Usinh mind maps to promote 12th graders english vocabulary learning at high schools in rural areas

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THAI NGUYEN UNIVERSITY OF EDUCATION

<b>FACULTY OF FOREIGN LANGUAGES EDUCATION </b>

<b>DAO THI VU HAI </b>

<b>ENGLISH VOCABULARY LEARNING AT HIGH SCHOOLS IN RURAL AREAS </b>

<b>MASTER THESIS </b>

<b>Thai Nguyen, June 2023</b>

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THAI NGUYEN UNIVERSITY OF EDUCATION

<b>FACULTY OF FOREIGN LANGUAGES EDUCATION </b>

<b>DAO THI VU HAI </b>

<b>ENGLISH VOCABULARY LEARNING AT HIGH SCHOOLS IN RURAL AREAS </b>

<b>Major: Theory and Methodology of English Language Teaching Code: 8140111 </b>

<b>MASTER THESIS </b>

<b>Supervisor: Duong Duc Minh, PhD </b>

<b>Thai Nguyen, June 2023</b>

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<b>STATEMENT OF AUTHORSHIP </b>

<b>The thesis entitled “Using mind maps to promote 12th graders’ English vocabulary learning at high schools in rural areas" is conducted under the supervision of Dr. Duong Duc Minh. </b>

I declare that the information reported in this study is the result of my own work and effort, except where due reference is made. No other person’s work has been used without due acknowledgement in the thesis.

This thesis has not previously been submitted for the award of any degree or diploma in any other tertiary institution.

<i> Thai Nguyen, 2023 </i>

<i><b>Dao Thi Vu Hai </b></i>

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<b>ACKNOWLEDGEMENTS </b>

First and foremost, I would like to express my heartfelt gratitude to my thesis supervisor, Dr. Duong Duc Minh, for his exceptional guidance and supervision. His profound knowledge and expertise in teaching have been a tremendous source of inspiration throughout my academic journey at Thai Nguyen University of Education. He not only expanded my horizons in the field but also provided invaluable advice, patient support, and excellent managerial skills in helping me overcome obstacles during the completion of my thesis. I consider myself extremely fortunate to have had his unwavering support throughout my work.

I would also like to extend my sincere appreciation to all the lecturers who contributed to my MA course at Thai Nguyen University of Education. Their scholarly knowledge, vast experience, and ability to inspire have played a vital role in broadening my research perspectives. Their dedication to teaching has been instrumental in shaping my academic growth.

Special thanks are due to my dear friends, Pham Thi Lan and Nguyen Thi Phuong. Their unwavering encouragement during the challenging moments of my thesis gave me strength and a great source of inspiration.

I would also like to express my gratitude to the head and the staff of Chu Van An High School for their kind assistance and encouragement in allowing me to conduct my study at their facility. Their cooperation has been pivotal in the successful completion of my research.

Lastly, but certainly not least, I am deeply grateful to my beloved parents, younger sister, husband, and two children for their support and continuous encouragement. Their love and understanding have been the pillars of strength throughout the process of writing this thesis and in all aspects of my life. I am truly blessed to have such amazing individuals by my side.

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<b>ABSTRACT </b>

This study aims to investigate the potentially significant effects of mind mapping on the vocabulary development of EFL high school students. To fulfill the aim, the research design employed a combination of quasi-experimental and research design with the participation of 95 Grade 12 EFL students from Chu Van An High School, located in the Kien Xuong District of Thai Binh Province. These participants were divided into two groups: the control group and the experimental group. The data for the study was collected through a pre-test, a post-test, a questionnaire and interviews and then was analyzed both quantitatively and qualitatively. The study findings revealed significant positive effects of mind mapping on the vocabulary development of EFL high school students. Mind mapping not only inspired students to engage actively in vocabulary learning but also enhanced their ability to retain newly learned words for an extended period. The results suggest that mind mapping can be a highly effective strategy for vocabulary instruction. In light of these findings, the researcher recommends further studies in this area with a larger sample size. This would enable a more comprehensive understanding of the true impact of mind mapping on vocabulary learning. By expanding the participant pool, researchers can obtain a clearer picture of the benefits and challenges associated with implementing mind mapping techniques for vocabulary instruction. Such insights would contribute to the enhancement of vocabulary learning strategies and instructional practices in EFL classrooms.

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<b>TABLE OF CONTENTS </b>

STATEMENT OF AUTHORSHIP ... i

ACKNOWLEDGEMENTS ... ii

ABSTRACT ... iii

LIST OF ABBREVIATIONS ... vii

LIST OF TABLES ... viii

CHAPTER 1: INTRODUCTION ... 1

1.1. Rationale ... 1

1.2 Aim and Objectives ... 2

1.2.1 Aim of the Study ... 2

1.2.2. Objectives of the Study ... 3

1.3. Scope of the Study ... 3

1.4. Research Questions ... 3

1.5. Significance of the Study ... 4

1.6. Organization of the Study ... 4

CHAPTER 2: LITERATURE REVIEW ... 6

2.2.1. Definition of Mind Maps ... 8

2.2.2. Benefits of Using Mind Mapping Techniques ... 9

2.2.3. Mind Mapping Techniques ... 10

2.2.4. Theoretical Process of Application of Mind Mapping to Vocabulary Teaching11 2.2.5. How to Use Mind Maps in Textbook English 12 ... 12

2.3. Previous Studies ... 12

2.3.1. Review of Related Studies Worldwide ... 12

2.3.2. Review of related studies in Vietnam ... 13

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2.3.3. Literature gaps ... 15

2.4. Chapter summary ... 16

CHAPTER 3: METHODOLOGY ... 18

3.1. An Overview of Quasi-experimental Research ... 18

3.1.1. Definition of Quasi-experimental Research ... 18

3.1.2. Types of Quasi-experimental Research ... 18

3.1.3. Why Quasi-experimental Research is Suitable for This Study ... 18

3.7.1. Quantitative Analysis of Pre-test and Post-test ... 31

3.7.2. Quantitative Analysis of Questionnaire ... 32

3.7.3. Qualitative Analysis of Interview ... 33

3.8. Validity and Reliability ... 34

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4.2.1. Students’ remarks about learning English vocabulary using mind maps. ... 54

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<b>LIST OF TABLES </b>

Table 3. 1: Participants’ parameters ...20

Table 3. 2: Test description 1 ...24

Table 3. 3: Analysis of the pre-test 1 ...24

Table 3. 4: Grade Evaluation Scale ...25

Table 3. 5: Test description 2 ...25

Table 3. 6: Analysis of the post-test ...26

Table 3. 7: Reliability statistics ...35

Table 4. 1: Comparison of Pretest Results ... 39

Table 4. 2: Independent samples t-test of the two groups after the pre-test ...39

Table 4. 3 ...40

Table 4. 4: Independent samples t-test of the two groups before the treatment ...41

Table 4. 5: Advantages brought about by learning vocabulary with mind maps ...42

Table 4. 6: Disadvantages resulting from learning vocabulary with mind maps...44

Table 4. 7: Students’ future intentions of learning vocabulary with mind maps ...45

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<b>CHAPTER 1: INTRODUCTION 1.1. Rationale </b>

Chinese proverb says, “to learn a language is to have one more window from which to look at the world”. Similarly, learning English also helps learners open their “window”- the window of knowledge, culture, customs, and traditions of the English-speaking countries. More importantly, mastering English helps learners to become global citizens who can get a good job easily, meet new people, and travel worldwide without the language barrier.

