INTRODUCTION
Rationale of the study
Language serves as a system of vocal symbols that enables communication among individuals within a culture In today's globalized world, the interest in learning languages, especially English, has surged due to its significance in communication, economy, education, and technology Many people now speak English as a foreign language, prompting a focus on teaching it in non-English-speaking countries However, second language learners often face challenges because they primarily learn from textbooks rather than real-life interactions To address these difficulties, teachers must explore effective strategies and navigate the complexities of language instruction.
In Vietnam, the teaching and learning of English grammar face significant challenges, despite a decade of policy changes aimed at improving English education Summer training sessions for teachers are conducted to enhance their pedagogical and language skills, while textbooks have been revised to better align with students' levels and societal needs Additionally, various English tests and examinations have been introduced to foster interest and improvement in learning However, English remains one of the subjects with the lowest scores among Vietnamese students, who often express frustration over the perceived difficulty and monotony of grammar lessons, despite recognizing its importance.
As an experienced English teacher in Hung Yen, I've observed that only about ten to fifteen out of forty-five students in my classes show a genuine interest in learning English, with just a few excelling in the subject Many Vietnamese students graduate without the ability to use English grammar correctly or communicate effectively in simple English, highlighting a significant issue This problem can be attributed to a challenging curriculum and the ineffective organization of grammar points in the English 11 textbooks, which disrupts students' ability to learn grammar systematically Additionally, teaching methods are often criticized, as the techniques employed by teachers may not effectively facilitate grammar acquisition, as noted by Lewis (1986: 18).
“usually commit a mistake when they think that the most important part of their job is to explain the rules of grammar.”
Leou and Liu (2004) emphasize that learning is more effective when it incorporates interactive, student-centered activities that engage learners in constructing their understanding, rather than relying solely on traditional teacher-centered instruction This approach aligns with the principles of constructive learning theory, which advocates for organized and meaningful learning experiences.
Integrating new knowledge into existing frameworks is essential for retention and understanding Concept maps facilitate this integration by clearly illustrating relationships between concepts, thereby encouraging learners to focus on these connections As a result, the use of concept maps has become increasingly common in educational programs.
For an extended period, the researcher and her colleagues explored various grammar teaching methods, including the translation method, audio-lingual method, and communicative approach, but the outcomes were unsatisfactory Upon examining the use of concept maps in education by numerous researchers and educators globally, the researcher identified that concept mapping could effectively address these challenges Consequently, this led to the initiation of an action research study.
The study aims to enhance the grammatical knowledge of eleventh-grade students at a high school in Hung Yen through the use of concept maps This approach will facilitate students' understanding and visualization of grammatical concepts, enabling them to acquire English grammar knowledge more easily and effectively.
Aims and objectives of the study
This study investigates the impact of concept maps on enhancing the grammatical knowledge of eleventh-grade students To achieve this primary goal, specific objectives have been established.
1- To identify the effect of using concept maps on improving English grammatical knowledge among eleventh graders at a high school;
2- To explore the teacher’s difficulties in applying the new method to teach grammar to students;
3- To explore the students’ attitudes towards using concept map as a learning tool
Moreover, by doing this research, the researcher aims to familiarize English language teachers with the basic principles of designing and using concept maps in teaching English grammar.
Research questions
To achieve the aims and objectives which are mentioned above, the following research questions were raised for the study:
1 To what extent does the use of concept maps improve the students’ English grammatical knowledge?
2 What difficulties does the teacher encounter while adopting concept maps in teaching grammar lessons to students?
3 What are the students’ attitudes towards using concept maps in learning English grammar?
Scope of the study
The researcher concentrated on training students to utilize three main types of concept maps: the spider map for central concepts, the hierarchical/chronological map, and the flow-chart map for linear organization, while excluding the system map due to its complexity Additionally, five key grammar points from the 11th-grade English curriculum were considered, including verb tenses, relative clauses, cleft sentences, conditional sentences, and conjunctions Factors such as student motivation, learning styles, and the impact of this method on other language skills were not included in this study.
The study employed an action research framework, involving a sample of 45 grade 11 students Data collection utilized pre-tests, post-tests, diaries, and questionnaires, enabling both quantitative and qualitative analysis Quantitative data was derived from students' test scores and questionnaire responses, while qualitative insights were gathered from the researcher's diary.
This research explores the challenges students encounter in learning grammar and examines the impact of concept maps on eleventh graders' grammar acquisition and their attitudes towards this teaching method The findings aim to benefit the researcher in her career and assist other teachers at the target school in implementing innovative approaches to teaching English grammar, ultimately enhancing the overall English learning environment in high schools Additionally, the study serves as a valuable resource for educators seeking effective strategies to improve their English instruction It is anticipated that the research will inspire specialists and supervisors to organize training courses for teachers, promoting the integration of concept maps in grammar education Furthermore, syllabus designers may utilize this study to refine and enrich English language curricula with concept map-based activities.
