INTRODUCTION
Aims of the study
This research aimed to investigate the effectiveness of mind-mapping in enhancing vocabulary acquisition among high school students in Dong Thap Province, specifically focusing on 12th graders at Nguyen Du High School The anticipated findings are expected to provide valuable insights to aid students in their vocabulary learning process.
Research questions
To achieve the above aim, the study addresses the two following research questions about students‟ vocabulary acquisition and their attitudes towards the employment of mind-mapping in learning vocabulary:
1 What are students‟ attitudes towards using mind mapping in learning vocabulary?
2 To what extent is mind-mapping effective on vocabulary learning for the 12 th graders at Nguyen Du High School?
Scope of the study
This research investigates the impact of mind mapping on vocabulary learning among 12th-grade students The study aims to evaluate students' vocabulary acquisition and retention through the use of mind maps, utilizing the 12th Grade English Textbook published by the Vietnam Education Publishing House Conducted with fifty-six 17-year-old secondary students at Nguyen Du High School in Sa Dec City, Dong Thap Province, the study highlights the effectiveness of mind mapping in enhancing vocabulary learning within a limited timeframe.
Organization of the thesis
This thesis consists of five chapters
Chapter 1 introduces the study by providing the rationale of the study, the aims of the study, the scope of the study, and the organization of the thesis
Chapter 2 reviews relevant literature to shape the conceptual framework for the study by presenting the issues related to mind-mapping, such as its definition, classification, characteristics, and its effects on teaching and learning
6 vocabulary The chapter ends with empirical research related to the topic of this study
Chapter 3 justifies the methodology employed to conduct this study by presenting the research site, participants, instruments, study procedures and analytical framework It also takes into account the issues of reliability and validity
Chapter 4 analyzes the data collected from the three instruments of tests, questionnaire and interview Moreover, in this chapter, the researcher discusses the findings of the study based on the results analyzed and interpreted in the previous part
Chapter 5 concludes the study by addressing the research questions, assessing the methodology used, offering recommendations for English practitioners, and proposing areas for future research.
LITERATURE REVIEW
Vocabulary learning and vocabulary teaching
Vocabulary encompasses the words of a specific language and their meanings, as defined by McCarthy (1990) Penny Ur (1996) describes vocabulary as the words taught in a foreign language, noting that it can include single words, compounds like "post office," and multi-word idioms such as "call it a day." Lehr et al (2004) expand this definition, highlighting that vocabulary involves knowledge of words and their meanings, which exists in both oral and print forms Additionally, vocabulary is categorized into receptive vocabulary, which includes words recognized in reading and listening, and productive vocabulary, which consists of words used in speaking and writing.
Vocabulary encompasses knowledge of word spelling, pronunciation, collocations, and appropriateness (Nation, 1990) According to Pyles (1970), vocabulary is central to language, intertwining sounds and meanings to facilitate communication It can be understood in various ways, including as a collection of words or a set of words within a language, along with an understanding of their forms, meanings, and proper contextual usage In this study, vocabulary is defined as the words, compounds, and idioms that enable effective information exchange in both oral and written communication.
2.1.2 Vocabulary learning and language proficiency
Vocabulary acquisition is essential for ESL learners, and teachers employ various strategies to enhance this process Techniques such as explicit explanations, synonyms, role-plays, and multimedia resources help increase word exposure Research, including studies by Gu (2010), has demonstrated a positive correlation between vocabulary learning strategies and educational outcomes, prompting further exploration into the effectiveness of these methods.
Repetition is commonly used by students for vocabulary acquisition, but it can be an ineffective method (Ellis & Beaton, 1993; Li, Yang & Chen, 2010) To improve recall of definitions, incorporating techniques such as the keyword method is beneficial (Lawson & Hogben, 1998) Powerful memory strategies, including the use of acronyms, words, and images, can significantly enhance understanding and retention (Sozler, 2012) Therefore, it is essential for students to be trained in these memory strategies and encouraged to consistently apply them during their learning process.
Language learning and teaching are fundamentally rooted in various theories and beliefs about language In particular, effective vocabulary instruction should emphasize the application of communicative and lexical approaches (Hasbún, 2005).
The Lexical Approach, introduced by Michael Lewis in 1993, emphasizes the significance of understanding and utilizing various language items through a set of principles that reflect a new perspective on language Lewis (1997, cited in Hasbún, 2005) asserts that many activities from the Communicative Approach align well with the Lexical Approach; thus, teachers should modify these activities to ensure they have a clear lexical focus Based on lexical principles, several tasks have been proposed (Hasbún, 2005) to enhance language learning.
In de-contextualized gapped sentences, the gap should not occur in the topic element
Since the quantity and quality of the input influences progress the most, exercises must be based on highly probable, useful examples
To effectively teach through exercises, learners should identify certain answers and deduce others by employing linguistic clues, leveraging shared knowledge within the group, and incorporating a degree of guesswork.
When working with collocations, words should be presented in descending order of information content This would make the first examples the strongest collocations
Collocations should be presented in context It is not a good idea to have learners match de-contextualized words
The concept of mind mapping
Mind-mapping, introduced by Buzan in the late 1960s, is also referred to by various names, including "semantic networking" and "concept maps" (Jonassen, Carr, and Yueh, 1998, p 24) Krasnic (2012, p 37) highlights several common alternatives for visual mapping, such as "mind mapping," "concept mapping," and "flow-charting."
“visual-thinking” or simply just “visualization”, “spider-diagramming”,
“memory-mapping”, “semantic-mapping” and “thought-webbing” Researchers now define mind mapping in various ways
Mind mapping, also known as semantic mapping, is a visual tool that helps students connect new vocabulary with their personal experiences and prior knowledge, as noted by Schwartz and Raphael (1985) This technique empowers students to become the architects of their own word-maps, facilitating deeper understanding and retention of new words (Dilek & Yürük, 2012).
Heimlich and Pittelman (1986) describe mind-mapping as a form of graphic organizer, aligning with Schwartz and Raphael's perspectives while differing in their view of learners' roles as architects of their own learning.
