Introduction
Rationale
According to the British Council (2013), approximately 1.75 billion people speak English globally, establishing it as a prominent lingua franca for international communication This widespread use has transformed English into a global language, creating significant opportunities for individuals to access information, knowledge, and expertise from around the world.
Learning English as a second language presents significant challenges for non-native speakers, necessitating substantial effort to achieve proficiency This process involves mastering various language components and skills, including both receptive and productive abilities, as well as understanding syntax, semantics, and discourse analysis.
The importance of English and the challenges associated with learning it have led educational researchers to explore various teaching methods One such method, Mind Mapping, has proven to be an effective visual tool that enhances students' creativity in language learning Developed by Tony Buzan in 1993, Mind Mapping serves as a valuable resource for both teachers and learners facing difficulties in mastering English Despite its recognized benefits, there is a lack of research investigating the effectiveness of Mind Mapping and students' perceptions of this approach in educational settings.
At the University of Foreign Language Studies – University of Danang (UFLS-UD), third and fourth-year students face challenges in mastering advanced English courses essential for their future careers To address this, many educators are implementing innovative teaching techniques to foster meaningful learning rather than rote memorization One such technique, Mind Mapping, has been effectively utilized in various English courses to help students connect their prior knowledge with new concepts, enhancing their understanding of the subject matter.
This research, titled "An Investigation into Perceptions on Using Mind Mapping Technique among Third- and Fourth-Year Students of English at the University of Foreign Language Studies," aims to explore the adoption of mind mapping in English learning at UFLS-UD The study seeks to provide insights into students' perceptions and offers suggestions for enhancing the effectiveness of this technique in their educational experience.
Aims and Objectives
The aim of the research is to explore the perceptions towards using Mind Mapping in learning English among students in the third and fourth year at UFLS-UD
This study explores the effectiveness of Mind Mapping as a tool to enhance English language skills among students It also offers recommendations for improving English performance to facilitate better learning outcomes.
For the above aims to be achieved, the following objectives are set:
To figure out what purposes Mind Mapping technique is used for in the learning of English for senior students at UFLS-UD
To examine the attitudes towards using Mind Mapping technique in the learning of English at UFLS-UD
To explore how effective Mind Mapping technique can be for the learning of English at UFLS-UD
To identify some challenges that students often face when using Mind Mapping technique and propose some suggestions.
Research Questions
In order to achieve the aims and objectives of the study, the following questions are put forward:
1 For what purposes do students use Mind Mapping technique?
2 What are the attitudes of students towards using Mind Mapping technique in learning English?
3 What are the benefits of using Mind Mapping technique in learning English?
4 What are challenges faced by students during the process of using Mind Mapping technique in their English learning?
Scope of the Research
This study focuses on the perceptions of 150 third and fourth-year English students at UFLS-UD regarding the use of Mind Mapping as a learning tool While Mind Mapping is widely applicable in education, this research specifically examines its impact on English language learning.
Significance of the Research
Mind Mapping is a popular learning technique among students at UFLS-UD for studying English This study aims to explore students' perceptions of the Mind Mapping method, providing English teachers with valuable insights into student attitudes By understanding these perspectives, educators can better support and enhance the learning experience Additionally, the research will offer recommendations to motivate students in their English studies while addressing challenges associated with the Mind Mapping technique.
Literature Review
English plays a crucial role in various sectors of life, serving as a universal language that connects individuals in our globalized world Consequently, acquiring proficiency in English is essential for effective communication and opportunities in today’s interconnected society.
Learning a language can be a daunting and time-consuming task without effective techniques or methods Consequently, many researchers have explored various strategies to enhance the language learning process.
Visual aids are crucial teaching and learning tools that stimulate and motivate students, enhancing their engagement in classroom activities (P teş n l giu n li e, 2018, p 360) One of the most effective techniques utilizing visual, spatial, and kinesthetic senses is Mind Mapping, which is frequently applied in language classes Numerous studies have focused on the effectiveness of Mind Mapping in teaching and learning English, highlighting its significant impact on educational outcomes.
Mind Mapping is a valuable technique for English learners, significantly improving their language skills in listening, speaking, reading, and writing According to Khoiriyah (2014), it serves as an effective prewriting strategy, emphasizing the importance of the planning phase in creating engaging and dynamic compositions.