1.7 The structure of the thesis
This paper comprises five chapters as follows:
Chapter I, Introduction, contains the rationale of the study; aims and objectives of the study; research questions; scope of the study; methods; significance, and the structure of the study
Chapter II, Literature Review, includes concepts and previous studies relating to this topic This session is to establish a theoretical background for the whole study
Chapter III, Research Methodology, presents research questions, research approach, research settings, data collection instruments, data collection procedures, and data analysis procedures
Chapter IV, Findings and Discussion, is a crucial section of the study as it presents the comprehensive findings derived from the pre-test, post-test, diary entries, and questionnaires following a thorough data analysis.
Chapter V, Implications and Conclusion, summarizes all the main points of the study Limitations of the study are also indicated and suggestions for further studies are included
References and appendices are presented in the last pages of the study.
Significance of the study
This research explores the challenges students encounter in learning grammar and examines the impact of concept maps on eleventh graders' grammar acquisition and their perceptions of this teaching tool The findings aim to assist the researcher in her career and provide valuable insights for teachers at the target school to implement innovative methods for teaching English grammar, ultimately enhancing the overall English learning environment in high schools Additionally, the study serves as a resource for educators seeking effective strategies to improve their English instruction, while also encouraging specialists and supervisors to offer training courses that promote the use of concept maps in grammar teaching Furthermore, syllabus designers may leverage this research to refine and enrich English language curricula with concept map-based activities.
1.7 The structure of the thesis
This paper comprises five chapters as follows:
Chapter I, Introduction, contains the rationale of the study; aims and objectives of the study; research questions; scope of the study; methods; significance, and the structure of the study
Chapter II, Literature Review, includes concepts and previous studies relating to this topic This session is to establish a theoretical background for the whole study
Chapter III, Research Methodology, presents research questions, research approach, research settings, data collection instruments, data collection procedures, and data analysis procedures
Chapter IV, Findings and Discussion, is a crucial section of the study as it presents the comprehensive results obtained from the pre-test, post-test, diary entries, and questionnaires following a thorough data analysis.
Chapter V, Implications and Conclusion, summarizes all the main points of the study Limitations of the study are also indicated and suggestions for further studies are included
References and appendices are presented in the last pages of the study.
The structure of the study
This chapter explores various theories concerning the definitions of grammar and effective teaching methods for grammar instruction It also discusses concept maps and their relevant information Additionally, the chapter summarizes several studies on concept maps, which the current thesis aims to connect with.
Grammar consists of the rules that govern the arrangement of words into phrases and clauses in both spoken and written language While speech and writing share similarities, they also have distinct patterns As noted by Larsen-Freeman (2006), language is a dynamic and evolving system that develops organically Recently, the teaching of English grammar in schools has faced criticism, with some arguing that it does not significantly enhance students' writing skills.
Grammar is understood in various ways; some view it as the set of rules governing language, while others see it as the means by which native speakers accurately convey their messages According to Woods (1995), learning grammar involves understanding these rules, which provides learners with essential intellectual knowledge This foundational understanding serves as a generative base, enabling learners to build upon their grammatical knowledge effectively.
Grammar is defined as a set of rules governing the composition and usage of language (Woods, 1995) While many educators focus on the structural aspects of grammar, such as word arrangement, the challenge lies in addressing syntactic rules If teachers neglect to focus on low-level syntax errors, learners may produce ill-formed sentences, leading to persistent mistakes in their writing and speaking.
LITERATURE REVIEW
Grammar
Grammar comprises the rules for structuring words into phrases and clauses, applicable in both spoken and written forms While speech and writing share similarities, they each exhibit unique patterns As noted by Larsen-Freeman (2006), language is a dynamic and evolving system that develops organically Recently, English grammar instruction in schools has faced criticism, with some arguing that teaching grammar does not significantly enhance students' writing skills.
Grammar is often understood in various ways; some view it as the rules that govern a language system, while others see it as the language used by native speakers to communicate effectively According to Woods (1995: 16), learning grammar involves understanding these rules, which helps learners develop an intellectual foundation This foundational knowledge serves as a generative base for further language acquisition.
Grammar is a set of rules governing the composition and use of language (Woods, 1995: 16) While many educators emphasize the structural aspects of grammar, such as word arrangement, the challenge lies in addressing syntactic rules effectively If teachers overlook low-level syntax errors, students may produce ill-formed sentences Conversely, if these errors are overly highlighted, the focus may shift from effective communication to strict adherence to grammatical rules, potentially diminishing the quality of interaction.
Grammar is a fundamental component of language that aids effective communication Selecting the appropriate grammatical structures is just as crucial as choosing the right vocabulary, ensuring that speakers convey their messages clearly and that listeners and readers accurately interpret them.
According to Finegan (1998), all creatures possess their own languages to communicate, with many making meaningful sounds that connect sounds to meanings Palmer (1972) emphasizes that humans spend a significant portion of their lives engaging in speaking, listening, reading, and writing, highlighting the necessity of a link for effective communication This essential link is grammar, which facilitates meaningful interactions among individuals.
Grammar is a multifaceted term that can refer to the rules of a language outlined in books, a subject taught in schools to help students use language correctly, or an analytical approach to understanding language According to Kohli (1999), grammar for students involves the study of sentence structure, while in the field of linguistics, it encompasses the underlying structures of a language and the signals that convey meaning.