Mind mapping is a powerful tool that helps students visually organize and illustrate relationships between concepts According to Antonnaci (1991), this technique symbolically represents knowledge and provides a clear visual of conceptual relationships Buzan and Buzan (1993) describe a mind map as a framework where ideas and images radiate from a central concept, typically encompassing five to ten main ideas that connect to this core theme Additionally, Strangman et al (2003) highlight semantic mapping as a diagrammatic approach that enhances understanding of these relationships.
A concept map visually represents the relationships between terms and ideas, aiding learners in task performance by facilitating systematic integration and retention of information (Bogatikov, n.d., p 2) Luu and Le (2011, p 130) differentiate between a concept map, which is a diagram of interconnected concepts, and concept mapping, a technique that illustrates the knowledge structure and interrelations of specific topics within that framework.
Mind-mapping is a visual tool that represents hierarchical information, featuring a central idea with branches connecting related topics It serves as a non-linear diagram that illustrates the relationships between ideas, enhancing students' organizational skills through a brainstorming approach According to Wikipedia (2016), mind maps are image-centered diagrams that symbolize semantics and other connections in a creative manner.
Mind-mapping is a creative technique similar to a traditional outline, organizing thoughts visually on paper This method utilizes a central image to represent the main idea, with free-flowing lines, texts, and images branching out to explore and stimulate various concepts.
Mind mapping is a visual technique that represents categorical relationships among ideas Common elements in mind maps include lines, colors, arrows, images, and pictures, all of which help stimulate the brain and enable individuals to visualize interconnected concepts.
Kinchin (2000, as cited in Mistades, 2009, p.2) proposes five possible structural types of mind maps: linear, circular, hub-spoked, tree-like, and networked
Figure 2.1: A mind map of wedding (Busy teacher, n.d.)
Figure 2.2: Linear, circular, hub spokes, tree, and network (Kinchin, 2000)
Hembree (2008, p 1) divides graphic organizers into five sorts:
1 KWL chart: KWL stands for Know, Wonder, and Learn With this chart, students can express what they want to know, what they already know, and what they learned about the subject
2 Venn diagram: This diagram shows the similarities (overlap) and differences (discrete part-circles) of the two different subjects
Figure 2.3: KWL chart (My warrior kids, n.d.)
Figure 2.4: Venn diagram (Sixth Grade Tales, 2014)
3 QAR: This acronym stands for Question – Answer – Relationship It is a map which includes four parts: Right there, Think and search, Author and me, and On my own In Right there questions, the answer can easily be found in the text The answers to Think and search questions are also in the text, but at a higher level; readers must know the same meaning of the word in the question and in the text to find out the correct answer They may look in different parts of the text Author and me questions are not available in the text The reader needs to use his or her own background knowledge and infer the information in the text to find out the result Finally, On my own questions are an extension to Author and me questions Moreover, the reader need not read the text; they solicit his or her opinions
Figure 2.5: Venn diagram of Whales and Fish (Walbert, n.d.)
4 Web organizer: it looks like a net in which the large circle in the center is connected with the smaller circles outside by many lines
5 T chart: it is a chart in which the students can list two facets of the topic or two things from the same chapter
Trianto (2009, as cited in Effendi, 2004, pp 10-11) distinguishes four kinds of mind-mapping: (1) network-tree, (2) event-chain, (3) cycle-concept map, and (4) spider-concept map
(1) Network-tree: It consists of main ideas written in rectangles based on hierarchy; the relationship between ideas and words is written on the lines in the map
Figure 2.9: A network tree (Glencoe Science, n.d.)
(2) Event-chain: It is used to describe concepts in an order, a sequence of events, the steps in a procedure or of the stages of a process.
(3) Cycle-concept maps: It is a special type of event-chain map in which the sequence of events in a cycle-concept map has no final result and thus repeats itself
Figure 2.10: An event chain (Glencoe Science, n.d.)
Figure 2.11 : A cycle concept map (Glencoe Science, n.d.)
A spider concept map is a visual tool that centers around a main idea, making it ideal for brainstorming sessions In this format, sub-ideas branch out from the central concept, showcasing a web of related thoughts Unlike hierarchical structures, these sub-ideas do not need to be ordered or directly related to one another, reflecting the organic nature of idea sharing.
According to Antonacci (2015, p 20), the three kinds of semantic maps are based in Word relationships – synonyms, antonyms, examples and non- examples – and Word connections
Figure 2.12 : A spider concept map (Glencoe Science, n.d.)
According to Salameh (n.d, p 6), there are three types of semantic mapping: word-maps, concept-maps, and story-maps A word map features a central key word accompanied by related terms to enhance understanding of the main concept Concept maps serve to organize information about various subjects, while story-maps arrange elements such as events, characters, and settings in a chronological and logical sequence.
Figure 2.14 : Synonyms, antonyms, examples and non-examples (Antonacci,
Figure 2.16: A word map (Walpole & McKenna, 2007)
When utilizing mind mapping in education, it's essential for teachers to select the appropriate type of map based on the material being taught Among various mind-mapping techniques, the three semantic maps identified by Antonacci are particularly effective: word relationships, which encompass synonyms and antonyms; examples and non-examples; and word connections These methods can enhance comprehension and retention of concepts in the classroom.
Figure 2.17: A concept map (Penn State, 2000/2015)
The second type of vocabulary application was utilized more frequently due to its focus on the main topic outlined in the English 12 lessons Key words derived from the lesson titles serve as the foundation for creating a mind map, which further develops the learning process.
A semantic map consists of three essential components: the core question or concept, strands, and supports The core question represents the main idea or key term, while strands are the supporting ideas that elaborate on this central concept Supports provide detailed information for each strand, helping to differentiate one strand from another.