As noted by Chairani (2015, pp 352-355), learners can be supported and motivated during the reading process when making use of an appropriate strategy In his position,
Mind mapping enhances learners' ability to visualize texts while enabling teachers to assess their understanding According to Afriansyah (2019), the application of mind mapping positively impacts the speaking skills of tenth-grade students, leading to increased fluency and confidence, as well as improved pronunciation.
In their 2015 study, Anna Buran and Andrey Filyukov highlighted the effectiveness of Mind Mapping as a valuable tool for learning English as a second language Their research, conducted with sophomores at Tomsk Polytechnic University, demonstrates that Mind Mapping can aid students in problem-solving, brainstorming creative ideas, remembering new vocabulary, taking notes, enhancing reading skills, and organizing tasks for presentations This technique is readily available for both teachers and students to improve language learning outcomes.
Mind Mapping is a valuable tool for enhancing the teaching process in addition to learning English Teachers can effectively use Mind Mapping to design lesson plans and lectures, while also stimulating student creativity (Sperl, 2020).
Recent studies have highlighted the effectiveness of Mind Mapping in enhancing teaching and learning outcomes in English, sparking my interest in exploring its application at our university Research, such as that conducted by Yunus and Chien (2016), has investigated perceptions of the Mind Mapping technique in language education, particularly in the context of the Malaysian University English Test (MUET) Writing Their findings underscore the potential benefits of integrating Mind Mapping strategies in language learning environments.
Mind mapping is considered a valuable tool for planning and organizing students' writing, despite some claims that it can be difficult and time-consuming This study specifically focuses on students' perceptions of their writing skills rather than their overall English learning experience.
A significant study by Muttqin (2018) focuses on students' reasons, opinions, and motivations for using Mind Mapping in English teaching The findings indicate that this technique positively aids the learning process, offering valuable suggestions for improvement However, the study's limited sample size of only 16 student respondents may restrict its generalizability Despite this limitation, the research provides a solid foundation for exploring student perceptions of the Mind Mapping technique at UFLS-UD.
Most existing studies focus on the effectiveness of Mind Mapping or student attitudes, often involving small populations in specific areas of English learning This limitation in previous research has sparked my interest in exploring the perceptions of English students at UFLS-UD regarding the use of Mind Mapping more broadly.
Theoretical Background
Overview of Mind Mapping
Mind Mapping, also known as the "Concept Mapping technique," was developed by Tony Buzan, an English author and educational consultant This innovative teaching and learning method serves as an effective tool for enhancing note-taking, improving memorization, and stimulating creativity, offering significant advantages over traditional recording and rote learning methods.
Concept of Mind Mapping
Mind Mapping is a powerful strategy that stimulates a person's brain through structured organization Numerous books and studies have been published on mind mapping, each offering various definitions and insights into its effectiveness.
Buzan (2006) describes a graphic, networked approach to sorting and prioritizing information through key trigger words and images that stimulate specific memories and foster new ideas This method mirrors the brain's natural functioning and can significantly enhance students' note-taking, revision, and planning skills.
Mind mapping, as defined by Krasnic (2011), is a graphic tool that facilitates the collection, creation, management, and exchange of information It visually organizes concepts, topics, and ideas in a radial pattern around a central theme Similarly, Buzan describes a mind map as resembling a tree, where branches represent the concepts connected to the central idea.
Here is an example of Mind Mapping:
Figure 1 A Mind Map about Health
How to create Mind Maps
There are nine steps to draw a good Mind Map as stated by Buzan (2006, p 162):
Step 1: Focus on the core question, the precise topic
Step 2: Turn your first sheet of paper sideways in front of you (landscape-style)
Step 3: Draw an image in the centre of the blank sheet of paper to represent your goal
Step 4: Use color from the outset, for emphasis, structure, texture, creativity Step 5: Draw a series of thick lines, radiating out from the center of the image Step 6: Curve your lines
This attracts attention and helps memorize better
Step 7: Write one Key Word on each branch that you associate with the topic Step 8: Add a few empty branches to your Mind Map
Step 9: Create second- and third-level branches for your related Associated and Secondary Thoughts.
