulating the relationships depicted on the map, students can demonstrate their understanding of new structures and vocabulary This process not only highlights their progress but also uncovers errors, offering valuable insights for teachers to enhance their future instructional strategies.
The map originally designed by the teacher and expanded upon by the learners may become the starting point to write a paragraph or an essay on the topic explored
Casco (2009) demonstrated that multimedia materials (MMs) significantly enhance foreign language teaching by improving reading and writing skills, motivating learners, and activating their prior knowledge.
Hofland (2007) supports Casco's (2009) view that multimedia materials (MMs) are effective tools for teaching and learning foreign languages These resources can enhance all language skills, including reading, speaking, writing, and vocabulary development.
Mind maps and reading skills
Hofland (2007) emphasizes that reading is a linear process primarily associated with left-brain activity, while the human brain excels in parallel processing This suggests that Mind Mapping (MM) could be an effective tool for enhancing reading skills, as it allows learners to connect various images, associations, and ideas when thinking of a word Hofland's research indicates that MMs can significantly aid learners in comprehending texts, such as articles or stories, more effectively.
Mind maps and writing skills
Writing is often regarded as one of the most challenging skills for language learners, who frequently struggle to articulate their thoughts Utilizing a mind map can enhance their thinking abilities and foster creativity By engaging in mind mapping as a brainstorming exercise, learners can visualize their ideas through images, graphs, and concepts, making it easier to organize their thoughts and begin the writing process.
Mind maps and speaking skills
Mind maps (MMs) serve as effective reminders for learners preparing to speak on a topic By utilizing key words and symbols in their MMs, individuals can enhance their ability to recall and organize their ideas, making the preparation process more efficient and memorable.
Hofland emphasized that mind mapping is an effective technique for vocabulary acquisition By allowing learners to construct mind maps using their own images, ideas, and keywords, this method enhances their ability to retain new vocabulary Consequently, mind maps serve as a powerful tool for memory retention in language learning.
In conclusion, utilizing Mind Maps (MMs) is an effective strategy for learning or teaching a foreign language By creating MMs, learners generate visual associations with words, enhancing memory retention and facilitating quicker learning Additionally, incorporating colors and numbers into MMs further optimizes the learning experience, making it a powerful tool for mastering a new language.
The applications of mind mapping to teaching vocabulary
“ If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh.” (Harmer, 1993: 153)
Vocabulary plays a crucial role in language learning, serving as the foundational elements that enable individuals to label objects, actions, and ideas Mastery of vocabulary is vital, as it allows learners to tap into their background knowledge, articulate their thoughts, communicate effectively, and understand new concepts.
Vocabulary encompasses not just individual words but also compounds and multi-word idioms, as highlighted by Ur (1996: 60), who describes it as "the words we teach in the foreign language." This definition emphasizes the complexity and breadth of vocabulary in language learning.
Vocabulary refers to the collection of words that an individual knows and uses, as well as the complete set of words present in a specific language or subject, according to the Cambridge Advanced Learner’s Dictionary Online.
“Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” (Rupley, Logan & Nichols, 1998)
Learners’ word knowledge is linked strongly to academic success because learners who have large vocabularies can understand new ideas and concepts more quickly than learners with limited vocabularies
Vocabulary encompasses the entire collection of words within a language, including single words, phrases that convey ideas, and multi-word idioms.
2.3.2 Strategies of teaching and learning vocabulary
Vocabulary learning strategies are a crucial component of language learning strategies, which are integral to overall learning strategies (Nation, 2001) These strategies promote self-directed learning, enabling learners to take responsibility for their education while building confidence and proficiency (Oxford, 1990) Therefore, it is essential for students to receive training in the vocabulary learning strategies that best meet their needs Research indicates that learners tend to employ a variety of strategies for vocabulary acquisition, particularly in comparison to integrated tasks like listening and speaking, yet they often rely on basic strategies (Schmitt, 1997) Consequently, incorporating strategy instruction is vital for effective foreign or second language programs.
Learners acquire vocabulary through diverse methods, including exposure to new words during lessons, texts, and instructional materials Much of this vocabulary is absorbed naturally (Harmer, 1993: 159) Additionally, specific techniques and activities focus on vocabulary learning, often organizing words into related sets based on topics or meanings.
Pre-teaching activities can enhance the learning experience by activating prior knowledge, making the introduction of new language more meaningful (McCarthy, 1992) These activities not only capture students' attention but also stimulate their curiosity to delve deeper into specific topics.