Ways to make mind mapping
Fraser (1993, as cited in Luu & Le, 2011) outlines four essential rules for creating effective concept maps or mind maps First, key words or phrases, along with simple drawings, should be enclosed in geometric shapes Arcs, sometimes annotated with linking words, connect these concepts Second, optional linking words should clarify the relationship between concepts; for instance, in "nonverbal communication is waving," the word "is" links "nonverbal" and "waving." Third, there is no definitive "right" way to construct a map Lastly, a map's complexity increases with the number of interconnections, requiring students to have a deeper understanding to interpret it effectively.
There are many ways to make a mind-map However, these ways share something in common in characteristics and rules
According to Johnson and Pearson (1984, as cited in Nguyen, n.d., p.635), creating a mind map for vocabulary teaching involves several key steps The teacher begins by writing a central keyword or topic on a board or paper Students are then encouraged to brainstorm related words, which are subsequently categorized and labeled Finally, the class engages in a discussion about the relationships among these words, enhancing their understanding of the vocabulary.
According to Chall (1996, as cited in Amoush, 2012), the process of creating a map involves several key steps: first, analyzing the concepts and vocabulary within the text; second, organizing related words in a logical sequence; and finally, incorporating these words or concepts into the diagrams.
Birbili (2007, p 7) outlines a three-step process for teachers to create effective mind maps First, the teacher introduces the lesson topic by writing and circling the key concept on a board, incorporating visuals like pictures or drawings Next, students engage in group discussions to brainstorm related words, while the teacher records sub-concepts around the key idea To enhance clarity, lines and arrows connect sub-concepts to the main idea, with connecting words and colored chalks used for emphasis Finally, students work in groups to categorize the remaining words from general to specific, explaining their arrangement The teacher then links concepts with directional lines, labels them, and encapsulates ideas within boxes or ovals, continuing until the mind map is fully developed.
Denton, Bryan, Wexler, Reed, and Vaughn (2007) outline a five-step process for teaching drawing mind maps The first step involves the teacher introducing a topic and writing it on the board Next, the teacher models the process for the class, encouraging students to brainstorm words related to the topic, draw a central image, and categorize the words Following this, the teacher facilitates guided practice, allowing students to work independently before comparing their maps with peers Finally, the teacher summarizes how students can effectively use semantic maps in various contexts.
Buzan and Buzan (1993) outline a systematic approach to creating mind maps, starting with a piece of white paper positioned in landscape format The process begins by drawing a colorful central image and writing the main keyword in capital letters Subsequently, the main themes are represented as thick, colorful branches radiating from the center Additional branches for sub-themes are added, with key ideas noted in capital letters To enhance creativity, images are incorporated into each main branch, visually representing the key themes This method of mind mapping is visually depicted in Figure 2.20.
Le (2012, p 107) outlines a four-step process for creating a mind map, starting with the main topic, followed by writing sub-headlines that connect to it She then incorporates sub-sub-headlines, continuing this process until the mind map is fully developed.
Krasnic (2012, pp 48-61) outlines a comprehensive approach to creating a visual map in ten steps First, identify the central concept or topic to be mapped Next, gather all pertinent information related to the subject It's essential to maintain simplicity and clarity throughout the map, ensuring it remains concise, relevant, accurate, and logical Begin the mapping process by placing the central concept at the center, followed by adding primary concepts as branches connected to it Organize these ideas into categories such as the Ws (what, when, where, how), classification, definitions, divisions, evaluation, function, history, and process to enhance understanding and structure.
Figure 2.21: How to make a mind mapping (Illumine training, 2015)
The article outlines a systematic approach to developing concepts by identifying 27 properties and the roles or relationships of characters and structures It emphasizes the importance of branching sub-concepts from primary ideas to enhance clarity and depth, moving from general to specific concepts Furthermore, it highlights the process of capturing, mapping, reorganizing, and editing key concepts as necessary Once a foundational "skeleton" is established, additional valuable information is incorporated into the mapped concepts Finally, the article notes the significance of adding visual elements and formatting, such as icons, colors, and images, to enhance the overall effectiveness of the concept map.
Finally, he goes through the visual map checklist for any final edits
1 Map is well organized and clear
2 Content is factually accurate and complete
3 Concepts are logically arranged and follow a natural progression
4 Concepts are succinctly presented with minimal text
5 Visual map shows what you have learned about the topic and what you want presented
6 Links show correct and meaningful relationships between each connected concept
7 Labels accurately describe the relationship between concepts
8 Text is clear and easy to read
9 Color is effectively used for emphasis and increased comprehension
10 Graphics are used only when necessary to increase comprehension
11 If someone other than you will be using the map, it must still make sense to the intended audience
12 Spelling and grammar are correct throughout the map
Students can easily create a basic mind map by placing the main topic in a circle at the center of their paper As new ideas emerge, they can draw lines extending from the central theme and write these ideas on the branches When they identify additional related concepts, they simply add new branches This process continues until they exhaust their thoughts.
The various methods of mind-mapping differ significantly in their effectiveness, particularly in vocabulary acquisition Utilizing diverse colors and images enhances the learning experience, making mind-mapping a more impactful tool for mastering new words.
Advantages and disadvantages of mind mapping
There are many benefits of using mind-mapping Buzan, T and Buzan, B
Mind-mapping is a powerful tool that enhances reading efficiency by allowing individuals to focus on core ideas, as noted by (1993, p 89) Krasnic (2012, p 42) highlights several key benefits of visual mapping, including the ability to utilize the full range of cognitive skills, manage information overload, and store relevant data in a centralized location It fosters a detailed and focused perspective, encourages flexible thinking, boosts creativity, and aids in developing a holistic understanding Additionally, mind-mapping supports clear thinking through organized connections, enhances problem-solving and decision-making capabilities, improves memory retention, and maintains engagement through its interactive and enjoyable nature Zarei and Adami (2013, p 17) further emphasize that semantic mapping helps recall words or concepts both in isolation and within context Witter-Merithew (n.d, p 15) also notes that mind-mapping is easy to prepare and significantly improves information recall due to its logical structure and visual-spatial hierarchy, which promote deeper understanding and review.
