Improving the 10th grade students’ english speaking ability by applying the mind mapping technique

1. Introduction
1.1. Rationale of choosing the theme
As can be seen, we live in the century of the explosion of knowledge and
science. To catch up with the world’s changes, Vietnam needs workers with real
capacity and creative thought. This situation requires the education of our
country to renovate totally. To achieve the goal of education’s innovation, we
need to pay attention to the positive teaching methods. One of those is “Mind
mapping” method.
Mind map is indeed considered as an effective tool for teaching and learning
language. It consists of multiple words that are linked to one subject or theme.
Therefore, it not only helps students brainstorm and explore ideas, concepts or
problems, but also makes it easy to communicate new ideas and thought
processes. Mind maps are helpful in education, particularly in English classes.
In fact, this new approach has not widely been used in schools yet. This could
make difficult to get some students to know and use mind mapping in order to
brainstorm the new words, grammatical points or to make an outline of writing
and speaking speech.
Speaking is an important skill which all the students should master it well.
The aim of speaking lesson is to help students improve the ability of
communicating with other people in English. However, Based on the interview
with English teacher and students of 10 th grade, I found some problems. In
reality, teachers of the English as Foreign Language seem difficult to find the
appropriate strategies to improve the students’ speaking ability. Students have
less motivation in teaching and learning process, so most of them are not keen
on learning English. Moreover, speaking skill is still considered to be passive in
my school.They do not have self - confidence since they are afraid of making
mistakes. Besides, most students still learn by memorizing structures or ideas
mechanically. Most of students make a habit of speaking isolate sentence
instead of a logical and systematical one. This is the reason why students always
find difficult to speak a foreign language such as English. So teachers should
help students use and develop thinking skills before speaking. One of the new

approach is mind mapping which Tony Buzan and Adam Khoo applied
successfully to lots of areas, especially in teaching and learning English.
Realizing the above issues, it is necessary to create teaching and learning
process that can facilitate students to learn English. The process should be
designed to make the students more active and creative in order that teaching
and learning process is effective and pleasant. The teachers can use Mind
mapping technique to enhance the students’ ability in speaking. It makes easier
for the students to share their ideas in speaking. For example, the students write
the topic in the middle of paper. Usually, the topic uses pictures because using
pictures can help the students in arousing an imagination to open their mind.
After that, it is important to connect the branch of mind to the central picture, the
branches use colors because the color makes mind mapping funny, increases
creativity and enjoyable. Thanks to colourful mind maps, students are more
interested in practising English.
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With the above background, I pay careful attention to improving my
students’ speaking ability with one of the effective methods. I conduct a research
on using Mind Mapping technique to motivate the speaking ability of the 10 th
grade students in the academic year 2019- 2020. And the statement is
“Improving the 10th grade students’ English speaking ability by applying the
mind mapping technique”.
1.2. The aims of the study
In the pre- research, I found out that the students rarely speak in English.
The students had not actively been involved in speaking practice, so they were
not interested in speaking using the target language. I focus on how to raise the
speaking habit of the students, motivate their interest.
In order to solve the problem, I use mind mapping technique in teaching and
learning process. The data were collected by using unguided observation,

interview, and questionnaire check list. The indicators of the observation were
materials, teaching techniques, and teaching learning process. From the analysis,
I put forward the idea to apply some lessons with mind maps to my school
Curriculum in favour of English teachers in my school. I tried some small
changes with a hope that my students would be more motivated with the
speaking lessons. Thus in this study, I am trongly determined to make wellplanned lessons on the area of using mind- mapping to help students generate
and organize ideas for speaking tasks in English 10.
1.3. The objective of study
- Students in classes 10C2 and 10C5 at Vinh Loc high school.
- Applying the mind mapping technique in speaking lessons to improve
speaking skill for my students.
1.4. The methods of study
I have conducted this study basing on:
- Researching in the process of teaching English 10 at Vinh Loc high school
- Observing and analizing students’ habit, attitude and situations of learning
English.
- Reading reference books and studying the documents on the Internet.
- Discussing and exchanging my experience with my colleagues.
- Applying the study in teaching process.
- Observing and drawing out experiences.
2. Discussion
2.1. Mind maps
2. 1.1. Definition of mind mapping technique
A mind map is a diagram used to visually organize information. A mind map
is often created around a single concept, drawn as an image in the center of a
blank landscape page, to which associated representations of ideas such as
images, words and parts of words are added. Major ideas are connected directly
to the central concept, and other ideas branch out from those.
Mind mapping was developed as an effective method for generating ideas by
association in the 1960s (Murley, 2007). A mind map is a graphic organiser in