Nowadays, English is unquestionably the most popular language around the world. English is the language of science, computers, tourism, aviation, politics and so on. In Vietnam, English also plays a very important part because of the economic, social, and cultural integration of our country. Being aware of the benefits of mastering English, more and more people are dedicating their time to learning English as a second language. Since 2008 the Vietnam Ministry of Education & Training has carried out the National Foreign Language 2020 project to effectively improve the quality of English learning and teaching in all school levels in Vietnam. In particular, English is a mandatory subject in the curriculum of secondary education. The importance of learning English can also be seen in the increasing number of learners in English-speaking centers nationwide and the parents’ investment in high-priced English courses. Despite those struggles, Vietnamese students are incapable of communicating confidently due to a lack of vocabulary. In terms of a compulsory subject, in 2019 almost 70% of Vietnamese students scored below average in the national high-school English exam are a clear example which partially reflected their poor vocabulary knowledge.

Schmitt (2000, p.55) said that “Lexical knowledge is to communicative competence and to the acquisition of a second language”. Additionally, Wallace (1982, p.9) stated that "It is possible to have a good knowledge of how the system of language works and yet not able to communicate in it; whereas if we know the vocabulary we need, it is usually possible to communicate well.” Both authors focus on the importance of vocabulary acquisition.

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The fact that Vietnamese students still learn vocabulary in the wrong way makes them feel obsessed when they encounter long reading texts or lack of new words. Therefore, when they want to write essays or communicate with foreigners, Vietnamese learners feel unconfident.

Twelfth graders at Chu Van An High School face challenges in learning English due to limited access to authentic English materials. Additionally, teachers often employ outdated methods, such as translation and dictation, to teach vocabulary, resulting in student disengagement and a lack of interest in learning English. Vocabulary acquisition poses a significant hurdle for these students, as they struggle to comprehend lengthy reading texts and effectively express their thoughts during speaking activities.

Teaching vocabulary is also a very vital factor in teaching language methods. How to help students learn vocabulary more effectively is a big concern for many teachers. Teachers always try to find ways to help students remember and use new words appropriately. To tackle students’ problem of poor vocabulary, mind mapping is considered one of the most practical methods to enhance their vocabulary acquisition and retention. Though mind mapping is not new, many teachers and students do not know how to apply it to vocabulary acquisition. Moreover, few studies have been conducted on the application of mind mapping to vocabulary teaching and learning in high schools in Viet Nam so far.

What makes mind map a useful tool for learners to acquire English vocabulary is that mind mapping combines both sides of the brain. Visualization and creativity are tasks for the right brain. Reason and reasoning come from the left brain. From the

<b>reasons above, the writer decides to write this thesis namely “Using mind maps to promote 12<small>th</small> graders’ English vocabulary at high schools in rural areas”. </b>

<b>1.2 Aim and Objectives </b>

<i><b> 1.2.1 Aim of the Study </b></i>

This study aims to help 12<small>th</small> graders to learn English vocabulary more effectively by using mind maps.

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<i><b>1.2.2. Objectives of the Study </b></i>

To achieve the aim, the specific objectives were identified:

- To evaluate the effects of teaching English vocabulary using mind maps to 12<small>th</small> graders compared with the teaching of English vocabulary using conventional teaching methods.

- To find out the students’ remarks about learning English vocabulary using mind maps.

<b>1.3. Scope of the Study </b>

Since the scope of this study is so extensive, the writer finds it challenging to tackle every problem. Therefore, the writer will restrict the study’s scope due to a lack of resources, including time and knowledge. This study focuses on teaching 12<small>th</small> graders English vocabulary using mind maps and finds out the effects of applying mind maps to learning vocabulary at a high school in Thai Binh province in the first term of the academic year 2022-2023 with 95 12<small>th</small> graders.

The reason why the writer chose the 12<small>th</small> graders in this study is that vocabulary is a decisive factor that helps students get higher scores in the National High School Examination. Vocabulary is said to be the foundation of acquiring language skills. Though many efforts have been made, the results are not good. According to the statistics of the Ministry of Education and Training, English is the subject with the most candidates scoring below the average in the 2022 high school graduation exam with 446,648 students, a rate of 51.56%. This subject has 423 candidates with point 0. Consequently, the writer decided to do research that finds better ways to promote English vocabulary learning and teaching.

The writer only chose the vocabulary of 5 units in students’ textbook Grade 12 with each unit divided into 8 lessons. After each unit, the writer taught students to design a summary of vocabulary with mind maps.

<b>1.4. Research Questions </b>

The research attempts to answer the following research questions:

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<i>1. What are the effects of teaching English vocabulary using mind maps to 12<small>th</small>graders in comparison with the teaching of English vocabulary using conventional teaching methods? </i>

<i>2. What are the students’ remarks about learning English vocabulary using mind maps? </i>

<b>1.5. Significance of the Study </b>

As mentioned above, the fact that 12<small>th</small> graders at a high school in Thai Binh province do not have proper methods of learning English vocabulary effectively leading to their lack of confidence in practicing English skills as well as getting higher scores in the National High School Examination. Therefore, the findings of the study are expected to offer not only theoretical but also practical contributions.

Theoretically, this study may bring about a brief overview of the applications of mind mapping to help students improve their English vocabulary and instruct the teachers to have unique techniques in their vocabulary teaching. It may also demonstrate, and supplement theory and methodology of English language teaching and make other people heighten their concern about a study on one particular teaching skill.