29 the text and discovery of contradictions in terms, paradoxes and extant text gaps
Mind-mapping is a valuable tool in education, offering several benefits for effective teaching Firstly, it aids in lesson planning by visually organizing topics and engaging students This visual approach allows teachers to explore related subjects in a more captivating manner, making lessons more interesting than traditional methods Additionally, mind-mapping helps students follow lessons more easily by creating logical connections between ideas, enhancing their understanding Moreover, it fosters collaboration between students and teachers, as group work encourages resource sharing and collective learning This method also prepares students to better grasp, assimilate, and evaluate information, ultimately improving their educational experience.
Mind-mapping is a valuable tool for students, enabling them to brainstorm and explore ideas, concepts, and problems effectively It enhances their ability to communicate new thoughts and understand the relationships between different ideas Additionally, mind-mapping supports efficient note-taking and critical planning, making it easier for students to recall information effortlessly.
According to Zaid (1995), mind maps can significantly enhance students' reading comprehension, written expression, and vocabulary development Additionally, White (1998, as cited in Saeidi & Atmani, 2010) suggests that mind maps help students understand the relationships between words, thereby improving their ability to use language correctly.
According to Kinchin (2000, as cited in Mistades, 2009), "pupil-produced maps" are highly effective in the learning process, as they allow for a clearer exploration of students' misconceptions compared to traditional methods Additionally, Edmondson (2000, as cited in Mistades, 2009) highlights that student errors and alternative frameworks can be easily examined within this study approach.
Dilek and Yürük( 2012, p 1542) write that a mind-map helps students eliminate the traditionally routine ambiance of the classroom, recall information and more importantly, relate new information to prior knowledge
According to DePorter and Hernacki (n.d., as cited in Effendi, 2004, p 9), the mind-mapping technique offers several advantages for learners It provides flexibility, allowing individuals to organize and label ideas according to their personal preferences This technique also enhances time efficiency by keeping all sub-topics aligned with the main theme, which aids in clearer comprehension and better retention of material Additionally, the use of imaginative visuals, colors, and creativity makes the learning process more enjoyable and stimulating.
Mind mapping is an effective tool for vocabulary acquisition, as it organizes words logically, making it easier for students to recall existing vocabulary and incorporate new terms efficiently (Baker & Westrup, 2000, p 41).
Learning vocabulary involves not only acquiring new words but also retaining them in memory Essentially, effective learning is synonymous with effective remembering However, committing a lengthy list of words to long-term memory can be challenging This is where sensory memory plays a crucial role in the vocabulary learning process.
Mind-mapping is an effective graphic organizer that enhances vocabulary acquisition in language classrooms by facilitating brainstorming This technique engages both hemispheres of the brain—combining logical reasoning with creativity—allowing for a holistic learning experience By incorporating images and graphics, students create vivid mental associations, which boosts their excitement and creativity, making the learning process more effective Additionally, the connections between sub-topics and the central theme deepen understanding and improve long-term retention of words Collaborative group work during mind-mapping fosters critical thinking and enhances vocabulary learning efficiency, making it a valuable educational tool.
To maximize mind-mappings‟ advantages, Buzan, T and Buzan, B
According to principles outlined in 1993, effective mind-mapping involves several key strategies for enhanced readability and organization First, capitalize words to improve clarity Second, utilize unlined paper to provide freedom in layout Begin the mind-map at the center and connect related words or phrases with lines Lastly, employ a color-coding system where words of the same classification share a color, helping to visually differentiate between various hierarchies of information.
Hofland (2007, p 31) identifies drawbacks to mind-mapping, noting that students often perceive it as unusual, with older students viewing the use of crayons as childish, while others prefer traditional note-taking methods This resistance suggests a need for strategies to foster a more positive attitude towards mind-mapping among students.
Stewart (2010, p 6) states one of the limitations of mind mapping is that
While mind-mapping is not a universal teaching tool or a complete substitute for traditional methods like sentence diagramming or plot charting, it can effectively enhance vocabulary instruction within reading comprehension lessons Recognizing its limitations, the researcher strategically employs mind-mapping to focus on vocabulary acquisition rather than narrative analysis.
When and where to use mind mapping
Since first trademarked by the first mind-mapper, Tony Buzan, in May
Since 1990, mind-mapping has gained popularity among various organizations, particularly in education and business While it remains an underutilized resource in educational settings, it has proven to be an effective tool for brainstorming solutions to business challenges (Stewart, 2010, p 4).
In recent years, mind mapping has emerged as a powerful tool for organizing lives, generating business ideas, and enhancing learning across various educational settings By harnessing employees' creativity and promoting the exchange of innovative ideas, mind mapping significantly boosts workplace productivity Additionally, it aids in personal organization, helping individuals create shopping lists and daily task plans that foster logical and strategic thinking Most importantly, mind mapping enhances productivity in schools, making it an invaluable resource for students.
Mind maps serve as valuable tools for both experts and learners, as noted by Wittkower (n.d, pp 5-7) Experts utilize these maps to outline plans, consolidate speeches, take essential notes, and quickly document presented information Conversely, students leverage mind maps for evaluation, memory enhancement, writing assistance, and analytical purposes This dual functionality underscores the versatility of mind maps in enhancing learning and communication.
45) describes mind-maps as a learning assessment tool since they can be used to summarize information, take notes of all information in one place, negotiate advantages and disadvantages of a topic, plan or outline before writing, develop ideas, review an entity of pictures, and present clearly
Mind-mapping is a valuable educational tool that helps learners analyze and organize their knowledge, particularly in language learning, serving three key purposes: vocabulary acquisition, establishing context throughout the lesson stages, and organizing thoughts for pre-writing activities According to Heimlich and Pittelman (1986), mind-maps can effectively enhance vocabulary development and support pre- and post-reading activities Bogatikov further emphasizes their utility in all three stages of a reading lesson, using mind-mapping as a pre-reading strategy to activate prior knowledge, categorize information, and predict text content During the reading phase, students can fill in their mind-maps, while in the post-reading stage, they can create semantic maps and compose written responses, reinforcing their comprehension and writing skills.