which the major categories radiate from a central idea and sub-categories are
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represented as branches of larger branches. It is a visual tool that can be used to
generate ideas, take notes, organise thinking, and develop concepts (Budd, 2003;
Murley, 2007). In other words, it is a tool for language teaching that helps the
teacher introduce or bring together multiple words that are linked to one subject
or theme. As with a traditional outline, a mind-map is based on organising
information via hierarchies and categories.
Based on the explanation above, mind mapping technique can make the
students more creative and easy to develop their mind.
2.1.2. Technique of making a paper – pen based mind-map
To make a paper-pen based mind map, it is recommended to use a large
sheet of white blank paper and turn it lengthwise, that is, in a landscape
orientation. Pens that are used are in multiple colours and varying thicknesses
(Murley, 2007). The following procedures are presented to describe how to
make a paper-pen based mind map:
- Place the central theme or main idea or controlling point in the centre of
the paper. We may find it easier to place our page on the side, in landscape
orientation, which is easier for drawing purposes.
- Use the connection between the central theme or main idea. The
relationships are important, as they may form our essay paragraphs.
- Avoid without major pauses or editing. It is important in the initial stages
of mind mapping to consider every possibility of ideas, even those we may not
use.
- Choose different colours to symbolise different things. The method is
entirely up to us, but try to remain consistent so that we can better reflect on our
mind map at a later stage.
- Leave some space on our page. The reason for this is that we can continue

to add to our diagram over a period of time.

(Mindmap drawn by Ngoc Anh - class 10C2)
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2.1.3. Technique mind- mapping software
Mind maps can be created on paper but are more easily and fluidly created
on a computer with mind mapping software .There are a number of software
packages that can be used to create mind maps on a computer such as Tony
Buzan's iMindMap8, Tony Buzan’s iMindMap 9, Mindjet MindManager
Professional software, software Inspiration, Visual Mind software, Software
Free Mind , Edaw Mind Map ( Inserting pictures), ... or Microsoft Word, image
center can easily search on the internet. The drawer should comply with the
following steps:
- You start a mind map at the center, with a Main Idea. All the information
you add from this point on should relate to this Main Idea, so it helps you stay
focused.
- Then you can just start entering ideas (Main Topics) that come to you when
you think of the Main Idea. You can just enter them or jot them down in the
order they come to you.

- Once you have a lot of ideas written down, then you can start grouping
them into a logical structure. If you’re using pen and paper, it’s probably easier
to create a new map, organizing the ideas you came up with. If you’re using a
computer, just drag and drop the Main Topics to where you want them.
- Now you can go one step further, and break down each idea into its
component parts (Subtopics). This might involve the entering information
you’ve found, or ideas that have occurred to you.
- Unlike most writing processes, mind mapping supports - encourages,

nonlinear thinking. It allows the map maker to move around, to follow their
interests. But it does all of this within an organized framework. Right brain. Left
brain
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(Mind map about mind map drawn on Tony Buzan’s imindmap 8 by the writer)
2.2. Problems of speaking activities
There are many problems faced by the learners in speaking activities.
Furthermore, according to Ur (1991:121), there are four problems faced by the
learners in conducting speaking activities. They are as below:
2.2.1. Inhibition
Unlike reading, writing, and listening activities, speaking requires some
active responses from the audience. Learners are often inhibited about trying to
say things in a foreign language in the classroom: worried about mistake, fearful
of criticism or losing face, or simply shy of the attention that their speech
attracts.
2.2.2. Nothing to say
Even if they are not inhibited, learners often hear learners complain that they
cannot think of anything to say: they have no motivation to express themselves
beyond the guilty feeling that they should be speaking.
2.2.3. Low and uneven participation
Only one participant can talk at a time if he or she is to hear, and in a large
group. This means that each one will have only very little talking time. This
problem is compounded the tendency of some learners to dominate, while other
speak very little or not at all.
2.2.4. Mother tongue use
In classes where all or a number of the learners share the same mother
tongue, they may tend to use it, because it is easier. It feels unnatural to speak to
one another in foreign language, and because they feel less ‘exposed’ when they