(1982) believes that grammar is the core of the language which relates the semantic with phonology
The significance of grammar instruction in English language teaching cannot be overstated, as a solid understanding of grammar is crucial for students to move beyond mere memorization and imitation of phrases Leech et al (1982) assert that grammar knowledge enhances writing style and enables learners to critique their own work Eyres (2006) emphasizes that grammar is essential for constructing grammatically correct sentences and distinguishing between grammatical and ungrammatical forms Woods (1995) highlights that grammar teaches the correct and appropriate use of words Furthermore, Lock (199) notes that communicative competence encompasses not only the ability to form correct sentences but also the knowledge of when and how to use them effectively Thus, grammar competence is a vital component of communicative competence, with effective communication stemming from the interplay between grammatical understanding and practical usage.
Grammar is a crucial element in language teaching, as emphasized by Kohli (1999), who asserts that without grammatical knowledge, individuals cannot effectively learn or practice a foreign language He outlines several key principles for practicing grammar: it serves as a reference when learners encounter difficulties, aids in organizing and reinforcing previously learned structures, and provides efficient rules and patterns that reduce effort in language use Additionally, grammar enables learners to monitor their performance, offering corrective feedback on common errors, thus enhancing their writing skills and sentence cohesion Furthermore, effective grammar instruction encourages extensive practice across various contexts, ultimately allowing learners to articulate their thoughts accurately in both spoken and written forms.
Grammar is essential in language teaching and learning, yet it poses significant challenges for educators Many, including language teachers, equate "grammar" with rigid forms and usage rules, associating "good" grammar with formal language and "bad" grammar with everyday conversation Consequently, teachers often emphasize grammar as a set of forms and rules, leading to disengaged students who can perform well on tests but struggle in real-life contexts Conversely, some educators, influenced by theories on language acquisition, neglect grammar instruction, assuming that students will naturally absorb rules through exposure and communication This approach overlooks the importance of students' active understanding of grammar, which is crucial for effective language learning.
According to Byrd (2004: 144), the primary aim of grammar instruction is to equip students to effectively achieve their communication goals This objective encompasses three key implications: first, students require explicit instruction that links grammar concepts to broader communication contexts; second, it is not necessary for students to master every detail of each grammar point, but rather to focus on those aspects pertinent to their immediate communication tasks; and third, addressing errors is not always the instructor’s top priority.
There are four main methods of teaching grammar as shown below:
Grammar translation, also known as the classical method, has a long history in language education, initially designed for teaching classical languages This approach focuses on enabling learners to understand and practice foreign languages through the lens of their native language According to Freeman (2000), its philosophy centers on assisting learners in studying grammar by leveraging their existing linguistic knowledge Woods (1995) further emphasizes that the core concept of this method is rooted in teaching grammar using the native language as a foundation.
Advantages and disadvantages of grammar translation method
Kohli (1999) highlights several advantages of using translation as a teaching method Firstly, it saves time and effort, particularly when introducing vocabulary and phrases in a foreign language Additionally, this approach simplifies the teaching process, making it accessible for both average students and teachers Lastly, it allows for better comprehension, as teachers can encourage students to express their understanding in their native language, which is particularly beneficial for learners in the early stages of language acquisition.
Freeman (2000) highlights several disadvantages of the teacher-centered learning method, where the teacher holds primary authority and control in the classroom This approach neglects the emotional needs of learners and prioritizes vocabulary and grammar over essential skills like speaking and listening Additionally, it often leads to teachers providing direct corrections to student errors, leaving little opportunity for self-correction or peer feedback.
This is also an old method with its name derived from the fact that
“meanings can be conveyed directly in the target language through the use of practice, demonstration and visual aids” (Freeman: 200; 23)
Advantages and disadvantages of the direct method
Kohli (1999) states that this method has some of the following strong points:
(1) The method is natural; it makes a great demonstration and practice in learning a foreign language, the same way in which learners learn their native language
(2) It makes use of the audio-visual aids It emphasizes the use of the instruments and aids in the classroom to help learners understand and practice the language
(3) Teaching through conversation, the method neglects translation, explanation and analyzing the rules of the language
(4) It facilitates reading and writing It concentrates on speaking and conversation, so naturally that it will improve writing and it will increase love for reading
Freeman (2000) highlights several disadvantages of the method, differing from Kohli's perspective Firstly, the approach is incomplete as it emphasizes speech and conversation while neglecting writing and reading Secondly, it requires proficient teachers skilled in accurate pronunciation and speaking Additionally, this method may not be suitable for all learners and poses challenges in explanation.
According to Woods (1995), the audio-lingual method, rooted in behaviorist principles, emphasizes an oral-based approach to language learning This method breaks down language into specific structures that students practice through repetitive drilling Instead of focusing on grammatical explanations, teachers reinforce these structures through extensive practice, allowing learners to internalize the language effectively.