Hofland (2007, p 38) encouraged his students to utilize mind-mapping techniques, discovering that this approach significantly improved their ability to recall information and details from reading materials, thereby enhancing their reading skills.
Lian (2007, p 8) also use mind-maps as a strategy for reading comprehension
Students can enhance their writing skills by utilizing their thinking ability and creativity, allowing them to effectively plan their content, which saves time and promotes logical writing Additionally, mind-mapping proves advantageous for improving speaking skills, especially in preparing for oral tests and teaching pronunciation Furthermore, students find that mind maps are particularly effective for eliciting vocabulary.
Regarding the employment of mind-mapping in remembering new vocabulary, Deporter, Readon, and Singer-Nourie (1999, p 175) propose some reasons why teachers can use mind-mapping in teaching vocabulary
Mind mapping is a versatile and adaptable technique suitable for various age groups, subjects, and settings, whether for whole classes, groups, or individuals This powerful tool enhances creative thinking and problem-solving skills, making it particularly effective in foreign language teaching and learning by improving memory recall of facts, words, and images As a creative note-taking method, mind mapping aids in retaining more information and utilizes vibrant visuals and symbols, which significantly boosts student interest in the subject matter.
According to Antonacci (2015, p 19), the map serves three key purposes: facilitating teacher-led discussions before, during, and after reading a text, aiding in the selection of essential vocabulary for instruction, and encouraging active student participation in creating their own word maps.
In short, mind-mapping is used for learning vocabulary, building a concise context before, during and after study sessions, as well as organizing one‟s thought before writing
Empirical research
Research indicates that mind mapping is an effective strategy for vocabulary learning, significantly enhancing student performance and improving their learning attitudes.
This section reviews numerous research studies relating to mind- mapping They were conducted in Vietnam and in other socioeconomic contexts such as Indonesia, Iran and Turkey
A study titled "Teaching Vocabulary Through Mind Mapping Technique to Tenth Grade Students of SMA Negeri 15 Palembang" was conducted by Effendi (2004), a student at PGRI University in Indonesia The research involved a random selection of 60 students from a total of 360 tenth-grade students at SMA Negeri 15 Palembang during the 2009 academic year.
In 2010, a study was conducted where 60 students were divided into control and experimental groups, each consisting of 30 participants The only assessment used was a post-test following the treatment, which revealed a matched t-test result of 2.396, surpassing the critical t-value of 1.725 This indicates that the mind mapping technique was effective in enhancing vocabulary learning Consequently, the researcher recommended that future studies implement the mind mapping approach at the tertiary education level.
Abdollahzadeh and Amiri (2009) conducted a quasi-experimental study to explore the impact of semantic mapping as a vocabulary instruction technique on EFL learners with varying perceptual learning styles Utilizing vocabulary tests and perceptual learning style preference questionnaires, the researchers selected 196 participants from a pool of 264 intermediate adult Iranian EFL learners across various language institutes in Orumieh.
A study involving 36 participants, with scores ranging from one standard deviation above to below the mean, ensured homogeneity among learners The participants were split into two equal groups, with nine classes in the control group and eight in the experimental group After an eight-week treatment, vocabulary post-testing revealed that semantic mapping significantly enhanced EFL learners' vocabulary acquisition compared to traditional methods Learners experienced improved long-term memory and increased motivation for vocabulary study However, the researchers were unable to determine which learner groups—auditory, visual, kinesthetic, or multi-sensory—benefited most from semantic maps, as ANOVA results indicated that all perceptual modalities experienced similar advantages, with visual learners showing slightly better performance.
Saeidi and Atmani (2010) conducted a quasi-experimental study at Iran's Islamic Azad University to investigate the impact of semantic mapping on vocabulary learning among 120 intermediate students, equally divided by gender The participants were split into four groups, with two experimental and two control groups, each consisting of 30 students Following the treatment, ANCOVA analysis demonstrated that semantic mapping significantly improved vocabulary acquisition in the experimental group, showing no gender differences in learning outcomes Thus, the study concluded that semantic mapping is an effective vocabulary teaching strategy for both male and female students.
A study conducted by Dilek and Yürük (2012) on 32 pre-intermediate students at Selcuk University in Turkey revealed that mind-mapping significantly enhances vocabulary teaching Prior to the main research, a 40-item survey was administered to explore the connection between students' beliefs and their preferred vocabulary-learning strategies The study involved dividing the participants, aged 18-20, into an experimental group of 15 students and a control group of 17, both receiving 25 hours of instruction per week Findings from the vocabulary-learning strategies questionnaire indicated a direct relationship between students' beliefs and their strategy preferences Furthermore, t-test results demonstrated that semantic mapping outperformed traditional vocabulary learning methods.
A study by Nilforoushan (2012) examined the impact of semantic mapping on vocabulary teaching and its effects on deep vocabulary knowledge among 60 Iranian adult intermediate EFL learners Participants were selected from a pool of 90 females based on preliminary English and vocabulary tests to ensure homogeneity, and were randomly divided into control and experimental groups of 30 students each Over 20 instructional periods, the experimental group demonstrated significantly greater vocabulary achievement than the control group, as indicated by T-test results Additionally, MANOVA analysis revealed that the experimental group enhanced their awareness of the evaluative and potent dimensions of vocabulary knowledge, enabling them to use vocabulary more effectively in various contexts.
In a study conducted by Dang (2011) at the Vietnam National University, Hanoi, the effectiveness of mind-mapping and diagrams in vocabulary teaching was examined among 100 first-year English Language Teacher Education students Utilizing survey questionnaires, interviews, and vocabulary tests, the research involved both control and experimental groups, with participants undergoing trial lessons, pre-testing, and two post-tests The findings indicated that while mind-mapping and diagrams were utilized for vocabulary instruction, their application was limited Notably, the post-test results (t obtained = 2.18 and t’ obtained = 2.17) surpassed the t-table value (2.145), demonstrating that these visual tools significantly enhance vocabulary learning and retention among students.