McCarthy (1992) and Thornbury (2004) propose two main approaches for presenting vocabulary in language teaching One approach involves teaching the meaning of words first, followed by their forms, while the other introduces the forms initially and encourages students to uncover the meanings through context This method, known as the discovery technique, allows learners to explore the properties of words independently (Harmer, 1993).
Nation (1990; 2001) emphasizes that independent vocabulary learning strategies are crucial for learners, advocating for strategy training as a key component of vocabulary development programs Schmitt & Schmitt (1995) support this approach by recommending the introduction of diverse learning strategies, allowing students to choose their preferred methods This highlights the importance of empowering learners to enhance their strategic knowledge in vocabulary acquisition.
According to Harmer (1993: 161-162), understanding sense relations, definitions, and direct translations can effectively clarify word meanings Additionally, Thornbury (2004: 81) supports this idea and emphasizes the importance of using examples to further illustrate meanings.
“providing an example situation” or” giving several example sentences”
In addition to defining vocabulary, it is crucial to emphasize word forms, as the phonetic characteristics of words significantly impact the structure of the mental lexicon (Thornbury, 2004; McCarthy).
1992: 110) This is arranged by various drilling activities From experience, songs and chants are very suitable for drills, providing rhythm, catchy rhymes and an element of fun
All these techniques are more or less useful for a particular situation, level and vocabulary, the best way would be in many cases to combine them and use several together
2.3.3 Mind mapping in teaching vocabulary
According to Casco (2009), Mind Mapping (MM) was introduced in the 1990s as a tool for foreign language teaching to activate prior knowledge and assist learners in organizing and recalling vocabulary In this approach, teachers engage students by asking what they know about a topic, leading to a brainstorming session where associations are recorded on the board to form a collective map For vocabulary acquisition, students first brainstorm related vocabulary before creating their own mind maps, moving away from the traditional method of compiling glossaries.
A mind map utilizes images, symbols, and colors to enhance students' vocabulary comprehension, making learning enjoyable and engaging This approach not only stimulates their interest but also fosters a deeper mastery of vocabulary knowledge.
The examples below will describe clearly how MM can help students learn vocabulary easily (See Figure 6 in the next page)
The example in Figure 6 illustrates that students gain a comprehensive understanding of the term "transport" and its various forms through the use of mind mapping (MM) This approach not only boosts students' imagination but also facilitates easier and more effective retention of vocabulary.
(http://www.tuoitrenews.vn/cmlink/tuoitrenews/education/studying-english-with-tuoi-tre- news/weekly-lessons/unblocking-writer-s-block-technique-3-mind-mapping-1.42101)
Figure 6: Mind map on “Transport”
Utilizing colors and images, as illustrated in Figure 7, significantly enhances students' learning by aiding in word retention and systematic idea organization While memorizing words and sentences can be challenging, visualizing them allows for easier recall Although auditory learning is possible, visual association aligns more effectively with our cognitive processes, making it a superior method for comprehension and memory retention.
(http://www.imindmap.com/personal/)
Figure 7: Mind map on “Family week ahead”
The advantages of using mind mapping
Mind Mapping (MM), introduced by Tony Buzan, enhances students' note-taking efficiency Traditional note-taking methods, which rely on letters, lines, and numbers, often lead to significant drawbacks These include the time and energy spent on writing redundant information, the risk of missing key ideas, and the increased time required for reading and reviewing notes.
Mind mapping (MM) techniques offer numerous advantages over traditional linear note-taking, as highlighted by Russell (1995) MMs effectively organize information in a way that is easily understood and remembered, making them ideal for capturing notes from books, lectures, meetings, interviews, and phone conversations They facilitate the quick notation of ideas as they arise, eliminating the need for time-consuming sentence construction This efficiency not only enhances review processes but also supports high recall rates Additionally, MMs are invaluable for planning and organizing various activities, including reports, lectures, daily tasks, and future projects.
De Porter and Hernacki (2008: 172, cited in Dang, 2011) put out that using
MM technique has some advantages They are as follows
Explaining concepts clearly is achievable without overwhelming the audience with excessive information in multimedia (MM) We have the flexibility to categorize and label content according to our personal perspectives within the MM framework.
Focusing on key subtopics allows us to clearly convey our main ideas without wasting time By prioritizing relevant keywords, we simplify our content and enhance its effectiveness.
Utilizing Mind Mapping (MM) simplifies the comprehension of material, making it easier to grasp and retain information This straightforward thinking pattern reduces confusion and enhances memory recall, allowing learners to effectively understand what they have studied.