Advantages and disadvantages of the audio-lingual method
Concept maps
Concept maps, introduced by Joseph Donald Novak, serve as a valuable educational tool to enhance learners' understanding (Richardson et al., 2005) This strategy is rooted in constructivist learning theory, which posits that learners actively construct their own knowledge rather than passively receiving information (Basso and Margarita, 2004).
AUSUBEL’S assimilation theory (1978) emphasizes that meaningful learning occurs when new knowledge is consciously integrated with existing concepts To facilitate this process, Ausubel advocates for the use of advanced organizers, which provide students with a brief overview of new material prior to the lesson, effectively preparing them to absorb the upcoming information.
A concept map is a graphical representation that visually organizes information, with concepts typically shown as circles or boxes connected by labeled links (Buzzetto-More, 2007) According to Juall and Moyet (2005), concept maps serve as an educational tool that illustrates the relationships between concepts, linking a central idea to related ones to enhance learners' understanding These maps are structured hierarchically, resembling a pyramid from above, with broader concepts at the top and more specific, subordinate ideas positioned below, reflecting their inclusiveness.
According to Novak and Canas (2006), concept maps are graphical tools that effectively organize and represent knowledge They consist of concepts enclosed in circles or boxes, with relationships between these concepts indicated by connecting lines and linking words or phrases These connections can be either one-way or non-directional, and both concepts and links can be categorized to illustrate temporal or causal relationships between them.
The researchers in the field of education study concept maps as a means to facilitate quick and effective learning Concept map is defined by Novak and Gowin
Concept mapping is a graphical representation of knowledge that illustrates the relationships between concepts According to Novak and Gowin, as well as Rubin and Babbie (2005), it effectively visualizes these connections Additionally, Vakilifard and Armand (2006) emphasize that concept maps not only convey fundamental information but also highlight the interrelationships among concepts, enhancing understanding and retention.
Figure 1 Model of a Concept Map (Novak & Gowin, 1984)
Retrieved from https://www.researchgate.net/figure/Model-of-a-Concept-Map-
According to Talebinezhad (2007), Novak's concept maps visually illustrate the relationships between concepts using key words, enabling students to identify and organize the main issues of a text in a coherent and meaningful manner.
A concept map, as defined by Jeresa and Jorge (2006: 13), is a graphic organizer that uses a schematic representation to hierarchically arrange a set of interconnected concepts through words, facilitating the creation of meaningful statements By illustrating the relationships between concepts in the form of propositions, concept maps effectively demonstrate students' comprehension and knowledge structure.
Concept maps are an educational strategy characterized by a hierarchical structure, with the overarching concept positioned at the top and subordinate concepts beneath it These maps illustrate the relationships between various concepts through interconnected links, enhancing understanding and organization of information.
2.2.2 Basic principles of concept maps
According to Novak (2001), a concept map serves as an effective tool for organizing and presenting knowledge, primarily focusing on semantic information It is essential to structure this knowledge hierarchically, ranging from the most general concepts to the more specific ones.
According to Pill et al (2005), concept maps are structured around four main principles: first, key ideas are organized hierarchically, progressing from general to specific; second, these ideas are grouped into domains or clusters that visually represent their connections and boundaries; third, interrelationships among key ideas are depicted using relationship lines, which are annotated to clarify the nature of these connections; and finally, the most specific ideas are exemplified at the lowest level of the hierarchy.
Concept maps possess three essential features: a hierarchical structure that effectively organizes information, precise linking words that enhance clarity, and long cross-links that connect distant concepts, fostering deeper understanding.
A concept map should be structured hierarchically, with general concepts like "Animals" at the top and specific examples such as "Dogs" and "My terrier named Spot" arranged below This hierarchy reflects the author's understanding that not all animals are dogs, and not all dogs are terriers Effective linking words are essential for illustrating relationships between concepts, and more valid links contribute to a higher score Additionally, incorporating cross-links—connections between different domains—demonstrates how various areas of knowledge relate and can indicate creative insights, earning extra points in the evaluation of the map.
Figure 2 A sample of a concept map
Retrieved from https://www.profweb.ca/en/publications/real-life-stories/using- concept-maps-to-promote-deeper-learning-of-grammar
Leou and Liu (2004) emphasize that learning is more effective when it includes interactive, student-centered activities that encourage learners to construct their own understanding, rather than relying solely on traditional teacher-centered instruction As a result, concept maps have gained popularity in educational programs, prompting instructors to seek more effective ways to leverage them to enhance student learning (Love, 2004).
Concept maps can be utilized across various educational fields, enhancing teaching and learning effectiveness According to Affana and Khozendar (2007), teachers can implement specific steps in the classroom to optimize the use of concept maps for improved educational outcomes.
First of all, teachers tell their learners about the item or the subject that he is going to teach with identification for the main concepts in the lesson
Teachers first identify sub-concepts related to the main topic and display them on the board for students to see Next, they highlight key words or linking phrases that connect these sub-concepts, fostering a meaningful relationship between the ideas.
Next, teacher organizes the concepts in a pyramid form or put the link-words on the arrows
Cognitive approach to teach grammar
Cognitive refers to mental activities such as thinking, remembering, learning, and language use This term encompasses processes like memory and problem-solving, highlighting the importance of mental functions In contrast to behaviorism, which often overlooks these internal processes, cognitive psychology focuses on understanding how we think and process information.