The researcher conducted this study to explore the suitability of mind-mapping for high school students in Vietnam, with a specific focus on Grade 12 students at Nguyen Du High School, as this topic has not been previously investigated.
Chapter summary
This chapter establishes a conceptual framework that explores mind-mapping and its connection to lexical proficiency, enhancing the researcher's confidence in pursuing the study It identifies existing research gaps by referencing relevant empirical studies, laying the groundwork for the theoretical foundation that will inform the research design in the subsequent chapter.
METHODOLOGY
Overview of approach
This study investigates the impact of mind-mapping on vocabulary acquisition, focusing on students' lexical learning and their attitudes toward this method Given the inability to randomly assign participants to control and experimental groups, a quasi-experimental design is deemed more appropriate This decision is influenced by the researcher's commitment to teaching two classes since the start of the school year.
To address the research questions, the researcher will conduct measurements before and after implementing mind-mapping for vocabulary instruction Data will be collected using three primary tools: vocabulary tests, questionnaires, and interviews, with a focus on testing as the main method The effectiveness of the experiment will be assessed through changes in vocabulary proficiency as indicated by test results Additionally, questionnaires and interviews will be utilized to gather student perspectives on the impact of mind-mapping on their vocabulary learning Further details will be provided in the subsequent sections.
Research site
Nguyen Du High School is located in Sa Dec City in Dong Thap Province It is a small school with 26 classrooms and six English teachers in
The school comprises a total of 40 classes, including ten for 10th grade, nine for 11th grade, and seven for 12th grade, all of which follow the general English program With 146 students in the 12th grade, many struggle with English and express fear towards learning the language The school's facilities are outdated and inadequate, featuring only two computer rooms for information technology practice and two classrooms for Microsoft PowerPoint lessons, but lacking a dedicated lab for listening practice.
Nguyen Du High School serves a student body primarily from underprivileged families, leading to a perception of English as a challenging and unfamiliar subject With four forty-five-minute classes each week, the predominant use of the Grammar Translation Method in teaching makes the subject less engaging, focusing mainly on grammar, structure, and reading Consequently, essential skills like writing, speaking, and listening are often overlooked, despite being part of the curriculum Additionally, the excessive vocabulary load presented in each lesson hinders students' ability to effectively learn and retain new words, further complicating their English language acquisition.
Students face significant challenges in achieving English proficiency due to the demands of managing 12 different subjects alongside the extensive knowledge required in English While they receive formal instruction in the language, their focus is primarily on passing exams rather than developing practical, effective communication skills.
Research participants
The study will involve 56 students from two classes, 12A and 12B, during the 2016-2017 academic year The researcher is limited to these classes due to her assignment at the start of the school year.
Purposely, Class 12A, which have received the traditional teaching method, will be the control group, and Class 12B, which have been under mind- mapping treatment, will be the experimental group
Table 3.1 describes the participants‟ characteristics in both groups in terms of number, gender, age, and years of English learning
Table 3.1 illustrates that both the control and experimental groups comprised an equal number of participants, with 28 students in each class The gender distribution varied between the groups; the control group included 12 females (42.85%) and 16 males (57.14%), while the experimental group had 15 females (53.57%) and 13 males (46.42%).
A study by Saeidi and Atmani (2010) found that gender differences did not significantly impact vocabulary learning through mind mapping The participants, primarily aged 17-18, demonstrated high learning rates, with 85% in the control group and 89% in the experimental group being 17 years old The small number of 18-year-olds in both groups did not influence the overall results All students had begun their English studies in Grade 6, resulting in seven years of experience in learning the language.
In general, in all the four factors under consideration, namely the number, gender, age, and English learning experience, were almost homogeneous between the two groups of participants.
Research instruments
The primary research instruments for this study are textbooks, which will serve as the main teaching resource Throughout the course, these textbooks will be utilized to gather data and measure outcomes effectively.
The study primarily utilized the English 12 textbook compiled by Hoang Van Van and colleagues (2009), along with supplementary materials that included English multiple-choice exercises created by Mai Lan Huong (2011) and additional resources from gifted English teachers in Dong Thap These materials were meticulously organized beforehand to support the experimental process effectively.
The topics of English 12 taught in the first semester are Home life, Cultural diversity, Ways of socializing, School education system, Higher
Due to an overloaded curriculum, the Ministry of Education and Training has removed Unit 7, focusing on Economic Reforms, leaving a total of seven units, each containing five lessons: reading, speaking, listening, writing, and language focus The vocabulary from the reading lesson is deemed the most crucial, prompting the researcher to develop a lesson plan incorporating mind-mapping techniques for enhanced comprehension A summary of the chosen reading materials can be found in Table 3.2 on the following page.
In the study, two groups were exposed to different methods of vocabulary instruction The control group, class 12A, received traditional teaching based on a four-step word presentation technique learned at Dong Thap University This approach began with the researcher clearly pronouncing the new word two or three times, followed by eliciting its meaning through ostensive methods—using realia, pictures, and body language—or through verbal definitions, including synonyms, antonyms, and translations For instance, when introducing the word "take," the researcher utilized one of these techniques to convey its meaning effectively.
The educator employed a systematic approach to teach vocabulary by introducing new words through visual aids and synonyms For instance, she illustrated the word "garbage" with an image of someone disposing of waste and prompted students to identify synonyms for "help" using "give a hand." She clarified the meaning of "mischievous" in Vietnamese and encouraged students to describe someone who plays tricks The teaching process included repetition, where students practiced pronunciation both chorally and individually Vocabulary was then written on the board, followed by optional illustrative sentences To reinforce learning, the teacher utilized engaging activities like "Rub out and Remember," "What and Where," "Slap the Board," "Matching," and "Bingo" to assess students' understanding of the new words.