Practically, the study has such significant values as providing a deep understanding and perceptions on teaching vocabulary and the actual practice for English-speaking teachers, figuring out the evidence-based findings that help teachers find out hidden factors that have had an impact on their teaching practice in the context of the Vietnamese school setting and supplying the findings in various aspects of teaching vocabulary to high school students that provide the basis for relevant vocabulary-oriented instruction modifications for teacher support, textbook designs and high school level.

<b>1.6. Organization of the Study </b>

The study is divided into 5 chapters:

- Chapter 1, Introduction, represents the rationale, aim, objectives, scope of the study, significance, research questions, methods, and organization of the study.

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- Chapter 2, Literature review, presents definitions of vocabulary, vocabulary teaching and learning, definitions of mind mapping, mind mapping technique and the advantages of mind mapping, the theoretical process of teaching vocabulary through mind maps and how to use mind maps to help students improve their vocabulary in English 12 textbook.

- Chapter 3, Methodology, presents the research methods of the study, data collection and data analysis.

- Chapter 4, Findings and discussion, presents the results gained in the processing of the data and discusses the results of the data analysis.

- Chapter 5, Conclusion, summarizes the findings recorded during making this study, presents the limitations of the study, provides some suggestions for further study and gives implications on teaching.

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<b>CHAPTER 2: LITERATURE REVIEW </b>

The purpose of chapter 2 is to review the topics related to the study, the applications of mind mapping in English vocabulary teaching and learning.

<b>2.1. Vocabulary </b>

<i><b>2.1.1. Definition of Vocabulary </b></i>

There are various definitions of vocabulary. According to Oxford Word Power Dictionary (2006, p.788), vocabulary is defined as a) “all the words that somebody knows or that are used in a particular book, subject, etc.”, b) “all the words in a language”. Also, in the Oxford Advanced Learner’s Dictionary (2010, p.1722), vocabulary is defined as a)“all the words that a person knows or uses”, b) “all the words in a particular language”, c) “the words that people use when they are talking about a particular subject”, d) “a list of words with their meanings, especially in a book for learning a foreign language”. In addition, vocabulary is “a core component of language proficiency and provides much of the basis for how well learners speak, listen, and write” (Richards & Renandya, 2002, p.255). Diamond and Gutlohn (2006, p. 427) also affirmed: “Vocabulary is the knowledge of words and word meanings.”

From the mentioned definitions, vocabulary refers to the collection of words a person knows or uses, encompassing the lexicon of a language or specialized terminology, and it plays a vital role in language proficiency and effective communication.

<i><b>2.1.2. Importance of Vocabulary </b></i>

Vocabulary plays a crucial role in language learning as it encompasses the words typically acquired alongside other language skills. Without an adequate vocabulary, learners are unable to comprehend written text or effectively express their ideas. Extensive research and numerous books have been dedicated to discussing the significance of vocabulary acquisition. Laufer (1998, p.54) points out the obvious distinction between foreign and native learners lies in the quantity of vocabulary. Similarly, Norman (2015, p. 44) states that one's vocabulary indicates their mental alertness and breadth of knowledge, with the words they know reflecting their

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understanding of the world. The size of one's vocabulary directly correlates with their intellectual growth, highlighting the importance of learning new English words for acquiring knowledge. Vocabulary knowledge is a reflection of learners' competence in a foreign language and aids in enhancing all language skills, including reading, writing, speaking, and listening. Additionally, lexical knowledge contributes to achieving good grades in the National High School Examination. Therefore, it is evident that students understand the clear necessity of learning new English vocabulary.

<i><b>2.1.3. Vocabulary Teaching and Learning </b></i>

<i>2.1.3.1. Vocabulary teaching </i>

In the process of vocabulary teaching, if vocabulary is taught through conventional methods, such as translation and the distribution of synonyms and antonyms, it will not be as effective as vocabulary taught using tactics that allow students to develop vocabulary knowledge on their own. Schmitt (2000, p.15) and Nation (2001, p.12) contend that in order for students to expand their vocabulary, it is important to use vocabulary acquisition tactics outside of the classroom. According to Ahmed (1989), there are four basic categories of vocabulary acquisition techniques: (1) memorizing techniques, (2) practice and dictionary techniques, (3) note-taking techniques, and (4) group work techniques. Gu (2010, p.11) also makes it clear that there is a strong connection between vocabulary knowledge and the utilization of vocabulary acquisition strategies.

<i>2.1.3.2. Vocabulary learning </i>

Being aware of the importance of learning vocabulary, learners try hard to find suitable methods for themselves. It is said that there are many ways to learn new words, but the writer just discussed two ways: implicit and explicit learning.

<i>a. Implicit learning </i>

Implicit learning is a term that is frequently used interchangeably with unintentional learning, incidental learning, and unplanned learning. This means that learners can get new words non-consciously and are not aware of what they have learned. That learners listen to English songs, watch American films, or read English stories books such as Harry Porter, Horrid Henry, Diary of Wimpy Kid is an example

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of implicit learning. Therefore, vocabulary can also be learned implicitly. According to Krashen (1989, p.111), children who spend a lot of their free time reading books do better on school vocabulary examinations. In addition, implicit learning is not just in written form, but it can be oral, visual or aural input. As a result, a wide range of vocabulary is acquired by listening to news or stories or audio books or watching films. According to Milton (2009, p.45), oral input occurs when listening to music or watching movies in English.

<i>b. Explicit learning </i>

Explicit learning is a term that is often used with intentional and planned learning. This is also a good way that learners to learn new words because they learn new words actively. According to Milton (2009, p.19), learners who are taught vocabulary explicitly in classroom activities acquire a larger vocabulary than those who only learn vocabulary implicitly. Therefore, learners that are explicitly taught will get competent at lexical knowledge.

Though whether implicit or explicit learning is more suitable for vocabulary learning or not was debated by the researchers, it is not easy to say which one is better. For 12<small>th</small> graders in Chu Van An high school, they are struggling to enhance their lexical knowledge because having a wide knowledge of vocabulary not only helps them get good grades in the final exams but also lays a foundation for their future career.

In the process of teaching vocabulary, every effort has been made and methods have been applied. For example, teaching new words by drawing, watching films, using real-life situations, encouraging learners to create vocabulary notebooks or using flash cards and so on. However, the results are not good enough. Therefore, the writer thinks about a practical approach for learners so that they can be more confident with the method of vocabulary learning called using mind mapping to improve students’ vocabulary.