Imagination and creativity know no bounds when it comes to using multimedia (MM), making the learning process enjoyable and engaging The incorporation of images and vibrant colors stimulates the brain, fostering excitement and encouraging innovative thinking about the subject matter.
Mind mapping (MM) offers significant advantages for learners, particularly in enhancing memory retention and promoting brain development This effectiveness is why MM is increasingly being adopted as a popular method for language teaching today.
(http://www.illumine.co.uk/learn-absorb-understand/mind-mapping-training.html)
Figure 8: Why to use mind maps?
Mind maps (MMs) are highly effective tools for learners, as they facilitate the organization of knowledge and enhance comprehension of key concepts and principles found in lectures, readings, and other instructional materials (McGriff, 2000).
Mind maps serve as powerful tools for representing cognition and comprehension in learners, enabling them to express their thoughts both verbally and visually (1993) By incorporating graphic representations, mind maps facilitate the brainstorming process and enhance creative thinking, as they connect images to concepts rather than relying solely on memorization (McGriff, 2000).
Mind mapping (MM) serves as an exceptional tool for enhancing students' vocabulary by facilitating effective note-taking during lessons By utilizing key words, colors, and images, learners can deepen their understanding of the material while expanding their vocabulary Additionally, MM encourages the activation of prior knowledge, allowing students to brainstorm ideas that branch out from a central concept This approach not only helps learners grasp individual words but also enables them to discover numerous related terms, enriching their overall language skills.
I aim to implement the MM model in my vocabulary lessons for first-year non-English major students at BUAF, utilizing the "NCE – Elementary" coursebook This approach seeks to enhance vocabulary acquisition and yield positive outcomes in my students' language development.
Related studies
2.5.1 Review of related studies worldwide
Numerous studies have explored the effectiveness of the Multimedia (MM) technique in language teaching globally One notable research is Effendi's study, which focuses on teaching vocabulary through the MM technique to tenth-grade students at SMA Negeri 15 Palembang.
The study conducted in 2004 revealed a significant difference in vocabulary acquisition between tenth-grade students at SMA Negeri 15 Palembang, with those in the experimental group using the MM technique showing greater progress compared to the control group utilizing traditional methods This indicates that teaching vocabulary through the MM technique is an effective approach for enhancing student learning outcomes.
While there is a lack of studies specifically focused on using mind maps (MMs) for vocabulary instruction, research exists on their application in language teaching Moi and Lian (2007) demonstrated that incorporating mind maps in comprehension activities enhances students' ability to understand and retain information by fostering meaningful connections and relationships among concepts Additionally, visual mapping aids in the development of critical thinking skills and organization of ideas, leading to a deeper understanding of the subject matter Consequently, students also experience increased confidence when tackling comprehension questions.
Another study entitled MM in the EFL classroom conducted by Hofland
Mind maps (MMs) are effective memory tools that utilize personal associations to facilitate the retention of new information and enhance visualization of the thought process As a result, MMs have emerged as a valuable technique for mastering a foreign language.
He also states that using MMs can bring a lot of benefits in teaching reading skills, writing skills, speaking skills as well as vocabulary
The study "The Use of Mind Mapping to Develop Writing Skills in UAE Schools" by Naqbi highlights the positive impact of mind mapping (MM) on students' abilities to plan and organize their writing ideas during exams It demonstrates that the MM technique not only enhances cognitive skills but also aids in information retrieval in assessment situations Naqbi emphasizes that this approach is especially effective for helping students plan their writing, as it encourages a deeper understanding of the topics being addressed.
2.5.2 Review of related studies in Vietnam
Research on the use of mind maps (MMs) and diagrams in vocabulary teaching in Vietnam is limited A notable study by Dang (2011), titled "Using MMs and diagrams to teach vocabulary for first year mainstream students, Faculty of English Language Teacher Education," found significant differences in achievement between the Experimental and Control Groups This indicates that MMs and diagrams enhance students' retention and memory of vocabulary Additionally, students expressed a strong desire to continue learning with these techniques after experiencing the lessons.
Numerous studies have explored effective methods for teaching and learning vocabulary Notable research includes Do's (2010) investigation into using movies and videos to enhance English vocabulary for tenth-grade students, Nguyen's (2006) examination of techniques for teaching vocabulary in the "Powerbase Elementary" coursebook for first-year non-major students at Vietnam National Economics University, and Vu's action research focused on improving English vocabulary acquisition through games.