Learning with Mind Maps
Mind Mapping is an essential learning technique that serves as a multi-sensory tool, enabling students to effectively collect, analyze, organize, and retain information By utilizing Mind Mapping, students can enhance their learning process, making it easier and more efficient.
In the opinion of Buzan (2006, p 176), creating a Mind Map in a long-term course of study is a good idea, as follows:
3.4.1 Mind Mapping for Note-taking
A Mind Map offers an effective alternative to traditional linear studying techniques by enhancing memory recall By using Mind Maps, students can easily gain an overview of a topic or lecture while incorporating additional information The two-dimensional structure, along with colorful images and symbols, stimulates students' creativity and interest, ultimately improving their memorization skills.
Mind mapping is a crucial pre-writing technique for essays, helping students identify key elements of their topic and establish a structured framework This method facilitates the recognition of relationships between ideas, ultimately leading to the creation of a comprehensive and cohesive essay.
Mind mapping is an invaluable tool for college and university students, enabling them to effectively write essays and complete exams within time constraints This technique enhances efficiency by helping students organize their ideas clearly, ultimately saving precious time during the writing process.
3.4.4 Mind Mapping for Group Study
Mind Mapping is considered to be an effective tool for collaborative brainstorming as it can warm up a group and engage all members in a topic without any specialized skills.
Advantages of Mind Maps
Mind Mapping is recognized as a powerful tool for enhancing learning across multiple dimensions According to Spoorthi, Prashanthi, and Pandurangappa (2013), the benefits of the Mind Mapping technique include improved organization of information, enhanced creativity, and increased retention of knowledge.
Table 1 The advantages of using Mind Mapping technique
No Advantages of using Mind Mapping technique
Traditional linear note-taking relies heavily on the auditory processing of information, while Mind Mapping transforms ideas from a speaker or text into a visual format by organizing them creatively on paper This method enhances comprehension and retention by presenting information in a more dynamic and engaging way.
Since spatial organization and visual forms are more associated with right brain, MM allows the listener to take advantage of all the left and right cortical skills of brain
The right brain is linked to visual and creative thinking, while the left brain is responsible for analytical tasks like writing Many people struggle to articulate their thoughts on paper; however, by engaging the right brain alongside the left, such as during mind mapping (MM), individuals can effectively overcome this challenge.
Mind mapping enhances concentration by engaging both hemispheres of the brain simultaneously, utilizing various sensory channels This approach integrates multiple intelligences, thereby improving comprehension and aiding in memorization.
Mind Mapping helps to organize and classify concepts/ pieces of information which are related to each other somehow, making complex information simpler to think and put it on paper
Mind Mapping makes one become more creative because it emphasizes brainstorming, free association and radiant thinking, which are actually not a part of traditional method of formal education
Using keywords, symbols, and graphics during mind mapping significantly enhances the speed of idea generation compared to traditional note-taking methods Mind mapping effectively improves one's efficiency in organizing thoughts and concepts.
8 Elimin tion of unne ess ry notes is possi le when „keywor ‟ n hieve the same
Mind Mapping consumes less space They are more compact (but not less effective) More ideas can be added later if additional information is obtained from different source
Mind Mapping takes much less time to read review and understand, makes it more interesting because of self-created associations and in turn helps in retaining for long
Mind Mapping offers a visual overview of a topic, allowing individuals to quickly grasp the relationships between various ideas and information This technique enhances cognitive efficiency by presenting interconnected concepts in a single glance, making it easier to understand complex subjects.
12 Min M pping improves one‟s le rning ility n memoriz tion.
Research Methodology
Research Design and Methods
The study utilizes a qualitative research design to investigate the perceptions of third and fourth-year students at UFLS-UD regarding the Mind Mapping technique Data was collected through survey questionnaires distributed to 150 students from both the English faculty and the English Language Teaching faculty, effectively capturing their attitudes and insights This approach aligns with the study's goal of exploring student perspectives on this educational method.
Research Procedure
To carry out the study, several steps are involved These include:
Step 1: Selecting a favorite topic for the research after reviewing some previous studies
Step 2: Choosing the subjects of the research to focus on
Step 3: Making questionnaires and asking students to fill in the forms
Step 4: Collecting questionnaires and analyzing them
Step 5: Examining the perceptions on using Mind Map in learning English, figuring out some challenges, from which to put forward some solutions.