The cognitive approach in language learning emerged as a response to the behaviorist elements of the audio-lingual method, drawing inspiration from cognitive psychology (Neisser, 1967) and Chomskyan linguistics (Chomsky, 1959, 1965) Noam Chomsky posits that linguistics should be integrated with cognitive psychology, emphasizing the significance of mental processes such as critical thinking, problem-solving, and language He further asserts that understanding language acquisition offers valuable insights into cognitive development.
Jerome Bruner (1915) made significant contributions to cognitive psychology through his learning theory centered on categorization His influential perspective posits that perception, conceptualization, learning, and decision-making all involve categorizing information Bruner argues that individuals understand the world by recognizing similarities and differences, proposing a hierarchical coding system of related categories where each higher level becomes increasingly specific.
Many teachers and learners consider grammar the most significant challenge in foreign language acquisition due to its abstract nature and conceptual complexity, leading to perceptions of grammar as tedious (Loewen et al., 2009) The Cognitive Linguistic approach offers a meaningful and conceptually motivated perspective on grammar, aligning with cognitive principles such as salience, specificity, and metaphorization, rooted in embodied experiences like motion and space (Lakoff, 1987; Langacker, 2008) Research highlights the advantages of using visual and cognitive linguistic explanations for teaching grammatical principles in second language contexts (Achard, 2004; De Knop & Perrez, 2014; De Knop & Dirven, 2008).
Since 2013, empirical research has increasingly demonstrated the added value of descriptions informed by Cognitive Grammar Notable studies, such as those by Bielak & Pawlak (2011), Bielak, Pawlak, & Mystkowska-Wiertelak (2013), Buescher & Strauss (2015), Jacobsen (2015), Liamkina (2005), and Lysinger (2009), have contributed to this growing body of evidence.
Masuda, 2013; Reif, 2012; Suủer & Roche, 2019; Tyler, 2008; Tyler, Mueller, &
In recent years, cognitive linguistic approaches have gained significant attention in foreign language teaching, with earlier research primarily concentrating on their application to various grammatical aspects and the broader implications for second language learning (Suủer, 2013; Bellavia, 2007; De Knop & Perrez, 2014).
De Knop & Dirven 2008) A second group with still relatively few studies, however, has developed cognitive linguistic approaches to grammar teaching and tested their effectiveness empirically (Niemeier, 2017: 64)
Bielak and Pawlak (2011) conducted an intervention study to assess the effectiveness of a cognitive linguistics-based pedagogical approach in teaching the English progressive aspect compared to traditional textbook methods Their materials utilize the concept of a keyhole to clarify the progressive aspect, focusing on a specific component of a processual event, while the non-progressive aspect is depicted as a broader view encompassing the entire event The findings indicate that students taught with the cognitive linguistic approach slightly outperformed those using traditional methods and the control group.
A recent study by Kohl-Dietrich et al (2016) explores the teaching of English phrasal verbs through the lens of radial categories and conceptual metaphors The findings indicate that while the experimental group focusing on the conceptual motivation of phrasal verbs does not significantly outperform the control group on retention tests, they do achieve notably better results on tests assessing the transfer of knowledge to new phrasal verbs.
Applying a cognitive approach to learning and teaching emphasizes understanding information and concepts, enhancing retention and comprehension by recognizing connections and reorganizing knowledge logically Concept maps are a practical application of this approach in grammar instruction, as they facilitate classification, coding, and hierarchical organization of concepts, helping learners visualize and remember information effectively Cognitive strategies such as creating concept maps, mind maps, visualization, association, and memorization further support this method, promoting deeper understanding and retention of material.
Using concept maps in teaching English grammar
Research by Tezci, Dermirli, and Sapar (2007) highlights the effectiveness of concept maps in second language vocabulary acquisition, viewing them as heuristic devices that enhance learning by enabling students to visualize, read, write, and modify concepts This interrelation of themes within concept maps fosters assimilation and contextual comprehension, which are essential goals in language teaching The authors assert that concept maps serve multiple purposes, including aiding teachers in presenting information, helping students manage and evaluate their learning, and facilitating vocabulary acquisition, grammatical structure understanding, and text comprehension Additionally, Chularut and DeBacker (2003) investigated the impact of concept mapping on student achievement in English language learning, emphasizing its correlation with self-regulation and self-efficacy Their findings indicate that students utilizing concept maps demonstrated greater improvements in achievement, self-monitoring, knowledge acquisition, and self-efficacy compared to those relying on their own learning strategies.
Research on the use of concept maps in teaching grammar is limited, with notable studies conducted by Boyle & Weisharr (1997), Clemens-Davis & Ley (1991), and Dimino et al (1990) A significant contribution to this field is Nada's (2008) study, which explores the application of concept maps for teaching conditional sentences, voice, and complex tenses in English grammar The findings indicate that, similar to results in the Sciences and Social Sciences, concept mapping enhances retention and improves understanding of the concepts taught.