are speaking in their mother tongue. When they are talking in small groups, it
can be quite difficult to get some classes; particularly the less disciplined or
motivated ones, to keep to the target language.
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Considering these problems, inhibition is seen as the first element affecting
to the students’ ability because the fluency of speaking depends on speaking
habit. Thus, it is very important for teachers to help them take shape in their
mind at the beginning while speaking any languages. So, what is the best way to
decrease inhibition? In this innovation, what the writer stresses on one of the
positive teaching methods is Mind mapping technique.
2.3. The relation of mind maps and speaking ‘s ability
Mind mapping is an effective visual way to connect and organize our
thoughts because it conducts the color, picture, symbol, and association. Using a
mind map can help us to plan and to deliver our speech or our interview
logically. Drawing a mind map can convey ideas to be presented visually as a
supporting material for speaking about the lesson. At this case, the students can
produce their own mind maps to answer questions which are formulated for
speaking. It can be done individually, pair work, or group work. By using mind
map, students can produce oral language in a coherent, cohesive, clear,
organized, and memorable way because its advantages are to describe, compare,
classify, make sequence, and make a decision. It also allows them to expand
their vocabulary and associate new and old words to images that help to convey
meaning easily in a specific context. These mind maps serve as a record of the
learner's thinking process and can be used to assess students' knowledge and
understand the content, thinking skills, and creativity (Steve Darn, 2012).
Creating mind maps require the understanding of the basics of mind maps.
Literacies and critical thinking are also presented in the use of mind maps. We
can see mind maps created by the students to prove that. Selecting appropriate

images and relating them to concepts and ideas should be done by the teacher to
allow students share their knowledge in the map. They can discuss it critically
and make this as a good tool that helps them talk in a clear, organized, and fun
way. They notice that mind maps use images, words, and arrows to show the
relations. They are placed in the graphic in a specific way. Then, the students
need to follow relations in order to read and talk about them. By using this way,
students become creators that inspire and help others to keep on creating. In
conclusion, the effectiveness of using pictures, color, and association in mind
map relate with the needs of the students to produce their oral sounds, called as
speaking. It can be done not only in individuals, but they can make their own
groups, which can help each other to speak (Doris Molero, 2012).
2.4. Application of mind maps in teaching speaking lesson in English 10
textbook
Having recognized the relation between mind maps and speaking ability, on
scale of a teaching experience I stress on applying mind mapping technique to
some speaking lessons in English10 textbook at Vinh Loc high school.
2.4.1. Strategies for teaching speaking lesson with mind mapping in
English 10 textbook
In term of this teaching experience, I would like to suggest some tips for a
successful speaking lesson. It is necessary for teacher to comply with the
following suggestions to teaching procedure.
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Pre- class:
Activity 1: Planning
This is an important stage which results in an effective lesson.
- Select a form of mind map which is appropriate to the lesson: information
gap, role play, discussions, debate, retelling stories and interview.
- Determine whether a class, group, pair or individual mind map is the most

appropriate.
- Decide or have students decide on the most useful concepts around which
the mind map is to be developed.
Activity 2: Organizing
- Draw suggested mind maps on paper with coloured pens or on softwares
such as Edraw mindmap, Imindmap 8, Imindmap 9….
- Print handouts and suggested tables or labels.
- Prepare a lesson plan according to the objectives of unit. On my
experience, teacher should diversify the forms of activities: a class, group, pair
or individual work. In addition, Teacher had better insert small games into
teaching activities with mindmaps.
In-class:
Activity 3: Teaching
- Present main idea, linguistic data including pictures and table as well as
useful languages.
- Model how to create mind maps: a main topic → main ideas → Subideas . Teacher shows suggested mind maps if necessary.
- Manage the whole class through a variety of activities.
+ Give students time to develop their mind maps and make connections in
their own ways ( Advanced classes).
+ Filling - mindmaps (basic classes)
*Pair- work (Making conversation or interviewing)