Research Methodology
The study employs a qualitative approach to explore the perceptions of third and fourth-year students at UFLS-UD regarding the Mind Mapping technique Questionnaires were distributed to 150 students, all of whom fully responded, providing valuable insights into the effectiveness of Mind Mapping as a learning tool This method aligns with the research objectives, enabling a comprehensive understanding of student attitudes toward this powerful educational strategy.
- Dat rel te to the stu ents‟ opinions out using Min M pping te hnique were gathered after using the questionnaire The questionnaire consisted of
35 Likert scale questions, two closed-ended question and four open-ended questions
- The 35 items of 5-point Likert scale questions were phrased as positive st tements with the response hoi es r nging from “Strongly Dis gree” to
The study utilized a Likert scale questionnaire divided into four sections to gather students' perceptions of the Mind Mapping technique The first section contained 12 items aimed at identifying the purposes of using Mind Mapping, while the second section, with 6 items, assessed students' interest in this technique The third section included 10 items to evaluate how students found Mind Mapping useful, and the final section, consisting of 7 items, focused on the constraints encountered when using the technique.
- Another closed-ended question was formulated to find out the preference of teaching tools using Mind Mapping amongst students
- One closed-ended question was to figure out whether Mind Mapping should be applied in the future or not
- The last four open-ended question items were prepared to capture any other comments about their experience
- The form of the questionnaire is presented and included in the Appendix.
Discussion of Findings
Purposes of Using Mind Mapping Technique
The initial inquiry aims to explore the various purposes of utilizing Mind Maps in English classes for students, as this technique serves multiple functions in the teaching and learning processes These purposes can be categorized into two primary themes: learning and planning The findings regarding the learning process are outlined as follows.
Figure 2 Students’ purposes of using Mind Mapping technique in learning
The use of Mind Mapping in learning English serves various purposes, with a notable 60.7% of students agreeing that it aids in revising previous lessons and enhancing retention Conversely, 42.7% of students disagree that Mind Mapping is beneficial for exam preparation Additionally, 37.4% of participants strongly agree, and 20% agree, that they consistently translate learned material into Mind Maps This aligns with Seyihoglu and Kurtul's (2010) assertion that visuals, colors, and keywords enhance knowledge retention and improve interpretation skills, contributing to a positive learning experience.
Revising what was learned and expanding the permanence
Summarizing Taking notes Preparing for exam Concretizing the abstract subjects
A significant percentage of students utilized techniques to enhance their understanding of abstract subjects, with 53.3% employing note-taking methods and 50.7% focusing on summarizing Additionally, 54.6% of respondents indicated that summarizing helped them concentrate better, while 52.7% found that attracting more focus was beneficial.
In terms of planning, the results are demonstrated as follows:
Figure 3 Student’s purposes of using Mind Mapping technique in planning
The chart indicates that 56.6% of respondents are interested in using Mind Maps for presentation preparation, a figure that matches the proportion of students who use them for planning projects Mind Mapping allows students to explore new ideas and organize them systematically, making it an effective tool for project development Many students view this technique as a framework for structuring presentations and speeches By utilizing Mind Mapping, they can logically and creatively connect ideas, enhancing the quality of their presentations without unnecessary repetition.
Effective time management and brainstorming were identified as primary objectives by approximately 53.3% and 54.6% of respondents, respectively, while 50% emphasized the importance of setting specific targets Despite the belief that Mind Mapping enhances time management, some individuals perceive it as a time-consuming process.
“It t kes mu h time to re te n ttr tive Min M p”
Or “It is time- onsuming when I let my right r in go it too f r”
Mind Mapping serves as an effective brainstorming tool that facilitates the initial stages of language skill development, including speaking and writing By aiding in idea generation and fostering connections, it enhances the coherence and cohesiveness of learners' work This is supported by Bukhari (2016, p 58), who emphasizes the benefits of teaching methods that incorporate such tools for improved learning outcomes.
Stu ents‟ ttitu e n preferen e tow r s using Min M pping te hnique
through Mind maps, improved cohesion and coherence; content paragraph structure and length in writing”
The findings highlight the effectiveness of Mind Mapping, as noted by Buran and Filyukov (2015, pp 215-218), in assisting students to solve problems, brainstorm creatively, remember new vocabulary, take notes, and prepare presentations.