<b>2.2. Mind Mapping </b>

<i><b>2.2.1. Definition of Mind Maps </b></i>

The word mind maps became well-known in the 1970s. The term “mind mapping” was created by Buzan in 1974 while he was working as an educational

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psychologist in Canada. When he was giving lectures about how to use the brain to a group of psychology students, he found that they focused uncomfortably on the lessons. He found it hard to “use the brain” to help his students understand and remember the information about the brain. This incident urged him to create radiant pictures based on the structure of the human brain to help his students. That explains why the current framework of the mind maps the structure of brain cells. Then, Buzan managed to create a set of rules to guide how to make a mind map as we know it today.

According to Buzan (1993, p.1), the inventor of the Mind Map, states that Mind Mapping is “a powerful graphic technique providing a universal key to unchain the potential of the brain”. This technique is like the process of thinking in which it allows us to change from this topic to another, from one side to another. It records the information by using symbols, images, colors, and emotional meanings.

Mind maps often include many colors, pictures, and key words. Visual things can attract learners of all ages. The center of a mind map can be a key word or an image that stands for the topic of the mind map. Key information radiates out from the central image and continues to radiate to other branches. The branches are closely connected to one another.

To sum up, from the above explanation, a mind map can be defined variously. Therefore, it is very difficult for students to fully understand. In this study, a mind map can be understood as a free-flowing form of pictures, key words, images, or other graphical representations to represent information in a radial format starting in the center and radiating outward using branches with related information.

<i><b>2.2.2. Benefits of Using Mind Mapping Techniques </b></i>

Mind maps are beneficial to language learners in the process of acquiring language skills as well as boosting their creativity and memory. Firstly, mind maps encourage innovative thinking. They are an excellent tool to use while developing an idea for a project or term paper. Learners’ creativity is encouraged, and they come up with ideas more quickly when information is organized visually. Secondly, they aid in improving learners’ memory. By making a mind map, they engage with the contents

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actively and attentively, which improves their ability to retain information. Thirdly, they boost efficiency. Mind maps simplify difficult ideas due to their simplicity and focus on apparent key words rather than long passages. Using colors, illustrations, and sub-branches of the hierarchy, mind maps are a great tool for complex subject analysis of text, mind maps can help learners save a lot of time. According to Buzan, T and Buzan, B (1993, p.16), they mention that mind maps can help readers save time by noting and reading only words that are relevant to the core ideas. Finally, mind maps can help students learn vocabulary because mind mapping “stores vocabulary in a logical and helpful way so that the students can find old words and they can add new words easily and quickly.” (Baker and Westrup,2000, p.41)

<i><b>2.2.3. Mind Mapping Techniques </b></i>

<i>Central image: A mind map’s key concept must be represented by a central </i>

image, which should be located in the center of the page. It works to improve memory and stimulate the right brain in students.

<i>A key word: A sentence or event might be led by a key word. As they are only </i>

permitted to utilize one key word per line, students feel compelled to remember a lot of vocabulary.

<i>Basic ordering concepts: Basic ordering concepts are the information-gathering </i>

branches, which are all related to the main subject. Making simple ordering suggestions can focus on your thoughts, promote creativity, and aid students in deeply comprehending the content.

<i><b>Branches: To promote the activation of the right side of our brains, the </b></i>

branches should be curved.

<i>Color: Color is an extremely effective memory cue that also activates the right </i>

side of the brain. In the long-term storage, colors aid in remembering and foster creativity. Colors give the mind map life, which makes it simpler to understand and recall the information given on it. Additionally, learners should choose different colors for different things or branches.

<i>Pictures: In mind mapping, images can reinforce and alter previously written </i>

important words. In contrast, images draw students’ attention and aid in their ability to recall information quickly and vividly.

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From the foregoing justifications, it is clear that mind mapping has several advantages for students’ capacity for memory and brain growth.

<i><b>2.2.4. Theoretical Process of Application of Mind Mapping to Vocabulary Teaching </b></i>

The following are some guidelines provided by Buzan (2004, p.19) for teaching mind mapping techniques:

Step 1: Create the primary image in the paper's middle as the first step. Add some color and something eye-catching.

Step 2: Sketch some fundamental ordering concepts from the main image. Step 3: To find inspiration, list all the hilarious and attractive elements that are related to the main image.

Step 4: Using icons, graphics, and colors, add some branches to the fundamental ordering concepts.

Step 5: Consider the exciting details that might spark your attention. Step 6: Continue doing that until your mental map is complete.

<i>Below is a mind map from Buzan’s book </i>

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<i><b>2.2.5. How to Use Mind Maps in Textbook English 12 </b></i>

From the experience of teaching 12^th graders, the writer decided to carry out a study of finding out the real effects of mind mapping on vocabulary teaching. English 12 textbook is a subject-based textbook with language elements and language skills like grammar, vocabulary, pronunciation, reading, speaking, and writing abilities. The writer will use mind maps as a summary of vocabulary that help students boost their lexicon knowledge as well as improve their language skills.

The following are the instructions that Buzan (2005, p.17) provides on how to create mind maps:

1) Place a white piece of paper in a landscape orientation.

2) To begin, create a colorful picture in the middle of the page and capitalize the essential word.

3) Pick a color, and on the thick branches extending from the center of the image, draw the primary themes of the mind mapping.

4) Place more main theme branches all across the map.

5) Create rich, vibrant branches that extend from your mind map.

6) Continue to utilize capital letters when writing simple concepts concerning the keyword.

7) Use graphics to visualize every significant key word on your map and add in 8) Be as creative as you can when creating your mind maps.

These instructions will help students to draw mind maps in the stages as follows getting started, before reading, post reading, pre-writing, project or communication and culture.

Based on the stages and the situation, the writer can teach the students how to draw mind maps so that it is suitable for the stages.

<b>2.3. Previous Studies </b>

<i><b>2.3.1. Review of Related Studies Worldwide </b></i>

There has been previous research on teaching vocabulary with mind maps.

<i>Typically, Effendi (2004, p.12) conducted research to explore “Teaching vocabulary through mind mapping technique to the tenth-grade students of SMA Negeri 15 </i>

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<i>Palembang”. She chose 80 students at random from 360 10</i><small>th</small> graders at SMA Negeri 15 Palembang in the academic year 2009-2010 for her study. She divided them into 2 groups called control group and experimental group, each of which has 40 students. In her thesis, she only used post-treatment testing. The result of the matched t-test was 2.396, which was higher than the t-critical value of 1.725. This showed that the mind mapping approach was useful in the process of teaching vocabulary. Therefore, the researcher pointed out that other teachers should “create a more relaxed atmosphere in the process of teaching and learning of vocabulary”.