While the studies from 2011 and others may not directly address the use of multimedia (MM) for teaching vocabulary, they significantly contribute to my understanding of vocabulary acquisition and instructional methods.
This chapter provides a comprehensive overview of the Mind Mapping (MM) teaching model, beginning with various definitions and classifications of MM It explores the application of MM in foreign language instruction, particularly in vocabulary teaching, alongside an introduction to vocabulary and effective teaching strategies The advantages of using MM, including its flexibility, focus on topics, and enhancement of comprehension, are highlighted Finally, the chapter reviews relevant studies conducted globally and in Vietnam, detailing their findings and contributions to the understanding of MM in educational contexts.
USING MIND MAPPING TO TEACH VOCABULARY
How effective is mind mapping in teaching vocabulary to the first year non-English major students at BUAF? 30 1 Method of the research
This section aims to evaluate the effectiveness of multimedia (MM) in teaching vocabulary based on three instructional samples To achieve this, a mini-research will be conducted to gather student feedback using two research instruments: questionnaires and interviews.
In the academic year 2011-2012, a study was conducted involving first-year non-English major students at BUAF, with a total of 90 participants, comprising 42 males and 48 females aged 18-22 These students completed questionnaires and participated in three trial vocabulary sections To further validate the questionnaire data and gather additional insights, informal interviews were held with 10 students following the vocabulary lessons.
The questionnaire (see Appendix 1) includes seven questions focused on students' perspectives regarding vocabulary learning and their experiences with multimedia (MM) in this context It explores the advantages MM offers for vocabulary acquisition, the challenges students face when using MM, and their suggestions for enhancing MM-based lessons To ensure clarity, the survey was written in Vietnamese, allowing students to comprehend and respond easily The survey primarily utilized closed questions to facilitate data quantification and was conducted after students engaged with three trial vocabulary segments using MM.
In addition to questionnaires, interviews were utilized as an effective method for data collection Following three trial vocabulary sessions using multimedia (MM), semi-structured interviews were conducted with 10 randomly selected students to gather objective feedback on their vocabulary learning experiences with MM These interviews aimed to explore the challenges, interests, and benefits that MM has provided to students, as well as any recommendations they might have Conducted in both Vietnamese and English, the interviews were tailored to align with the students' comprehension and engagement levels.
After conducting three trial vocabulary assessments, I distributed questionnaires to students, assuring them that their personal information would remain confidential to encourage honest responses Following the collection of the questionnaires, I randomly selected ten students for individual interviews, which were held at various times The aim of these interviews was to obtain more objective and precise insights regarding the students' interests, challenges, and suggestions about the material being studied This process also served to further validate the reliability of the data collected from the questionnaires.
Findings and discussion
In Chapter 2, various effective strategies for teaching vocabulary are discussed, including the use of definitions, translations, context clues, and real objects This study focuses on three vocabulary sections from the NCE – Elementary coursebook, covering the topics of "transport," "film," and "food and drink." Students are encouraged to learn not only the target words but also related vocabulary To achieve this, teachers can implement techniques such as definitions, translations, context clues, and hyponyms to enhance vocabulary retention.
However, I decided to use MM to teach these words I based on the concept
In this article, I explore the concept of hyponymy, which refers to the relationship between a specific term (subordinate) and a broader category (superordinate), such as "house" being a type of "building" or "cat" being a type of "animal." By utilizing this linguistic framework, I have developed more targeted vocabulary lessons that enhance my students' understanding of subcategories within general words I will detail how these methods positively impact my students' vocabulary acquisition and overall language learning experience.
3.4.2.1 The effectiveness of MM technique to teaching vocabulary
Multimedia (MM) serves as an effective resource for teaching and learning foreign languages, particularly in enhancing vocabulary acquisition Its versatility allows language educators to utilize it for various instructional purposes This study aims to elucidate the different applications of multimedia in language education.
MM is an useful tool for brainstorming a new topic
In the first part of the vocabulary lesson, I utilized mind mapping (MM) to engage students by drawing a map on the board for them to complete This activity not only stimulated brainstorming on a new topic but also encouraged students to use their imagination and creativity Additionally, MM activated prior knowledge by prompting recollection of relevant keywords, enhancing their understanding of the subject Furthermore, incorporating MM at the lesson's start served as an enjoyable warm-up game, motivating students to actively participate in the learning process.