Many students utilize this technique not only for educational purposes, such as categorizing and organizing information or memorizing complex lessons, but also for recreational activities One student noted that he uses this method to decorate, which helps him relax and relieve stress, highlighting its versatility beyond academics.
Mind Mapping serves various purposes, including learning and planning, as each student utilizes it to achieve their individual goals and preferences This technique fosters meaningful learning by leveraging the natural functions of Mind Mapping.
5.2 Students’ attitude and preference towards using Mind Mapping technique
5.2.1 Attitude towards Mind Mapping technique
Table 2 Students’ interest towards Mind Maps
Disagree Disagree Neutral Agree Strongly
13 It is difficult to create maps 20.7% 27.3% 22.7% 19.3% 10%
16 Mind Mapping allows me to be creative 4% 5.3% 4.7% 49.3% 36.7%
17 Mind Mapping is a useful learning strategy for me
18 I was keen to follow all
Mind Maps presented in classes
The survey results reveal that a significant number of students express satisfaction with the Mind Mapping technique, as indicated by their responses to both the survey items and open-ended questions.
A recent survey revealed that 48% of students either strongly disagree or disagree with the statement, "It is difficult to create mind maps," indicating that many find the process manageable In contrast, only 29.3% of respondents agree with the statement, suggesting that creating mind maps is a skill that many students possess Furthermore, over 60% of participants expressed enjoyment in creating mind maps, highlighting their positive attitude towards this learning tool.
In open-ended survey, a student explains that he loves Mind Maps because
Many individuals find Mind Mapping an engaging learning technique, as it allows them to express their creativity through drawing and decorating their own maps One user mentioned, "I incorporate my favorite colorful patterns, which helps me memorize each part of the lesson." Others enjoy creating mind maps with various colors, making learning English more interesting The appeal of Mind Mapping also lies in its visual attractiveness, filled with symbols and pictures Additionally, the freedom to integrate concepts through simple relationships enhances the learning experience, highlighting the active and engaging nature of this method.
Approximately 20% of respondents expressed a dislike for roaming in mini malls for various reasons Some students shared their thoughts on what they dislike most about mini mall experiences.
“It is h r to write ll inform tion on min m ps.”
“M king min m pping requires to spen lot of time n lyzing the inform tion whi h is ne ess ry for you.”
“This ppro h stoppe me from thoroughly reviewing ny of the t from the lesson.”
A significant majority of students, nearly 54%, disagree or strongly disagree with the statement "Creating less Mind Map is boring," while only about 26.7% agree or strongly agree Furthermore, approximately 86% of respondents believe that Mind Mapping fosters creativity and serves as an effective learning strategy Additionally, around 67.3% of students express enthusiasm for following all Mind Maps presented in lessons.
Research indicates that a significant number of students hold a favorable view of Mind Mapping as a learning tool, recognizing its effectiveness in enhancing motivation and engagement in the educational process.
5.2.2 Students’ preference in teaching tools of Mind Mapping technique
Figure 4 Students’ preference in teaching tools of Mind Mapping
The pie chart clearly illustrates that the most favored activity among students is working on applied assignments at the end of each chapter, which accounts for 33.3% This is followed by class discussions, preferred by 25.3% of students Other educational tools such as PowerPoint presentations, lecture notes, textbooks, and Mind Maps are also utilized, with preferences of 13.3%, 10%, 8.8%, and 8% respectively In contrast, quizzes administered at the end of each chapter are the least favored, with only 1.3% of students expressing a preference for them.
Mind Maps presented in class
Lecture notes provided by your teacher at the end of each chapter
Team working on applied assignments provided at the end of each chapter
Quizzes given in class at the end of each chapter
Benefits of Using Mind Maps
Table 3 Students’ opinion about benefits of Mind Mapping
Disagree Disagree Neutral Agree Strongly
20 It makes learning meaningful and efficient
22 It ensures multi- dimensional thinking 24.7% 16.7% 6% 21.3% 31.3%
23 It ensures envision of what was learned 20% 18% 10.7% 27.3% 24.7%
25 It increases interest, attention and motivation
27 It improves creativity and imagination
28 It enhances our visual perception 21.3% 18% 8% 22% 30.7%
As presented in the table, more than 55% of students in the survey consider that Mind Mapping is a fun activity and can ensure permanent learning, which is among
The survey revealed that 23% of students identified the highest advantage of the program, while 54% noted that it significantly enhances interest, attention, and motivation Additionally, approximately 50% of respondents agreed or strongly agreed that the program improves memorization, fosters multi-dimensional thinking, reinforces understanding of previous lessons, and enhances personal creativity, imagination, and visual perception.