Having carried out research on 32 pre-intermediate students from Turkey’s Selcuk University’s School of Foreign Languages, Dilek and Yürük (2012, p.43) found out that mind mapping was an efficient tool in vocabulary instructions. They conducted a 40-item survey questionnaire before the main study in order to determine the association between the students’ opinions and the methods of learning vocabulary that they preferred. In the primary research, they split 32 students into two groups, of which 15 students are in the experimental group and 17 students are in the control group. The results of this “strategies in vocabulary-learning” questionnaire showed that students’ beliefs about vocabulary learning strategies were closely related to their decisions regarding vocabulary learning. Additionally, the results of the t-test demonstrated that mind mapping was superior to conventional methods of vocabulary learning.

<i><b>2.3.2. Review of related studies in Vietnam </b></i>

Diem (2011) conducted research on mental maps and diagrams using three different tools: questionnaires, interviews, and vocabulary tests. To investigate the effects of the research problem, survey questionnaires were given to 100 randomly chosen first-year mainstream students enrolled in the Faculty of English Language Teacher Education for the academic year 2010–2011. Pre-testing, two post-tests, semi-structured interviews, and trial lessons were all given to the thirty students who made up the control and experimental groups. Real experiments were conducted as part of the data collection procedures to reach the second goal of the study. The survey’s findings indicated that although mind maps and diagrams had been utilized to teach vocabulary in Faculty I, they were not frequently employed. The outcomes

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of the next two tests (t obtained = 2.18 & t’ obtained = 2.17) exceeded those of table t. (2.145). This demonstrated the value of employing mind maps and diagrams to teach vocabulary to first-year mainstream pupils, particularly in terms of word learning and memory.

<i>Another research study entitled “Using mind mapping to teach vocabulary to the first-year non-English major students at Bac Giang University of Agriculture and Forestry”, was conducted by Lan (2012) at Bac Giang University of Agriculture and </i>

Forestry. In her study, she chose 90 students (42 males and 48 females at Bac Giang University of Agriculture and Forestry in the academic year 2011 – 2012). Ninety students were surveyed using a questionnaire and a quantitative approach. The questionnaire’s findings demonstrated that mind mapping could assist students in taking notes during lessons, coming up with new topic ideas, and summarizing the lesson’s important points. Additionally, the results of a few short interviews revealed that employing mind maps to teach vocabulary to first-year non-English major students at Bac Giang University of Agriculture and Forestry had a significant impact on students’ vocabulary acquisition, particularly in terms of students remembering language and enjoying their vocabulary learning. Her thesis found out that “students are more eager to learn vocabulary thanks to the application of mind maps in vocabulary lesson.”, but the thesis also pointed out the drawbacks of the mind maps techniques which are time-consuming and costly, and students found “it is difficult to follow the lesson”. Having looked through the previous studies, the writer can learn a lot about the methods, the use of language, vocabulary teaching and vocabulary retention.

The writer also reviewed some writing and articles on the application of mind

<i>maps to learning and teaching language such as The English-majored Students’ practices of Mind maps in Writing skills by Trang and Oanh (2021). They chose 240 </i>

first-year students in 6 different classes at University of Foreign Language Studies-The University of Da Nang, Viet Nam in the academic year 2021-2022. They collected data by conducting interviews, a set of questionnaires and observation in the writing classroom on the 15<small>th</small> week of each semester. The article showed that the majority of students are interested in “creating mind maps to improve their writing skills”, but it also

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pointed out the disadvantages of the mind maps in writing class such as “lack of lexical resources, the bad skills of mind map drawing, the inability to generate primary and supplement ideas and time duration to draw a mind map.”

These research results collectively demonstrate that mind maps and diagrams have the potential to positively impact language learning and teaching. They can aid vocabulary acquisition, note-taking, generating ideas, and summarizing lessons. However, it is important to be aware of the limitations and challenges associated with using mind maps, such as the need for training, time management, and potential difficulties in certain language skills.

Future studies in this area could further explore the effectiveness of mind maps and diagrams in different educational contexts, consider strategies to mitigate the drawbacks mentioned, and investigate the optimal ways to integrate mind mapping techniques into language learning curricula.

<i><b>2.3.3. Literature gaps </b></i>

Looking at the above-mentioned related studies, it is evident that there is a consensus on the usefulness of utilizing mind maps for teaching vocabulary to learners. However, it is important to note that there has been a limited number of research studies conducted in Vietnam specifically addressing this topic. This literature gap indicates a need for further investigation and exploration of the application of mind maps in the Vietnamese educational context.

By acknowledging this research gap, the writer of the study aims to contribute to the existing body of knowledge by conducting a study that focuses on the use of mind maps to support Vietnamese students in enhancing their vocabulary proficiency and motivation to learn the language. The study intends to fill the void in the literature and provide valuable insights into the effectiveness of mind maps as a pedagogical tool in the Vietnamese language learning context.

In addition to addressing the literature gap, the study also aims to shed light on any potential challenges or limitations associated with the use of mind maps in vocabulary instruction. By identifying these challenges, the research can provide recommendations and strategies to optimize the implementation of mind maps in language teaching.

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Furthermore, the study seeks to explore the specific benefits and drawbacks of using mind maps in the Vietnamese educational setting. It aims to investigate how Vietnamese students respond to mind maps, their perceptions of the technique, and the impact it has on their language learning experience. Understanding these factors will not only contribute to the existing literature but also provide practical insights for educators and curriculum developers in Vietnam.

In summary, the literature gap identified in the existing studies on mind maps and vocabulary teaching in Vietnam motivates the writer to conduct this research. The study aims to fill this gap by investigating the effectiveness, challenges, and potential benefits of utilizing mind maps as a pedagogical tool for enhancing vocabulary proficiency and student motivation in the Vietnamese language learning context.

<b>2.4. Chapter summary </b>

The purpose of the literature review in Chapter 2 is to examine the relevant topics and research related to the use of mind maps in promoting English vocabulary learning among 12th graders in high schools located in rural areas.

The review begins by discussing the significance of vocabulary acquisition, emphasizing its crucial role in language learning and overall language proficiency. It highlights the importance of vocabulary knowledge for effective communication and academic success.

The section then explores various approaches to vocabulary teaching and learning. Conventional methods, such as translation and synonym/antonym distribution, are contrasted with more effective strategies that encourage students to actively engage in vocabulary acquisition. The connection between vocabulary knowledge and the use of appropriate acquisition techniques is emphasized.

Furthermore, the review examines the specific challenges and opportunities related to vocabulary learning in rural high schools. It explores the unique characteristics and constraints of rural educational settings, such as limited resources and access to language learning materials. This context-specific analysis provides insights into the potential benefits and limitations of employing mind maps as a pedagogical tool in rural areas.