MM is an useful tool for summarizing the main points
In vocabulary part 2, I utilized a Mind Mapping (MM) activity at the end of the lesson to assist students in summarizing key concepts This approach proved effective as students had just learned the vocabulary, enhancing their retention By employing MM, students were able to consolidate the main points of the lesson, leading to improved long-term memory of the vocabulary.
MM is an useful tool for taking notes during the lesson
In Vocabulary Part 3, I implemented a mind mapping (MM) activity to enhance students' note-taking skills This creative task encouraged students to engage more deeply with the lesson, as they were focused on completing the map provided As a result, students remained attentive and less susceptible to distractions while learning new vocabulary.
3.4.2.2 Students’ feedbacks on the application of MM in vocabulary lessons
Students’ feedbacks on the application of MM in vocabulary lesson were analyzed based on the data collected from the survey questionnaires and interviews
Questionnaires aim to gather insights from students regarding their experiences with vocabulary learning, specifically focusing on their feedback about the use of multimedia (MM) in vocabulary lessons They seek to identify the benefits MM offers learners, the challenges students face when incorporating MM into their vocabulary studies, and suggestions for enhancing the engagement of these lessons.
The students’ opinions about learning vocabulary
Table 1 illustrates the varying levels of English proficiency among BUAF students, with 53% having studied English for less than three years, 18% having no prior English education in high school, and 29% having studied for three to five years This data indicates that the overall English proficiency at BUAF is relatively low, leading to the decision to adopt the NCE – Elementary coursebook as the primary resource for first-year students.
Question 1 How many years have you learnt
Question 2 In your opinion, learning vocabulary is
Table 1: Question 1 & 2 in questionnaires and students’ answers
According to the collected data, only 7% of respondents consider vocabulary learning to be normal, while 58% find it very difficult and 35% perceive it as difficult This indicates that vocabulary acquisition poses significant challenges for BUAF students Consequently, it is essential for educators to explore effective teaching methods to facilitate easier and more efficient vocabulary learning for their students.
Students’ feedbacks on the use of MM in vocabulary lessons
With the question 3 “How do you find the use of mind mapping in learning vocabulary?”, the result is as follows:
The survey results indicate that a significant majority of respondents, 57%, find vocabulary lessons using mobile methods (MM) to be interesting, while 26% consider them very interesting In contrast, only 5% expressed boredom with this approach, and 12% did not notice any difference between traditional techniques and the new mobile methods.
Figure 13: Students’ interest with the application of MM
Similarly with the question 3, in question 4 “Do you want to learn vocabulary with MM any longer?”; most of respondents (92%) chose the option
“Yes”; only few of them (8%) showed that they would not like to learn with MM any more
Figure 14: Do you want to learn vocabulary with MM any longer?
Students at BUAF expressed enthusiasm for learning vocabulary using the new technique, known as MM, and indicated a desire to continue using this method for an extended period.
Students’ opinions about advantages, difficulties that MM brings to them and their suggestions
The majority of respondents highlight the significant advantages of using multimedia (MM) in vocabulary learning, noting that it facilitates quick and easy vocabulary acquisition, enhances long-term retention, and boosts motivation among learners This feedback indicates that students recognize the benefits of integrating MM into vocabulary instruction, leading to increased enthusiasm for learning new words.
However, they also find that it costs more time and energy to learn with it And some students think that it is difficult for them to follow the lesson
In response to question 7, I requested suggestions from respondents on how to enhance vocabulary lessons using the MM application; however, none provided feedback, possibly due to difficulty in articulating their thoughts To gather more insights, I plan to conduct interviews with some students directly.
Following the analysis of survey questionnaires, semi-structured interviews were carried out with 10 of the 90 students to validate their responses The findings from these interviews aligned closely with the questionnaire results, indicating that a majority of students find learning vocabulary through multimedia (MM) to be highly engaging and express a strong desire for extended learning opportunities using this method.
Students reported that multimedia (MM) has both positive effects and challenges in their learning experience Many noted that incorporating MM into vocabulary lessons creates a less stressful and more engaging environment To enhance vocabulary teaching with MM, students suggested that teachers integrate games and utilize colorful chalks to make the maps visually appealing and easier to understand.
CONCLUSION
Major findings of the study
This minor thesis explores the effectiveness of using multimedia (MM) to teach vocabulary to first-year non-English major students at BUAF It addresses the central question of how MM can be effectively utilized in vocabulary instruction for these students To provide a comprehensive understanding of the topic, the study first defines what multimedia is and examines its various applications in educational contexts.