The Mind Mapping technique has been shown to positively impact students by enhancing their cognitive, affective, and individual skills Research by Saputro, Basori, and Budiyanto (2017) supports this claim, revealing that performance assessments from pretest and posttest data indicate improvements across four key learning areas: cognitive, affective, psychomotor, and overall engagement.
Challenges faced by students when using Mind Mapping technique
Figure 5 Students’ Constraints of using Mind Mapping technique
Despite the effectiveness of learning English, students face several challenges, primarily related to material resources and individual abilities According to a survey, 18.7% of students find the process difficult for their brains, while 36.7% strongly agree with this sentiment Additionally, 52.7% of respondents believe that the personalization of learning makes it hard for others to understand, compared to 46.7% who struggle to remember the meanings of certain symbols Furthermore, 49.4% of students cite poor drawing skills as a significant hurdle, along with difficulties in finding suitable symbols related to their studies.
nswers to the Question “Shoul Min M ps e pplie in Le rning English in
the topic, not having colored pencils, or not finding the needed visuals are defined to be their matters at a little lower rate (47.3%, 46.7% and 46% respectively)
5.5 Answers to the Question “Should Mind Maps Be Applied in Learning English in The Future?”
Figure 6 Students answer the question “Should Mind Maps be applied in learning
The pie chart reveals that a substantial 88% of surveyed students advocate for the incorporation of Mind Mapping techniques in education due to its numerous benefits However, 16 students express disinterest in using Mind Mapping for learning English, while two remain uncertain, with one stating, “I’m not sure It doesn’t always work well,” and another suggesting that Mind Mapping should be limited to children Overall, the data indicates a strong preference among students for the application of Mind Mapping techniques in their learning processes.
Conclusion and Recommendations
Conclusion
This research examines the perceptions of third- and fourth-year students regarding the use of Mind Mapping techniques at UFLS-UD Following the collection and analysis of data, the findings provide insights that address the research questions.
6.1.1 For what purposes do students use Mind Mapping Technique?
A recent study reveals that the majority of third and fourth-year students at UFLS-UD utilize the Mind Mapping technique for various purposes, primarily focusing on revising previous lessons and enhancing their understanding of the material.
Should Mind Mapping be applied in learning
The Mind Mapping technique is crucial for students as it enhances exam preparation, aids in interpreting learned material, and helps in summarizing and focusing attention It is particularly effective for organizing and structuring ideas when planning presentations or projects Additionally, over half of the students utilize this technique to optimize their time management and facilitate brainstorming sessions.
6.1.2 What are the attitudes of teachers and students towards using Mind Mapping Technique in learning English?
Many students enjoy creating Mind Maps, finding them both interesting and useful, yet some remain hesitant to share their thoughts on this technique Additionally, numerous students assert that Mind Mapping enhances their creativity.
Mind Mapping is a favored teaching tool that promotes collaboration among learners Educators often prefer using Mind Maps in conjunction with collaborative activities, such as team assignments and group discussions, rather than relying solely on individual resources like textbooks or lecture notes.
Most students have a favorable view of the Mind Mapping technique, considering it a fun, engaging, and motivating learning method They also anticipate utilizing Mind Maps in their future studies.
6.1.3 What are the benefits of using Mind Mapping technique in learning English?
Min M pping te hnique rings m ny enefits to stu ents‟ le rning s ivi e into three terms, namely cognitive, affective and individual
The Mind Mapping technique serves as a powerful cognitive tool that promotes lifelong learning, enhances meaningful and efficient study practices, boosts memorization, fosters multi-dimensional thinking, and reinforces the retention of lessons learned.