Moreover, the literature review delves into the existing research studies that have investigated the use of mind maps in vocabulary instruction. It critically

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examines previous studies conducted in similar educational contexts or with similar target populations, highlighting their findings, methodologies, and limitations. This analysis helps identify the existing gaps in literature and justifies the need for further research in rural high schools.

By reviewing the relevant literature, the study aims to build a theoretical framework that supports the use of mind maps as a means to enhance English vocabulary learning among 12th graders in rural high schools. The insights gained from the literature review will guide the design and implementation of the research study, addressing the specific challenges and needs of this target population.

In summary, the literature review inspires and boosts the writer’s confidence in finishing the research. The writer also identified the research gap after investigating previous studies.

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<b>CHAPTER 3: METHODOLOGY </b>

The aim of this chapter is to present the methods used in the study, describe the research setting and participants, the research instruments used to collect data and the procedures adopted. The chapter also covers the analytical framework and the research validity and reliability.

<b>3.1. An Overview of Quasi-experimental Research </b>

<i><b>3.1.1. Definition of Quasi-experimental Research </b></i>

Quasi-experimental research is a kind of research that is carried out to find out the cause-effect relationship between two variables. Researchers often do this kind of research when it is impossible for them to do a true experiment because of ethical or practical reasons.

A quasi-experimental design is one kind of research methodology. It is aimed at forming a cause-effect relationship between independent and dependent variables. According to Thomas (2020, p.121) “quasi - experimental design does not rely on random assignment. Instead, subjects are designed to groups based on non-random criteria.” In a quasi-experimental design, the researcher does not have much control over the treatment, but he or she investigates “the pre-existing groups that receive different treatments after the fact”. (p.134)

<i><b>3.1.2. Types of Quasi-experimental Research </b></i>

There are three common types of quasi-experimental research design:

<i>Non-equivalent groups design: The researcher selects existing groups at the </i>

same level. However, only one of the groups receives the treatment.

<i>Regression discontinuity design: It is a design that asks participants to a </i>

particular treatment utilizing the propensity score of a pretreatment variable.

<i>Interrupted time series design: The researcher follows participants for a long </i>

time, both pre-intervention and post-intervention.

<i><b>3.1.3. Why Quasi-experimental Research is Suitable for This Study </b></i>

Since the aim of this study is to find out how mind maps, as an independent variable, affect students’ vocabulary acquisition as a dependent one and their attitudes toward this treatment in learning vocabulary, the writer chose an experimental design.

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On the contrary, because the writer could not choose the participants randomly, a quasi-experimental study was chosen. The writer chose this method as she is in charge of two classes 12 in the school year 2022-2023.

In order to answer the two research questions, the writer conducted a series of assessments before and after the introduction of mind maps to teach vocabulary. Particularly, the writer used three tools for data collection: vocabulary tests, questionnaires, and interview. The test outweighed the questionnaire and interview. The results of the test should be expressed by changing the vocabulary level in the test. Then, the opinions of students regarding the value of mind maps for lexical learning were obtained through questionnaires and interviews. The details of these problems will be discussed in more detail in the next sections.

<b>3.2. Research Setting </b>

The writer conducted the study at Chu Van An High School, located in Kien Xuong District, in Thai Binh Province. In the academic year 2022-2023, there were 33 classes and 8 English-speaking teachers, one of whom is master’s degree holders and seven bachelor’s degree holders. There were eleven Grade 10 classes, eleven Grade 11 classes and eleven Grade 12 classes. When talking to the students at Chu Van An high school, they confided that they were not good at English because the majority of them lived in rural areas with lack of good learning conditions and their parents did not pay attention to their children’s learning English .According to the statistics of the National High School Examination in Thai Binh province in the academic year 2021-2022, the average grade awarded English was 5.16 nationwide 5.11 in Thai Binh and 4.7 at Chu Van An High School, which meant that the average score of English was still low.

<b>3.3. Participants </b>

The participants in this study were 95 Grade 12 students at Chu Van An high School. The writer divided them into two groups according to the class where they were studying as classified by the school which were experimental and control one. The control group consisted of 47 students, 24 males and 23 females. The experimental one included 48 students, 40 of whom were females and 8 males.

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The students were taught English with the new course book for the ten-year curriculum. They had 45-minute periods of English weekly.

Table 3.1 shows the characteristics of participants in both groups which consists of gender, number, age, and years of English learning.

<b>Table 3. 1: Participants’ parameters </b>

As can be seen from Table 3.1, the number of participants in the control and experimental groups is not equal. There are 47 students in the control group and 48 students in the experimental group. The number of males and females are different. The control group consists of 24 males (51%) and 23 females (49 %) while the experimental one has 8 males (17%) and 40 females (83%). Despite this, “the difference in gender does not affect vocabulary learning via mind mapping” (Saeidi & Atmani, 2010, pp.51-64). Generally, the four factors such as the number, age, and English learning experience are almost similar between the two groups of participants. In term of gender, the percentage of female in the experimental group outnumbers the male.

<b>3.4. Teaching Materials </b>

The writer conducted the English instruction for both the experimental and control groups using the designated textbook "Tieng Anh 12," which adheres to the

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curriculum outlined in the National Foreign Languages Project 2020. This ten-year program emphasizes comprehensive language learning. The Grade 12 English curriculum comprises 10 units and 4 review sections. Each unit is further divided into 8 lessons, including "Getting Started," "Language" (covering Vocabulary, Pronunciation, Grammar, Reading, Speaking, Listening, Writing, Communication, and Culture), and "Looking Back and Project." Each lesson is taught within a 45-minute timeframe, with two additional 45-minute periods dedicated to review after every two lessons. The entire Grade 12 curriculum requires a total of 105 forty-five-minute periods, as specified in the General Education English Curriculum issued by the Ministry of Education and Training.

According to Laufer (1998, p.32), foreign learners differ from native learners in terms of the quantity of vocabulary they possess. Similarly, Norman (2015, p.51) states that an individual's vocabulary reflects their intellectual alertness and breadth of knowledge, as well as their understanding of global affairs. Therefore, learning new English words is essential for acquiring new knowledge and expanding intellectual growth.

The lexical words covered in the five units of the Grade 12 textbook encompass a range of levels, primarily falling within the B2 and B1 proficiency levels. However, there are also words at A2, C1, and C2 levels. The determination of word levels was based on the Cambridge Dictionary website as a reference.