Asking and answering about music after drawing mindmap at class 10C2
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* Group- work with mind mapping (discussion)

Group A of class 10C5 draws and discusses about the threat “Beaches filled
with plastic bags”

* Whole – class (all the topics)

The whole class 10C2 completes the mindmap about the advantages of the
zoos of new kind
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* Individual work (Post- speaking, checking, retelling a story)

Individual work with mindmaps before speaking at class 10C5
Activity 4: Presentation
A brilliant way to develop student’s communication skills is through
presentation. However, students can easily become bored while listening to
others present. Mind maps act as visual information providers and encourage the
audience to engage with the material that is being presented.
- Use mind maps drawn to activate brain storming.
- Display the maps in front of the whole class.
- Present individually as a representative, in pairs or one after another in a
group. At first, Teacher let students use their mindmaps to speak. After some
lessons, Teacher should encourage them to speak fluently without mind maps.

Presentation of a group B representative at class 10C5
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Activity 5: Fullfilling and feedback
- Fullfill the ideas in the maps through summarizing student’s idea.
- Give a full mind map or check.
2.4.2. Essential factors to help the teacher to succeed in using mind
maps in speaking lesson

It is clearly that teaching method of the teacher is extremely important.
Students will be motivated or demotivated depending on the teacher's method of
teaching and organizing the activities. As a result, The teacher has to manage the
classroom well in order to build the conductive classroom atmosphere in what
situation the students could get enjoyable study process and seriously follow the
teaching instruction. In this case teacher builds up the lesson with some more
games such as brainstorming with key word, quick hand quick eyes, gap- filling,
where is it?.
As the teacher, we are best placed to select the method that provide us with
the information we want about what the students understand, so that we can plan
our teaching sessions to meet their learning needs more accurately. Can we think
of other ways to adapt a mind map for different purposes in the elementary
classroom?
- Select and fill-in mind mapping: Create a mind map and then remove
about one third of the concept labels. These deleted concepts are placed in a
numbered list on the map and students choose among them.
- Fill-in mind mapping: Construct a mind map and then remove all of the
concept labels, while keeping the links. Ask the class to fill in the labels in a way
that makes structural sense.
- Selected terms mind mapping: Provide a list of concept labels and ask
students to construct their maps using only these labels. The focus here is on the
linking relationships, and building the students’ appreciation of the complexity
of the topic.
- Seeded terms mind mapping: Provide your students with a small set of
concept labels (five to ten) and invite them to construct a mind map using these,
along with an equal number of blank labels that they can use for their own ideas,
based on their knowledge of the topic.
- Guided choice mind mapping: Present your student with a list of
approximately 20 concept labels from which students should select a given
number to construct their mind maps.

- Mind mapping technique by using mini pictures was useful and good to
improve the students’ speaking ability achievement.
2.5. Applying the research of teaching in the field.
2.5.1. Demonstration of teaching.
In this teaching experience, I would like to show one teaching plan,
materials and illustrated mind maps which were applied successfully to speaking
lessons in English 10th textbook.

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Period: 28

UNIT 5: TECHNOLOGY AND YOU
LESSON 2: SPEAKING

I. OBJECTIVES:
1. Educational aim: By the end of the lesson, Students should appreciate
the modern inventions that make our life comfortable and should know how to
use them properly and economically.
2. Knowledge: Expressions or sentences ask for and give information about
the uses of modern inventions and information technology.
3. Skill: Speaking through brainstorming, drawing the mind maps,
presentation ability.
4. Orientation of developing students’ potentiality: Enhance language skills,
group work and independent leading.
II. METHODS: Communicative approach, team work, pair work and
individual work.
III. TEACHING AIDS: Whiteboard markers, mind maps, projector,
handouts, pictures of modern inventions such as: TV, Radio,