This article examines the concept of Mind Mapping (MM) and its relevance to foreign language instruction, with a specific focus on vocabulary acquisition It highlights the benefits of employing Mind Mapping techniques in teaching vocabulary to language learners, particularly first-year non-English major students at BUAF Through this exploration, the article underscores how MM can enhance the learning experience and improve vocabulary retention for language learners.
Chapter 2 provides an overview of Mind Mapping (MM) and its application in teaching foreign languages, particularly vocabulary, highlighting the benefits for language learners Chapter 3 focuses on the implementation of MM for teaching vocabulary to first-year non-English major students at BUAF, assessing its effectiveness It begins with a brief introduction to BUAF, including details about the English teachers, students, and the current coursebook in use, before applying the insights gained from the previous chapter.
This article explores the use of multimedia (MM) in teaching vocabulary to first-year non-English major students at BUAF, utilizing the coursebook “NCE – Elementary” as a case study It provides an in-depth analysis of three specific vocabulary sections where MM enhances the learning experience Following the implementation of MM in these vocabulary lessons, several findings emerged, highlighting the effectiveness of this approach in improving vocabulary acquisition among students.
MM serves multiple purposes in teaching and learning vocabulary, primarily by facilitating brainstorming on new topics and activating prior knowledge in students.
Besides, it can be a tool to facilitate students to summarize the lessons effectively Last but not least, students can apply MM to take note during the lesson
A questionnaire was administered to gather students' opinions on the effectiveness of Mind Mapping (MM) in vocabulary instruction The results indicated that, despite some challenges, students found MM an engaging method for learning vocabulary and expressed a desire for more opportunities to use this technique They highlighted the advantages MM provided in enhancing their vocabulary retention and understanding Overall, student feedback confirms that MM is an effective strategy for teaching vocabulary.
Pedagogical implications and suggestions
The study suggests that the use of Mind Mapping (MM) should be more widely adopted for teaching vocabulary to first-year non-English major students at BUAF, as it positively impacts their vocabulary acquisition The findings demonstrate that this technique enhances students' ability to learn and retain vocabulary effectively Additionally, the enjoyment derived from the MM technique further enriches the learning experience for students.
This research, despite the researchers' best efforts, faced unavoidable limitations due to time constraints and other unforeseen factors Conducted during the second semester of the 2011-2012 academic year, the limited timeframe may have influenced the results Additionally, with only 90 participants, the findings may not accurately represent the entire first-year student population at BUAF Furthermore, resource limitations may have resulted in an insufficient theoretical background for the study.
The emerging field of multimedia (MM) in vocabulary instruction presents an opportunity for further research, as there have been limited studies on its effectiveness This highlights the need for additional investigations into the use of MM techniques across diverse student populations Furthermore, integrating MM with other language skills—such as reading, speaking, listening, and writing—could provide valuable insights into its impact on foreign language acquisition.
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Mind mapping is a powerful technique for overcoming writer's block and enhancing creativity By visually organizing thoughts, it helps individuals manage vocabulary, structure their writing, and collaborate effectively with tutors Numerous resources, such as Tuoitre News and iMindMap, offer insights into creating effective mind maps Websites like Illumine and Glencoe provide valuable training and skills for mastering this technique Additionally, platforms like Squidoo and L2 Mastery highlight the benefits of mind mapping for personal productivity and learning Embracing this method can significantly improve writing efficiency and comprehension.
Appendix 1: Questionnaire for students II
Appendix 2: Semi-structured interview questions (English) IV
Appendix 3: Semi-structured interview questions (Vietnamese) V
Appendix 4: Mind mapping on “Transport” VI
Appendix 5: Mind mapping on “Drink” VII
Appendix 6: Mind mapping on “Food” VIII
Appendix 7: Mind mapping on “Films” IX
Appendix 8: Lesson plan of vocabulary part 1 X
Appendix 9: Lesson plan of vocabulary part 2 XIII
Appendix 10: Lesson plan of vocabulary part 3 XV
This questionnaire includes seven questions focused on students' perspectives regarding vocabulary learning, their feedback on the use of multimedia (MM) in teaching vocabulary, the advantages MM offers for enhancing vocabulary acquisition, the challenges they face while learning vocabulary through MM, and their suggestions for making MM-based lessons more engaging.
Cô đang thực hiện nghiên cứu về “Sử dụng bản đồ tư duy để dạy từ vựng cho sinh viên năm nhất không chuyên tại trường Đại học Nông – Lâm Bắc Giang” Để thu thập ý kiến và dữ liệu cho nghiên cứu, sự hợp tác của các em trong việc hoàn thành bản khảo sát là rất cần thiết và được đánh giá cao Mọi thông tin cá nhân và câu trả lời của các em sẽ được bảo mật hoàn toàn.