The researcher implemented a new technique with the experimental group, class 12B, starting by introducing a mind map model to ensure students understood its concept She demonstrated how to create a mind map for Unit 1 by writing the main topic on the board and listing essential vocabulary on the left After giving students five minutes to contemplate the meanings, she posed questions related to the vocabulary, which included terms like responsibility, close-knit, and mischievous The questions encouraged students to reflect on their family dynamics and personal experiences, such as the number of family members, their roles, and feelings associated with being a grade 12 student, fostering a deeper understanding of the lesson's content.
To create an ideal home, it's essential to define each family member's responsibilities The teacher initiated the lesson by presenting a central keyword on a mind map, which served as the focal point for the discussion She listed the necessary vocabulary on the board, allowing students five minutes to contemplate their meanings Engaging the class, she posed questions related to the vocabulary and divided the students into four groups to collaboratively develop their own mind maps within ten minutes After the groups submitted their work, the teacher concluded the session by creating a comprehensive mind map with the students, incorporating colorful chalk and illustrative images to enhance understanding.
To clarify what she had done for both groups, she modeled a typical lesson of Unit 1: Home life (Appendix 1)
The study utilized a triangulation approach, gathering important data from three distinct instruments: a pre- and post-test on vocabulary, a pre- and post-questionnaire, and an interview This method was chosen to leverage the unique strengths and biases of each source, enhancing the overall validity of the findings (Miles & Huberman, 1994).
3.4.2.1 Pre-test and post-test
The study focused on assessing participants' vocabulary through a test designed to compare the lexical abilities of two student groups The objective was to evaluate any improvements in the experimental group following mind-mapping training.
The study involved administering pre- and post-tests to both groups, with the pre-test given at the start of the course and the post-test following the mind-mapping treatment The researcher will oversee the administration and scoring of these tests.
For the pre-test, the researcher utilized the 11th-grade final exam results from the Dong Thap Department of Education and Training, focusing on efficiency and avoiding unnecessary preparation Recognizing that most students, often from underprivileged backgrounds, do not attend extra classes during their summer vacation and typically work to support their families, the researcher scheduled a 45-minute test divided into two parts: multiple-choice and writing The multiple-choice section consists of 28 questions, while the writing section includes three questions and a paragraph To align with the study's objectives, only 14 questions will specifically assess vocabulary, covering synonyms, meanings, parts of speech, stress, and pronunciation Analyzing the pre-test results will enable the researcher to evaluate the students' vocabulary competence prior to the treatment.
To evaluate the impact of mind mapping on the experimental group, the researcher will administer a post-test comprising 30 multiple-choice questions focused on vocabulary for both groups The post-test will have a specified time limit.
The upcoming semester exam will last 20 minutes, with questions drawn from a comprehensive test bank created by teachers across Dong Thap Province Consistent with previous practices, the Dong Thap Department of Education and Training requires each school to prepare and submit their grade-specific tests prior to the examination.
In a high school, grades are classified as follows to identify students‟
The questionnaire serves as a vital research tool due to its efficiency, cost-effectiveness, and strong evaluative capabilities Consequently, utilizing questionnaires for data collection is ideal for assessing students' attitudes towards vocabulary learning and mind mapping.
The researcher administered a pre-questionnaire to students in both groups to assess their motivation and challenges in vocabulary learning This questionnaire comprised 20 items rated on a four-point scale, ranging from "strongly disagree" to "strongly agree." The items were categorized into four groups: Group 1 (items 1-3) focused on students' attitudes toward vocabulary learning, Group 2 (items 4-8) explored their self-study strategies, Group 3 (items 9-14) gathered insights on previous teachers' vocabulary teaching methods, and Group 4 (items 15-20) identified the difficulties students face in learning vocabulary.
After the mind-mapping treatment, the researcher handed out a post-
Table 3.3: Five degrees of grades to classify the students’ ability
Procedure
The study's data was gathered during the first semester, specifically from mid-July to mid-November 2013, with the main research stages outlined in Table 3.5.
Table 3.5: Schedule for the main stages of data collection
July 16 th – 17 th , 2016 Delivering a pre-questionnaire to two groups
Table 3.4: Summary of instruments of data collection
1 Tests Pre Similarity of lexical knowledge
Grade 11 final exam (on June 30 th , 2016 )
Post Difference of lexical knowledge
2 Questionnaires Pre Attitude about 56 students in both groups Post Mind-mapping in
3 Interview Clarification Break time or after class (December 5 th -
July 30 th , 2016 Analyzing the results of the Grade 11 final exam in the second semester of the previous academic year
WHILE-STAGE: Teaching vocabulary in seven reading texts
July 22 nd , 2016 Teaching reading unit 1: Home life
July 31 st , 2016 Teaching reading unit 2: Cultural diversity
August 12 th , 2016 Teaching reading unit 3: Ways of socializing September 3 rd , 2016 Teaching reading unit 4: School education system September 11 th , 2016 Teaching reading unit 5: Higher education
September 23 rd , 2016 Teaching reading unit 6: Future jobs
October 20 th , 2016 Teaching reading unit 8: Life in the future
POST-STAGE: Collection of post-questionnaire and post-test
November 4 th – 5 th , 2016 Delivering the post-questionnaire to the experimental group November 6 th - 9 th , 2016 Interviewing ten students in the experimental group November 11 th -12 th , 2016 Delivering the post-test to the two groups
The study began with the delivery of the pre-questionnaire to the two groups on July 16 th -17 th , 2016 The researcher asked the headmaster of Nguyen
In July 2016, Du High School granted permission to retain the Grade 11 final exam papers from the previous academic year An analysis of two groups' results was conducted on July 30, 2016, where both groups were taught vocabulary using the same seven reading texts However, the experimental group engaged in mind-mapping tasks, while the control group did not The teaching procedure took place from July 22 to October 20, 2016, after which the researcher evaluated the outcomes.