Summary of previous researches on concept maps
Various methods and strategies have been employed to teach English grammar, including the use of concept maps These visual tools help build new knowledge by connecting it to existing information Concept maps enhance communication and learning, improve teaching effectiveness, and contribute to better academic achievement.
Research on concept mapping has predominantly focused on its application within scientific contexts, highlighting its effectiveness as a tool for enhancing student achievement Numerous studies indicate that groups instructed using concept maps consistently achieve significantly better results (Esiobu and Soyibo, 2006; Pankratius, 2006; Wang and Dwyer, 2004; AL Wsimi).
Research by Willerman and MacHarg (1991) demonstrates that using concept maps as advance organizers significantly enhances eighth-grade students' science achievement Additionally, Esiobu and Soyibo (1995) confirm the effectiveness of concept mapping in boosting student performance in ecology and genetics across various learning environments, including cooperative, cooperative-competitive, and individualistic settings.
Using quantitative measures to evaluate concept maps, Austin and Shore
Research indicates that concept maps are effective tools for evaluating students' comprehension of complex relationships in various subjects For instance, a study by Rice (1998) in seventh-grade life science classes demonstrated that concept mapping aids in assessing both declarative and procedural knowledge Similarly, Gold (1998) found that concept mapping techniques enhanced students' grasp of intricate concepts in urban geography Stoddart (2006) highlighted that concept maps enable elementary students to showcase their understanding of science concepts and language, whether in their primary or secondary languages Furthermore, the findings suggest that concept maps can effectively measure the progress of English language learners in understanding scientific concepts.
Willerman and Harg (2006) assert that concept maps offer classroom teachers a meaningful and structured method for incorporating advanced organizers in their lessons Similarly, Rice et al (1998) suggest that concept maps can effectively assess both declarative and procedural knowledge in science education, highlighting that science curricula and assessments should not be strictly divided into basic knowledge versus higher-order thinking outcomes Additionally, research by Snead and Young (2003) indicates that concept mapping positively influences lower-ability science students, while Attieh and Boujaouda (2003) find that concept maps enhance achievement in chemistry, particularly for low achievers, who also demonstrate positive attitudes towards this study tool.
In recent years, educators have increasingly highlighted the benefits of concept mapping strategies in second language learning contexts Research by Carrel, Pharis, and Liberto (1989) demonstrates that text mapping techniques significantly enhance reading comprehension in second language learners, serving as a valuable alternative to conventional pre-reading and post-reading activities This approach utilizes mapping to introduce key vocabulary from the text while also allowing teachers to assess students' prior knowledge on the topic.
Ghanizadeh (2007) highlights the beneficial impact of concept map construction on EFL learners' reading comprehension and their attitudes towards it The research indicates that incorporating the concept mapping technique during either the reading or post-reading phase significantly enhances understanding and engagement with the material.
Chularu and DeBacker (2004) explore the effectiveness of concept mapping as a learning strategy in English as a Second Language classrooms, revealing significant improvements in self-monitoring, self-efficacy, and achievement among students using this method compared to traditional study approaches Similarly, Tablebinezhad (2007) demonstrates that concept mapping enhances students' self-regulation across various dimensions, including metacognitive self-regulation and peer learning These studies highlight the positive impact of concept mapping on student learning outcomes, suggesting valuable implications for both pedagogy and future research.
Research on the use of concept maps in teaching English in Vietnam has gained significant attention from educators and researchers Ha Manh Hung (2006) identifies concept mapping and sentence diagramming as effective techniques to address issues related to inefficient concept manipulation and structural ambiguity in natural language narratives The quantitative findings indicate that students perform slightly better on comprehension tests of narrative texts compared to spatial texts However, qualitative results reveal that students' lower performance on spatial text tests is primarily due to their lack of understanding of the symbols used in the pilot experiment.
Luu Trong Tuan and Le Thi Bich Thuan (2011) explore the connections between concept maps and language learning, highlighting that concept mapping serves as a highly effective strategy in this context They identify five key relationships that demonstrate how concept maps enhance the language learning process, underscoring the significant benefits they provide to learners.
Concept mapping serves as an effective pre-task planning tool that enhances reading comprehension Studies show that using concept mapping as a pre-reading activity actively engages students in the teaching and learning process, ultimately improving their reading comprehension skills.
Concept maps enhance knowledge acquisition through meaningful learning by promoting critical thinking They effectively illustrate complex relationships between concepts, making it easier for students to construct and integrate knowledge When well-designed by educators, concept maps serve as valuable scaffolds for both content and language learning Additionally, the process of constructing and discussing concept maps keeps students engaged in classroom activities, fostering a sense of ownership over the content and improving their retention of the lesson.
Concept maps play a crucial role in evaluating learners' critical thinking skills Research indicates that they not only aid in the development of these abilities but also effectively assess the extent to which learners have acquired them.
- Fourthly, they consider concept mapping as a means to facilitate reading comprehension They show that concept mapping facilitate reading comprehension in both pre-reading stage and the whole reading process
Concept maps significantly enhance classroom discourse by fostering interactive engagement among students, which is crucial for language learning As learners discuss concepts and their interconnections, they actively participate in communication, share ideas, check their understanding, negotiate meanings, and clarify thoughts in a social context This collaborative process not only enriches their learning experience but also promotes deeper comprehension and reasoning skills.