Họ và tên: Lớp: Vui lòng đánh dấu √ vào lựa chọn của bạn hoặc điền thông tin vào ô trống Lưu ý rằng ở một số câu hỏi, bạn có thể chọn nhiều hơn một đáp án.
1 Em đã học Tiếng Anh được bao nhiêu năm?
chưa bao giờ ít hơn 3 năm 3- 5 năm hơn 7 năm
2 Theo quan điểm của em, học từ vựng là
rất dễ dễ bình thường khó rất khó
3 Em cảm thấy việc sử dụng bản đồ tư duy trong việc học từ vựng như thế nào?
rất nhàm chán nhàm chán bình thường
thú vị rất thú vị
4 Em có thích được học từ vựng với việc sử dụng bản đồ tư duy nữa không?
5 Theo em, học từ vựng thông qua việc sử dụng bản đồ tư duy sẽ mang lại những lợi ích gì cho người học?
Nhớ từ vựng dễ dàng và nhanh hơn Nhớ từ trong thời gian dài
Tạo hứng thú cho việc học từ vựng
Giúp người học động não với một chủ đề mới
Khơi gợi được những kiến thức đã được học
Giúp người học tóm tắt lại nội dung của bài học một cách hiệu quả
Giúp người học ghi chép hiệu quả trong suốt quá trình học
6 Em thường gặp những khó khăn gì khi em học từ vựng với bản đồ tư duy?
Khó để theo kịp bài học Tốn thêm thời gian và năng lượng
7 Em có gợi ý gì để làm cho các bài giảng từ vựng được áp dụng việc sử dụng bản đồ tư duy thêm thú vị? Kể tên các gợi ý đó
Cảm ơn sự hợp tác của tất cả các em!
APPENDIX 2: SEMI-STRUCTURED INTERVIEW QUESTIONS
An interview was conducted with 10 students to gather their opinions on using mind mapping (MM) for vocabulary instruction immediately after lessons utilizing this technique The aim was to obtain objective and precise feedback regarding the effectiveness of MM in vocabulary learning Semi-structured interviews were employed to explore the challenges, interests, advantages of MM, and any recommendations from the students The interviews were conducted in both Vietnamese and English, tailored to the students' comprehension and engagement levels.
1 How do you find the learning vocabulary with mind mapping?
2 Do you want to learn vocabulary with mind mapping any longer?
3 What effects do using mind mapping have on your vocabulary learning in the lessons?
4 What are the difficulties in learning vocabulary with mind mapping?
5 What are your suggestions in teaching vocabulary with mind mapping?
APPENDIX 3: SEMI-STRUCTURED INTERVIEW QUESTIONS
Cuộc phỏng vấn được thực hiện với 10 sinh viên để thu thập ý kiến về việc sử dụng bản đồ tư duy trong dạy từ vựng, ngay sau các bài giảng áp dụng kỹ thuật này Mục đích là để có thêm phản hồi khách quan về việc học từ vựng thông qua bản đồ tư duy, cũng như tìm hiểu những khó khăn, điều thú vị và ưu điểm mà phương pháp này mang lại Ngoài ra, phỏng vấn còn ghi nhận một số gợi ý từ sinh viên Cuộc phỏng vấn được thực hiện bằng cả Tiếng Việt và Tiếng Anh, phù hợp với khả năng và sở thích của sinh viên.
1 Em cảm thấy việc học từ vựng với bản đồ tư duy như thế nào?
2 Em có muốn học từ vựng với bản đồ tư duy nữa không?
3 Những lợi ích gì mà việc sử dụng bản đồ tư duy đem lại trong việc học tù vựng của em?
4 Những khó khăn gì mà em gặp phải khi học từ vựng với bản đồ tư duy?
5 Em có gợi ý gì trong việc dạy từ vựng với việc sử dụng bản đồ tư duy?
APPENDIX 4: MIND MAPPING ON “TRANSPORT”
APPENDIX 5: Mind map on “drink”
APPENDIX 6: Mind mapping on “Food”
APPENDIX 7: Mind mapping on “Film”
APPENDIX 8: Lesson plan of vocabulary PART 1
- To introduce students (Ss) vocabulary related to the topic “transport”
- To help Ss identify different types of transport
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “transport”
- Know how to use the preposition that go with each type of transport
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities Warm-up:
- Ask Ss to close the book and give the answer to some questions
“How do you often go to school?”