51 delivered the post-questionnaire to the experimental group on November 4 th -5 th ,
2016 After that, during the break time or after class on November 6th - 9 th ,
2016, she interviewed ten students in the experimental group Finally, she administered the post-test to the two groups.
Analytical framework
The study utilized two types of data analysis: quantitative analysis of Grade 11 final exam scores from the previous academic year's second semester, along with post-test and pre- and post-questionnaires, and qualitative analysis through interviews Quantitative analysis offers statistical insights into people's perceptions, while qualitative analysis focuses on organizing observations and information to derive meaningful conclusions.
The following sub-sections present these analyses of data
3.6.1 Quantitative analysis of the Grade 11 final exam and post-test
In the second semester of the previous academic year, quantitative analysis was conducted on the Grade 11 final exam and post-test for both experimental and control groups Utilizing the Statistical Package for the Social Sciences (SPSS) version 20.0 for Windows, the frequency, mean, and standard deviation of test scores were calculated to provide insight into the average performance and score distribution Frequency, or raw count, measures the number of items or individuals within nominal scale levels, as defined by Brown (2001, p 115) This method was employed to evaluate the students' grades in both the final exam and post-test.
The arithmetic mean, or average, is determined by dividing the sum of all data values by the total number of values, providing valuable insights into extensive datasets In this study, the mean represented the average scores of both the control and experimental groups on the final exam and post-test The standard deviation (S.D.) reflects the average distance of scores from the mean, offering a deeper understanding of student performance Even when two groups have the same mean, differing standard deviations can reveal significant variations in scores Consequently, calculating the S.D for both groups in this research allowed the researcher to assess the variability of scores around the mean, enhancing the overall interpretation of the data.
The t-test is utilized to compare two means and assess the statistical significance of their difference at a specified probability level (Brown, 2001, p 146) In this study, an independent samples t-test was conducted due to the presence of two distinct groups The significance (2-tailed) value obtained from the means was evaluated against an alpha level of 0.05 A significant difference between the two groups would be indicated if the significance value was less than 0.05.
3.6.2 Quantitative analysis of pre- and post-questionnaire
In this study, Likert-scale questions with four response options were utilized, assigning values to each choice (strongly agree = 1, agree = 2, disagree = 3, strongly disagree = 4) to facilitate the calculation of the average score for each questionnaire item The researcher computed the arithmetic mean for each item while also assessing score frequency and percentage Frequency indicates how often a specific answer appears, and this can be expressed as a percentage by dividing the count of responses in one category by the total responses across all categories, providing a simplified analysis of the data.
To enhance reader comprehension, it is crucial to present both raw frequency and percentage data, as relying solely on percentages can obscure significant information (Brown, 2001, pp 115-116).
Interview analysis is a key aspect of qualitative data analysis, where researchers create explanations, formulate hypotheses, and develop theories by categorizing and interpreting collected data (Brown, 2001) In this study, the researcher utilized tables, matrices, and quotations to effectively summarize the findings The data was organized into four main categories: students' knowledge of mind-mapping, their attitudes towards it, perceived benefits and drawbacks, and their willingness to use mind-mapping in the future Additionally, students were coded by gender for better analysis, such as F1 for female and M3 for male participants.
Validity and reliability
Validity and reliability are crucial components of survey research, reflecting its objectivity and significance According to Bachman (1990), enhancing the reliability of measurements is essential for ensuring their validity, as a valid test score must also be reliable Therefore, it is vital to assess both reliability and validity in the data collection process to uphold the integrity of the research findings.
Seliger and Shohamy (1989) emphasized that various extraneous factors can compromise research findings, highlighting the importance of validity Pallant (2007) further defines validity as the extent to which a test or scale accurately measures its intended concept Consequently, ensuring validity is crucial for the integrity of any study, as a lack of it can lead to misleading conclusions.
The researcher ensured the study's legality by utilizing evidence that supports its validity The Grade 11 final test and post-test were developed using the same matrix by the Dong Thap Education and Training Department, ensuring objectivity The multiple-choice format of the questions prevents any researcher interference with the results Additionally, students were able to complete Likert-scale questionnaires and interview questions independently, without influence from their peers Finally, the use of a triangulation method, incorporating both qualitative and quantitative approaches, helps to balance the strengths and weaknesses of the instruments used This thorough approach aims to minimize the risk of illegitimacy in the research findings.
Reliability refers to the consistency of a survey in measuring its intended variable, indicating how consistently an instrument performs under the same conditions (Brown, 2001) It is defined as the extent to which a measurement tool is free from random error (Pallant, 2007) To establish the reliability of this study, the researcher meticulously outlined the methods and data analysis process, employing Cronbach's alpha to assess the internal consistency of the survey instruments This statistical measure is effective for both dichotomous and scaled responses, with higher scores indicating greater reliability (Brown, 2001) A Cronbach's alpha value above 0.7 is deemed acceptable (Nunnaly, 1978; Pallant, 2007), and it is recommended that this measure be utilized for all new measurement methods (Nunnaly & Bernstein, 1994).
To ensure the reliability and internal consistency of the questionnaire responses, the researcher evaluated Cronbach's Alpha for both the pre-questionnaire items and the subsequent items.
The two tables on the next page show the results of the Cronbach‟s Alpha calculated by SPSS version 20 for both tests
Table 3.6: Reliability statistics for pre-questionnaire
Table 3.7: Reliability statistics for post-questionnaire
The Cronbach's Alpha values for the pre-questionnaire (20 items) and post-questionnaire (15 items) were found to be 769 and 867, respectively, both exceeding the acceptable threshold of 70 as per Nunnally (1978) These results indicate that the reliability and internal consistency of the second set of questionnaires are satisfactory, confirming their effectiveness for research purposes.
Summary
Chapter 3 has already introduced the studying setting, the participants, the material used in the study, the study procedure, data types and methods of data collection, analytical framework used to undertake the Grade 11 final exam in the second semester of the previous academic year, the post-test, questionnaires and interview It has also tackled the issues of reliability and validity of the study The next chapter will scrutinize and examine these types of data more specifically