For the control group, the writer employed conventional teaching methods to introduce vocabulary in each unit. The process involved clear pronunciation of new words, repeated several times. The writer then elicited the meanings of the words through various techniques, such as using real objects or visuals to demonstrate the concepts, explaining the meanings in Vietnamese, asking students to identify synonyms, and providing contextual clues to facilitate understanding. Subsequently, the entire class engaged in choral and individual repetition of the words, with the writer carefully checking the pronunciation. Finally, the vocabulary words were displayed on the board, and students were encouraged to take notes of the new words for reference and retention.

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The writer primarily implemented the new technique with the experimental group, starting by introducing the concept of mind maps and their purpose. A model mind map was presented, and its branches were analyzed to familiarize the students with the structure. Then, as an example, the writer guided the students in creating a mind map for Unit 1. The students were asked to recall the unit's topic and related vocabulary, such as "talented," "distinguished," "inspire," "achievement," "generosity," "initiate," and "waver." The writer posed questions, such as identifying talented singers and individuals who had a distinguished career in medicine or were considered the king of pop. Subsequently, a mind map was constructed on the board, with the central topic and a symbol representing it, followed by colored branches, forming a complete mind map for Unit 1 within 15 minutes. The class was then divided into four groups and given 20 minutes to complete their own mind maps. Once finished, the groups submitted their work, and the writer provided feedback, showcasing the final products of each group. Following the demonstrated steps, the students continued working in groups to create mind maps for the review of Units 2, 3, 4, and 5. The mind maps for Unit 1, 2, and 3 can be found in Appendices 5, 6, and 7, respectively.

<b>3.5. Data Collection Instruments </b>

The crucial information for the study was gathered from three sources. The first one includes a pre- and post-test on vocabulary. The second consists of a questionnaire. The third one is interview. The writer applies triangulation because “a general prescription has been to pick triangulation sources that have different biases, different strengths, so they can complement one another” (Miles &Huberman, 1994, p.438). According to Bloom’s Taxonomy, there are six levels of evaluating students, namely, remember, understand, apply, analyze, evaluate and create. At the "Remember" level, students recall or recognize information, while at the "Understand" level, they comprehend and explain concepts. The "Apply" level involves using knowledge in new situations, and the "Analyze" level requires breaking down complex information and identifying relationships. Students at the "Evaluate" level assess information and make judgments, while at the highest level, "Create," they generate original ideas and products. Progressing through these levels promotes higher order

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thinking and deeper understanding, enabling educators to design effective learning objectives and assessments.

In this study, the writer just tested three of the six levels: Remember, Understand and Apply. In particular, for the pre-test, the writer designed 20 questions in which there are 3 questions of level 1 and 17questions of level 2 . For the post-test, the writer designed 40 questions which 20 questions are at the same level as the ones in the pre-test and 20 questions are more difficult than the 20-question pre-test because the writer wants to see if the students can make any progress after being taught mind mapping techniques.

Bloom’s taxonomy from the website:

It is impossible to avoid using pre-test and post-test to evaluate students’ lexical performance. The sections below will provide more details about this.

<i><b>3.5.1. Pre-test </b></i>

The pretest is utilized to assess the knowledge of students’ vocabulary in the two groups. Furthermore, the results of these groups will help the writer compare and establish “whether they were in fact initially equivalent or not” (Taylor, Kermode & Roberts, 2006, p.178).

Based on the framework for second language vocabulary assessment suggested by Read (2000), the lexical tests are diverse, selective and context dependent. The pre-test concentrates only on vocabulary following the levels of the CEFR. The pretest consists of 20 multiple questions (Appendix 8). Each question has one correct answer and three

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distractors. All the questions in the pretest evaluate the lexical knowledge of students that they have already learnt in the intervention process. The words in the pretest are the key words of Units 1, 2 and 3 from the textbook (Tieng Anh 12). Each correct answer has 0.5 points, and the score is 0 given to the incorrect answer. The students have 30 minutes to complete the test.

<b>Table 3. 2: TEST DESCRIPTION 1 </b>

Objectives To assess the knowledge of students’ vocabulary in the two

Parts of speech To check if students know

<b>the word form. </b>

To check if students can understand and guess the meaning of synonyms based on the situation.

10, 11, 12, 13, 14

Understand

Antonyms To check if students can understand and guess the meaning of antonyms based on the situation.

15, 16, 17, 18, 19, 20

Understand

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<i><b>3.5.2. Post-test </b></i>

The post-test is used to evaluate the lexical knowledge of students at the end of the experimental teaching. By comparing the results between the pretest and posttest, they can recognize their improvement. “The post-test measurements of both groups are compared with the pre-test ones to identify whether there has been a change or not, and if so in what direction” (Taylor, Kermode & Roberts, 2006, p.178) the two post- tests mean from the two groups are compared in this analysis.

The posttests focus on vocabulary. Similar to the pretest format, the posttest has 40 multiple choice questions. Students must complete the posttest in 45minutes, and each of the correct answers has 0.25 point.

At high schools, the scores are categorized to determine the ability of students

<b>Table 3. 5: TEST DESCRIPTION 2 </b>

Objectives To evaluate the lexical knowledge of students at the end of the experimental teaching.

Materials Unit 1, 2, 3,4, 5 from English textbook 12 (Tieng Anh 12) The number of questions 40 questions

The types of questions 4

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<b>Table 3. 6: ANALYSIS OF THE POST-TEST </b>

To check if students remember

<b>the meaning of word. </b>

1, 3, 5, 6, 9, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30

Remember

Synonyms To check if students can understand and guess the meaning of synonyms based on the situation.

11, 12, 13, 14, 15 Understand

Antonyms To check if students can understand and guess the meaning of antonyms based on

The purpose of the questionnaire is to learn more about students’ remarks about vocabulary learning with mind maps. Nigel, Nick, and Amanda (2009, p.21) state that “questionnaires are a very convenient way of collecting useful comparable data from a large number of individuals.”

The students in the experimental group are handed in a questionnaire designed by the writer to find out their thoughts after studying vocabulary with this intervention. The questionnaire consists of 13 items with a five-point scale: (1) strongly agree, (2) agree, (3) neutral, (4) disagree, and (5) strongly disagree. The Likert-type questionnaire structure was chosen to assess the advantages and disadvantages of

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using mind maps for English vocabulary learning, as well as to gauge students’ future intentions of using mind maps.

The questionnaire is divided into three parts.