In summary, extensive research has examined the impact of concept maps on teaching and learning outcomes, particularly in science subjects and language skills like reading However, there is a lack of studies focusing on the effects of concept maps on English grammar learning Additionally, the use of concept maps in English instruction is relatively new for many high school teachers in Vietnam Therefore, this research aims to offer valuable insights and effective teaching techniques to enhance English grammar education in Vietnam, specifically at the researcher’s high school.
Chapter summary
This chapter reviews theories and prior research on grammar instruction and the use of concept maps in education Numerous studies highlight the significance of effective grammar teaching methods and the positive impact of concept maps on learning outcomes These findings provide a foundation for the author's investigation into integrating concept maps into grammar teaching at the high school level.
METHODOLOGY
Research questions
This study aims to investigate the impact of concept maps on improving the performance of eleventh-grade high school students Additionally, the researcher will examine the challenges teachers face when implementing these new methods and assess students' attitudes towards concept maps following the intervention The research seeks to answer key questions related to these objectives.
1 To what extent does the use of concept maps improve the students’ English grammatical knowledge?
2 What difficulties does the teacher encounter while adopting concept maps in teaching grammar lessons to students?
3 What are the students’ attitudes towards using concept maps in learning English grammar?
Research approach
This research adheres to the principles of Classroom Action Research, aimed at enabling teachers to understand classroom dynamics and utilize that insight for informed decision-making in the future (Gwynn Mettetal, 2012).
Action research, as defined by Kemmis and McTaggart (1982), is a purposeful investigation aimed at finding solutions, either individually or collectively This method is characterized by iterative cycles that include identifying problems, systematically collecting data, reflecting on findings, analyzing results, implementing data-driven actions, and redefining the problems addressed The combination of "action" and "research" underscores its core principle: testing ideas in practice to enhance understanding and improve curriculum, teaching, and learning outcomes.
Figure 7 The Action Research Cycles (Kemmis & Mc Taggart, 1982)
Retrieved from https://www.researchgate.net/figure/The-action-Research-Cycles-
In this study, the researcher identified a problem in her English class and developed a plan to address it Through careful observation and reflection during the class, she collected data to inform her actions Based on these reflections, the researcher made necessary adjustments to the original plan, continuing this iterative cycle Ultimately, the data was analyzed, leading to the formation of the research findings.
This action research employed a mixed-methods approach, integrating both quantitative and qualitative techniques Quantitative analysis assessed the improvement in participants' grammar knowledge by comparing pre-test and post-test results Additionally, data from the questionnaire was analyzed using both quantitative and qualitative methods, while qualitative analysis was applied to the researcher’s diary entries.
Research settings
The study took place at a high school in Hung Yen, featuring 32 classes and nine English teachers Students utilize various learning tools, including cassettes, CDs, and projectors, to enhance their English skills Each class comprises over 40 students, with 11th-grade students having five years of English study experience, including one and a half years under the guidance of the researcher-teacher.
In this study, a class of 45 eleventh-grade students from the researcher’s high school, who had similar English proficiency based on pre-tests, participated in an eight-lesson grammar program During the initial stage, the teacher presented grammatical concepts, followed by student discussions and the creation of concept maps to summarize the rules Additionally, students completed textbook tasks, some of which were assigned as homework due to time constraints The researcher personally taught all lessons in this class.
To maintain objectivity and facilitate the research process, a seasoned colleague with ten years of English teaching experience was invited to collaborate As one of the top senior teachers at the researcher’s high school, she contributed valuable insights in adapting the tests, conducting them with the class, and grading the students' test papers.
The teacher-researcher, a graduate of Hanoi University of Education, has dedicated thirteen years to teaching English at her high school Currently, she instructs three classes of eleven-form students, including the class involved in this study.
Data collection instruments
The pre-test, designed for eleventh-grade students and based on the Tieng Anh 11 Textbook, aimed to assess their grammatical competence at the beginning of the second term Comprising five sections with a total of 40 multiple-choice questions, the test evaluated students' knowledge in areas such as verb tenses, relative clauses, conditional sentences, conjunctions, and cleft sentences Section 1 included 20 fill-in-the-blank questions, while Sections 2 through 5 focused on identifying mistakes, sentence transformation, sentence combination, and building sentences, respectively The test was scored out of 10, with students receiving 0.25 points for each correct answer and no points for incorrect responses, all within a 45-minute time frame.
The post-test, detailed in Appendix 2, was designed to assess the grammatical competence of eleventh graders after implementing the concept maps strategy This evaluation aimed to measure the impact of the strategy on enhancing students' grammatical knowledge by comparing their performance before and after its adoption The post-test mirrored the pre-test in structure, format, and difficulty, consisting of five sections with 40 multiple-choice questions, as outlined in section 3.4.1.1 The difficulty level corresponded to the curriculum covered during the second term, with scores ranging from 0 to 10, categorized into various performance levels.