“How does your mother/ your father often go to work?”, etc
- Elicit Ss to guess the topic of the lesson and lead to the lesson
- Draw a map on the board
- Guess the topic of the lesson
- Divide the class into 4 groups and ask Ss some questions to help them complete the map:
“How many types of transport do you know?”
What are their subtypes?” etc
- Call 4 Ss from 4 groups to draw their maps on the board
- Ask Ss to compare the map and add some more ideas by looking at the types of transport given in page 42
- Give the suggested completed map by delivering the map prepared to Ss
1 Find these types of transport in the photos
- To make sure students know the meaning of these words, ask Ss to match them with the pictures given in page 42
- Give the suggested answer if necessary
- Compare and add the ideas
- Match the words with the pictures
Suggested answer: a an aeroplane b a bus c a scooter a car a taxi d a bicycle Transport
- Elicit them to give their Vietnamese meaning
- Help Ss practice pronouncing these words
2 Put the types of transport in order from fast to slow
- Ask Ss to work in groups and put the types of transport in order from fast to slow
- Elicit Ss to give the answer
- Give the suggested answer if necessary
3 How do people usually travel in your town?
- Ask Ss some questions “How do schoolchildren usually travel in your town?”
“How do students and young people usually travel?”, etc
- Elicit Ss to use the correct preposition with each kind of transport g an underground/ a subway train h a tram
- Give their meaning in Vietnamese
- Practice pronouncing these words with T
APPENDIX 9: LESSON PLAN OF VOCABULARY PART 2
- To introduce students (Ss) vocabulary related to the topic “food and drink”
- To help Ss identify different types of food and drink
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “food and drink”
- Identify which type of food and drink is countable and which one is uncountable
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities
1 Look at the picture from a hotel restaurant Is it breakfast, lunch or dinner?
- Elicit the names of the meals and ask Ss which is their favorite
- Ask Ss to focus on the picture and ask the question
2 Find these things in the picture
- Give the names of the meal and answer the question
- Look at the picture and answer the question
Teacher’s activities Time Students’ activities drink in the picture given
- Check the answer with whole class
- Help Ss pronounce these words
3 Put the words in Ex2 into two groups
- Divide the class into 2 big groups One group put the words in task 2 into countable nouns box, one group put them into uncountable nouns box
- Call 2 Ss to write the answer on the board and ask the others to check
- Draw 2 maps on the board and ask Ss to close the book and complete them
- Practice pronouncing these words with T
- Work in groups and do the task
- Write down the answer on the board
- Close the book and complete the map
APPENDIX 10: LESSON PLAN OF VOCABULARY PART 3
- To introduce students (Ss) vocabulary related to the topic “describing films”
- To help Ss identify different types of films
- To provide Ss some adjectives that are used to describe films
2 Objectives: By the end of the lesson, Ss will be able to:
- Get familiar with vocabulary related to the topic “films” and “describing films”
- Use the given adjectives to describe films they have ever seen
- Text-book, board, chalk, lesson plan, pictures, maps ……
- Greet and check Ss’ attendance
Teacher’s activities Time Students’ activities
- Introduce the topic of the lesson to
- Draw a map on the board and remind
Ss to complete the map with their own ways during the lesson
1 Look at the photos from films
- Give the meaning of the given
Teacher’s activities Time Students’ activities the meaning of the given words and focused them on the photographs of the films
- Ask Ss to work in pairs to match the films with the vocabulary given
- Practice pronouncing the types of film with Ss
- Give Ss 3’ to fill the types of film in the map
2 Which adjective(s) describes each type of film?
- Elicit Ss to give the meanings of the given adjectives
- Ask to work in pairs to choose the adjectives that are suitable to describe the types of film
- Remind Ss to complete the map with the new information
3 Work in pairs Say the name of a film and your partner says which adjective(s) describe it
- Ask Ss to work in pairs (one says the name of the film; one speaks out the adjectives to describe this film)
- Call some pairs to speak aloud in front of the class
- Ask Ss to compare their maps with
- Work in pairs to match
- Give the meanings of the given adjectives
- Work in pairs to choose the adjectives
- Complete the map with the new information
Teacher’s activities Time Students’ activities their friends before calling 2 students to draw their maps on the board
- Elicit Ss to add more ideas and then give the suggested map if necessary
- Draw the maps on the board