Regarding the affective aspect, Mind Mapping can help increase interest, attention and motivation or create fun atmosphere in classes
In terms of the individual one, Mind Mapping allows students to be personal and improves their imagination and visual perceptions
6.1.4 What are challenges faced by students during the process of using Mind
Mapping Technique in their English learning?
Despite the numerous benefits of the Mind Mapping technique, students face several challenges The complexity of Mind Mapping can be overwhelming for some, and its personalized nature may make it difficult for others to comprehend Additionally, students may struggle with drawing skills, lack appropriate symbols, or not have access to colored pencils and visuals, which can impede their ability to create effective Mind Maps.
Recommendations
This research aims to address the challenges of using Mind Maps in English learning, particularly due to constraints of time and limited research experience.
Students should clearly define their purposes and desired outcomes when using Mind Mapping to enhance their learning experience By establishing specific goals, they can develop effective strategies for creating meaningful Mind Maps Understanding the significance of Mind Mapping is crucial for maintaining motivation throughout their studies It is important for students to identify key concepts and ideas within their Mind Maps to ensure clarity and uniqueness Additionally, students can practice this technique at home, further integrating it into their study habits.
To enhance student engagement in learning, teachers should organize enjoyable activities using Mind Mapping, which can motivate students However, challenges in creating Mind Maps may discourage some learners, so teachers can integrate cooperative learning and provide resources that utilize Mind Maps for easier comprehension Clear guidance on how to create effective Mind Maps is essential, and teachers should present the necessary steps and concepts to students It's important to note that not all students may enjoy Mind Mapping; therefore, teachers should observe and support these students to spark their interest in this learning tool Mind Mapping should be implemented in various classroom activities to increase student interest, replacing traditional board writing methods that may limit cognitive development By considering different learning levels, teachers can set appropriate goals and objectives Additionally, with advancements in technology, Mind Maps can be created using computers Regular evaluation and assessment are crucial not only for measuring student performance but also for determining the effectiveness of the Mind Mapping technique.
On the side of the university, each classroom needs to be provided with enough colorful pens and paper sheets for students to create Mind Maps Besides, the faculty
27 can set up talk shows or clubs in order to provide students more knowledge about this technique
In summary, implementing the recommended strategies can enhance the effectiveness of Mind Mapping in English learning, necessitating collaboration among universities, educators, and students When Mind Mapping is integrated into actual learning environments, it is highly likely that students will gain increased exposure to this technique, leading to improved academic performance.
Appendix
This questionnaire is designed to identify the perceptions of students on using Mind Mapping technique in English courses
In this section, we invite you to express your feelings about learning English through Mind Maps by rating a series of statements on a scale from 1 to 5 Each number corresponds to a specific sentiment, allowing you to convey your thoughts effectively Your feedback will help us understand the impact of Mind Maps on your English learning experience.
Tick in the box corresponding to the option you have chosen
Purposes of using Mind Mapping technique
6 Revising what was learned and expanding the permanence
13 It is difficult to create maps
15 Creating a class mind map is a boring experience
16 Mind mapping allows me to be creative
17 Mind mapping is a useful learning strategy for me
18 I was keen to follow all Mind Maps presented in classes
Benefits of Mind Mapping technique
20 It makes learning meaningful and efficient
22 It develops multi-dimensional thinking
23 It ensures envision of what was learned
24 It is an enjoyable activity
25 It stimulates interest, attracts attention and increases motivation
27 It boosts creativity and imagination
28 It enhances our visual perception
Constraints of using Mind Mapping technique
29 Being hard for the brain
30 Being difficult for other to understand
31 Forgetting the meanings of some symbols
33 Being hard to find the symbols related to the topic or subject
34 Not having the colored pencils every time
35 Not finding the requested visuals every time
Please tick () the teaching tool which is the best for you in terms of their contribution to achieving the highest benefit for you
Mind maps presented in class
Power point presentations in class
Lecture notes provided by your teacher at the end of each chapter
Team working on applied assignments provided at the end of each chapter
Quizzes given in class at the end of each chapter
Part B: Please read each question carefully Write your response in the space provided after each item
1 What do you like most about mind mapping?
2 What do you dislike most about mind mapping?
3 Give some suggestions about using Mind Maps in teaching and learning English
4 Should Mind maps be applied in teaching and learning in the future?