IV. PROCEDURE:
Class arrangement: (1mn)
Teacher’s activities
Students’ activities
WARM-UP(5mns)
Activity 1: Guessing game
Aim: Warm up the atmosphere of the
class when attending the game .it is also
easy for
students to understand the
content of lesson through pictures.
Team work
- Divide the whole class into two big - Work in groups of two in the
teams: A and B
class
- Give 6 pictures about modern - Team has to guess what the
inventions:
word is.
1. TV
2. cell phone
3. radio
4. electric cooker
5. air conditioner
5. computer

- Ask ss to tell the topic of the lesson.
“Guess what topic we are going to talk
about?”
LEAD IN: Now, we are going to talk - Guess the topic of the lesson
about the uses of modern inventions.

thanks to the game above.
Unit 5: Technology and you
Modern inventions
B. Speaking
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PRE- SPEAKING (8mns)
Activity 2 : Asking and Answering
Aim: Help students make acquaintance
with the mind map through asking and
answering about the uses of 6 modern
inventions thanks to the suggested mind
map on the screen.
- Note that five inventions are in the
above game. Encourage students to fill in
the mindmap before asking and
answering in front of the class. (Deliver
handouts)
- Have Ss work in pairs: Asking and
answering questions about the uses of
modern inventions after having discussed
and filled in the mindmap.

- Go around the class and provide help if
necessary.
- Take notes the structures :
Can/Could you tell me what + Noun +
is used for ?


Well. It is used to + V (inf )

It is used for + V (ing)
- Call on some pairs to ask and answer
in front of the class.

- Work in pairs to fill the
information in the map.
A: Can/Could you tell me what
the radio is used for?
B: Well, it’s used to listen to the
news and learn foreign languages.
A: Can/Could you tell me what
the TV is used for?
B: Well, it’s used to watch
football matches, and TV game
shows.
A: Can/Could you tell me what
the fax machine is used for?
B: Well, it’s used to send and
receive letters quickly.
A: Can/Could you tell me what
the electric cooker is used for?
B: Well, it’s used to cook rice and
keep rice warm.
A: Can/Could you tell me what
the air conditioner is used for?
B: Well, it’s used to keep the air
cool when it’s hot and vice versa.

- Practise in front of the class.

WHILE- SPEAKING (10mns)
Activity 3: Task 2 Completing the
mindmap about information
technology.
Aim: Help ss brainstorm the uses of
information technology from 8 verbs.
- Ask them to complete the sentences by - Work in groups or indiviually
- Read the sentences carefully
using the words in the box.
- Ask Ss to study the sentences carefully and complete the mindmap
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before deciding which word to be used.
through using 8 verbs in the box
- Explain them some new words.
1. Transmit (v) /trænz’mit/
2. Receive (v) /ri 'siv/:
3. Process (v) /prə’ses/:
4. Store (v) /‘stɔ:r/:
5. Hold (v) /həuld/:
6. Design (v) /di‘zain/:
- Read and encourage students to read in - Read in chorus
chorus.
- Give correct answers:
“ Information technology is very
useful to our lives. It allows us
to:”

store very large amounts of
information
transmit information quickly
process information as soon as
we
receive
it.
With
the
development
of
information
technology we can now
send messages from one
computer to another
hold long distance meetings in
which the participants can see
each other on a screen
make use of central stores of
information
send TV programmes to other
- Call on 4 or 8 representatives in each countries
group to take turn to talk loudly in front receive TV programmes from
other countries
of the class.
design houses, bridges, gardens
- Check mistakes and give feedback.
and buildings
Activity 4 - Reporting (15mns)
“The uses of modern inventions or

information technology”
Aim: Help students brainstorm and
remember the ideas they have known in
the tasks above, improve the presentation
ability by speaking.
- Have Ss work in groups and talks - Work in groups and choose one
about their most favourite invention of main topic and brainstorm the
our daily life.
uses of one thing thanks to the
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- Call on some Ss to give’ a short talk mindmaps they have finished.
about their favourite invention in front of - Report in front of the class.
the class.
POST- SPEAKING (5mns)
Activity 5: Feedback and correction
Aim: Create the chance of correcting
each other for students and correct some
mistakes.
- Give comments and marks
- Write some typical mistakes and error
on the board for peer correction.
- Provide correction when necessary and
call on the best student to make a good
speech.
CONSOLIDATION AND
HOMEWORK
- Summarise the main points. Assigns
homework.