3.4.1.3 The matrix of the tests
The matrix of the grammar tests for the eleventh grade students
- Students’ level: The eleventh grade students
- Number of questions: 40 multiple choice questions
- Marking: 0.25 point for each correct answer
The second data collection instrument in this research was a questionnaire, a widely used method for gathering information This questionnaire consisted of questions designed for participants to express their responses Administered in the final week of the study, it aimed to assess students’ attitudes and reactions towards the concept maps they had been trained on over a twelve-week period.
Yunus (2010) It was administered to the class after the implementation of concept maps and included two parts with 17 statements
The structure of the post-treatment questionnaire (Appendix 3)
Part 1: Students’ opinions of studying
Five statements, from number 1 to number 5, were rated on a Likert Scale from “Strongly Disagree” to “Strongly Agree”
This part of questionnaire aimed at investigating students’ opinions of studying English grammar
Part 2: Students’ attitudes towards concept maps and the employment of concept maps in grammar lessons
12 statements, from number 6 to number 17, were rated on a Likert Scale from “Strongly Disagree” to “Strongly Agree”
This part of questionnaire aimed at investigating students’ attitudes toward English grammar learning using concept maps after the implementation of the new method
Prior to the students completing the English questionnaires, the teacher-researcher carefully explained and translated the questions into Vietnamese to ensure full comprehension This approach aimed to guarantee that the students' responses accurately reflected their thoughts Once the questionnaires were completed, they were collected and analyzed.
The researcher-teacher utilized a small diary to document observations during grammar lessons, focusing on students' memorization of grammar points, their motivation with concept maps, and their performance on related exercises This reflective practice allowed the teacher to evaluate necessary adjustments for future lessons The data collected from the diary was analyzed through content analysis, identifying the challenges faced during the instructional process, which were organized into themes and subthemes.
Data collection procedures
The study began with students participating in a pre-test, which lasted 45 minutes and consisted of 40 multiple-choice questions to assess their grammar level Following this, the class engaged in a twelve-week program utilizing concept maps, during which they attended eight grammar lessons At the end of the twelve weeks, students completed a post-test, also lasting 45 minutes, after which their papers were evaluated by the researcher and another English teacher Finally, the average scores were calculated to determine the effectiveness of the teaching method.
After twelve weeks of grammar instruction utilizing concept maps, all students in the class completed a questionnaire aimed at assessing their improvements and attitudes The researcher subsequently gathered the completed questionnaires and analyzed them alongside her diary, which documented observations throughout the treatment period.
The results from students’ scores, students’ questionnaire and the researcher’s diary were useful proof to come to conclusions and give further suggestions later.
Data analysis procedures
The research data was analyzed using both quantitative and qualitative methods; specifically, the pre-test, post-test, and questionnaire data were subjected to quantitative analysis, while qualitative analysis was applied to the diary entries.
3.6.1 Quantitative data analysis (The Tests and Questionnaire)
To investigate whether the participants’ grammatical knowledge was improved after twelve weeks, the results of the pre-test and post-test (see Appendix
8) of the group were listed, calculated by percentage and compared by column chart in order to determine whether there were any differences between what they gained before and after the adoption of new method Pair samples T-test was utilized to compare probability value (p-value) and mean scores of comprehension of the pre- test and post-test within the students The results of the tests were based on the following rules:
If the p-value is less than or equal to the significance level of 0.05, it indicates a statistically significant effect of concept maps on students' grammar comprehension.
If the p-value exceeds the significance level of 0.05 (p > 0.05), it indicates that concept maps do not have a significant effect on students' grammar comprehension, leading to the conclusion that the research findings are statistically non-significant.
The third question regarding students' attitudes toward the use of concept maps in learning English grammar was examined through a quantitative analysis of questionnaire data, as detailed in Appendix 3 The results were compiled and calculated as percentages, leading to the formulation of conclusions based on the findings.
3.6.2 Qualitative data analysis (The Diary)
To identify the challenges faced by the teacher in implementing a new teaching method, a diary was maintained after each grammar lesson This diary, analyzed through a qualitative coding system, revealed key phrases related to the teacher's difficulties in using concept maps for grammar instruction The researcher then organized these subthemes into main themes, leading to insightful conclusions about the teacher's experiences.
An example of a code in qualitative analysis in the diary (Appendix 4)
The students expressed confusion when the teacher introduced the concept of concept maps, stating they had never encountered or utilized them before To clarify, the teacher provided a detailed explanation of what concept maps are, their significance, practical applications, and step-by-step instructions for creating one, dedicating 15 minutes of the first lesson to this introduction.
- Some groups of students were unable to fill in the first map given by the teacher The teacher spent more time giving them more explanation and suggestion
- It took the teacher another 10 minutes to introduce to the students two more types of concept maps explanation in 15 minutes in the first lesson
- the teacher’s effort to help the students use concept maps
- the teacher’s taking time concept maps takes the teacher’s time and effort to train
Chapter summary
This chapter outlines the study's methodology, presenting three key research questions and detailing the research approach It includes the data collection instruments and procedures, ensuring that each step is clearly defined for systematic and purposeful follow-up in subsequent chapters.