Part 1 asks students to indicate the advantages of using mind maps for their English vocabulary learning. This includes clear understanding, quicker learning, simplicity, expanding vocabulary, better memory retention, and increased interest in studying vocabulary. Part 1 includes 7 items:

Item 1: “I think mind mapping is clear and understandable.” This item assesses the clarity and comprehensibility of mind mapping for the participant.

Item 2: “I am able to learn English vocabulary more quickly using mind maps.” This item assesses the speed at which the participant is able to learn English vocabulary using mind maps as a tool.

Item 3: “Using mind mapping is very simple and suitable for me.” This item assesses the ease and suitability of using mind mapping as a learning tool for the participant.

Item 4: “Mind mapping helps me widen my vocabulary.” This item assesses the effectiveness of mind mapping in helping the participant expand their vocabulary.

Item 5: “Mind mapping helps me remember vocabulary longer.” This item assesses the effectiveness of mind mapping in helping the participant retain vocabulary for longer periods of time.

Item 6: “Mind mapping makes me more interested in studying vocabulary.” This item assesses the participant's level of interest in studying vocabulary using mind mapping as a tool.

Part 2 of the questionnaire includes 4 items, each aimed at assessing the potential drawbacks or challenges of using mind maps for English vocabulary learning.

Item 8: “Mind maps waste my time when studying vocabulary.” This item assesses the participant’s perception of whether using mind maps is a time-consuming process that slows down their vocabulary learning.

Item 9: “Mind mapping is too complex to use as a routine.” This item assesses

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the participant's perception of whether mind mapping is too complicated or requires too much effort to be used as a regular learning tool.

Item 10: “I have difficulty in remembering some words with mind maps.” This item assesses the participant's ability to remember English vocabulary using mind maps as a tool, and whether there are specific words that they have difficulty remembering.

Item 11: “I sometimes have difficulty in making a true mind map.” This item assesses the participant's ability to create an accurate and effective mind map when studying English vocabulary, and whether they sometimes struggle to do so.

Part 3: Your future intention of using mind maps to learn vocabulary.

Part 3 of the questionnaire includes 2 items, aimed at assessing the participant's intentions and opinions on using mind maps as a tool for future English vocabulary learning.

Item 14: “I think teachers should keep teaching vocabulary with mind maps in the future.” This item assesses the participant's perception of whether mind maps should continue to be used as a teaching tool for English vocabulary in the future.

Item 15: “I intend to learn English vocabulary by myself with the help of mind mapping.” This item assesses the participant's intention to continue using mind maps as a self-directed learning tool for English vocabulary in the future.

The purpose of the questionnaire is to gather feedback from students on their experiences with using mind maps for English vocabulary learning, to understand the benefits and limitations of using mind maps, and to identify areas of improvement for future use. In the study, the Vietnamese version of the questionnaire is used to help the students understand its contents exactly (Appendices 13 and 14). To complete the questionnaire, students will need to rate each statement on a scale of 1 to 5, with 1 being strongly agree and 5 being strongly disagree. They can then provide additional feedback on the open-ended question at the end of the questionnaire.

Overall, the questionnaire aims to gather valuable insights and feedback to help improve the effectiveness of using mind maps for English vocabulary learning.

<i><b>3.5.4. Interview </b></i>

According to Oppenheim (1992, p. 81), interviews make respondents far more involved and motivated, and that they are superior to questionnaires in handling more

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challenging and open-ended questions. Interviews can also be done in depth and at an appropriate speed. Therefore, it is a reasonable choice to use the interview technique as interviews and questionnaires can support and supplement each other to assess the students’ responses in terms of their opinions towards mind mapping training.

After completing the questionnaire, the interview was conducted with six out of the 48 students in the experimental group being interviewed. These six students consisted of three getting the highest scores, and three the lowest scores on the vocabulary post-test.

The students’ thoughts about mind mapping, its advantages, its challenges, and their future goals to learn language with mind mapping are all covered in the interview. During the interviews, thorough notes are collected, and audio is captured. Appendix 15 attachment contains the interview questions. The researcher conducts student interviews in Vietnamese to prevent any misunderstandings (Appendices 16 and 17).

This study aims to answer the research question “What are students’ remarks about learning English vocabulary using mind maps?” by conducting interviews with six participants from the Experimental Group. The participants consist of three male and three female students, identified as M1, M2, M3, F1, F2, and F3. The purpose of the interviews is to gain insight into the students’ understanding, attitudes, benefits, and drawbacks of using mind maps to learn English vocabulary, as well as their future intentions to use this method.

The interviews consisted of five open-ended questions that will allow the participants to express their opinions and experiences regarding mind mapping for English vocabulary learning. The questions are:

<i>Question 1: What is your opinion about using mind maps to learn English vocabulary? This question aims to understand the participants’ general opinion and </i>

attitudes towards mind mapping as a learning tool for English vocabulary.

<i>Question 2: Have you noticed any difference in your ability to learn English vocabulary since using mind maps? This question aims to evaluate the effectiveness of </i>

mind mapping in the students’ English vocabulary learning and their perceptions of improvement.

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<i>Question 3: Do you find mind maps to be a simple and suitable method for learning English vocabulary? This question aims to assess the ease of use and </i>

suitability of mind mapping as a learning method for English vocabulary from the students' perspective.

<i>Question 4: In your opinion, how has using mind maps impacted your motivation to learn English vocabulary? This question aims to investigate the impact </i>

of mind mapping on students’ motivation and engagement in learning English vocabulary.

<i>Question 5: What do you think are the advantages and disadvantages of using mind maps to learn English vocabulary? This question aims to gather the participants’ </i>

perspectives on the benefits and drawbacks of using mind maps to learn English vocabulary, which will provide a more comprehensive understanding of the effectiveness of this method.

<b>3.6. Data Collection Procedures </b>

The pre-test was administered to the two groups as the study gets underway. In 30 minutes, these two groups completed the 20-question pretest. The writer then compared and contrasted the findings of the two. The two groups were then taught the identical vocabulary and revisited five lessons into each unit later, but they received two distinct treatments: the experimental group was given mind mapping techniques, while the control group was taught using other methods, such as visuals and translation. The post-test was given to the learners in both treatment groups afterward in order to assess and verify their retention of the language items. The writer then distributed the questionnaire to the experimental group to assess the students’ perceptions of vocabulary learning with mind maps.

In the end, the students from the experimental group participated in an interview. The writer did not interview students individually because it was not easy to make an appointment with all students and have enough time to conduct numerous interviews at the same time. Instead, the entire group was interviewed with the same questions, and students were allowed to speak freely. Then, the interviews were recorded for the writer to later review with the approval of the interviewees. After the

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