- Remind the students to prepare the
next lesson

- Whole class

* Handouts :
No
1

Modern inventions
Radio

Their uses
listen (news/ music) .
learn (foreign languages).

2

Television

watch(news/ performances/ football matches/)
learn (foreign languages).

3

Fax machine

send (letter/ picture) quickly.
receive (letter/ picture) quickly.

4

Electric cooker

keep (food/ rice) warm.
cook (rice, meat, fish) .

5

Air -conditioner

keep air (cool/ warm) when it (hot/ cold)

6

Computer

visit (shops/ offices) .
manage large collections of data.

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* Mindmaps drawn by students:

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2.5.2. Finding and comments
Having applied mind maps created by information technology to teach
English 10, I could affirm that this method bring to my lectures much
effectiveness. Not only do lessons with mind mapping add students’ interest but
they help my students improve speaking and presentation skills as well. I have
done the experiments with mind mapping for the students of 10 th grade in
academic year 2019- 2020. As a result, more and more students feel active and
confident with speaking English because they have ideas and thoughts with
mind maps. Furthermore, Speaking lessons become more interesting thanks to
drawing colourful mind maps. This is the reason why students study better.
Comparing students’ speaking English skill before and after applying new
method to teach speaking skill. The result of these investigations is counted up
with the following table:
Percentage
Percentage
Class
Aspects of survey
before
after
applying new applying new
method
method
Paying attention to the
55%
94%
lesson
10C5
Confidence and activeness
44%

87%
(44 students) of speaking
Brainstorming ability
53%
97%
English speaking ability
45%
76%
Presentation competence
46%
81%
Paying attention to the
41%
85%
10C2
lesson
(42 students) Confidence and activeness
34%
71%
of speaking English
Brainstorming ability
38%
73%
English speaking ability
24%
64%
Presentation competence
22%
75%
There are many factors that can be investigated to enhance speaking skill in

learning English. This study has only studied students' speaking skill in some
learning activities with mind maps in unit 5 in the English 10th textbook.
3. Conclusion and recommendations
3.1. Conclusion of the study
As be mentioned before, Inhibition is seen an serious problem that students
usually have in speaking English. In fact, from observing and interviewing most
of students feel timid and passive while they have to take part in a speaking
class. Furthermore, fewer learner could make a speech or some sentences in
front of the whole class because they couldn’t think any logical ideas, any
linked words about a topic. In some speaking lessons, only about a few good
students had occasion to practice speaking skill. The other students just sat in
their seat and listened to speaker. All the above situations make a bad speaking
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habit of vietnamese learners. In order to catch up with the students’ needs and
interest as well as to enhance the effectiveness of learning English, mind
mapping technique is an effective way to help teachers to solve this problem.
Based on the research, I recognized that the use of mind mapping technique
in teaching speaking could improve the tenth year students’ achievement on
speaking ability at my school in the academic year 2019- 2020. By observing
the students’ questionnaire, 91% of students enjoy mind mapping which was
applied in their classroom in teaching speaking. 85% of them feel more self –
confident and active in speaking lesson. They are excited about drawing their
thoughts and presenting their mind maps in front of the class. Drawing mind
maps before presentation improve their speaking ability in the presence of many
listeners. With mind mapping technique, most of students like learning to speak
English. I hope all these results will make a good speaking habit for the 10 th
grade students in order that they will certainly become better in grade 11, 12.
I would like to thank my lovely students, my colleagues, and others having

helped me to complete this teaching experience and I hope to be received your
contributions to make my research more perfect.
3.2. Recommendations
Based on the above conclusions, I promotes suggestions for the teacher and
the researcher especially about the method in teaching speaking.
Suggestions for the English teachers
Realizing that the use of Mind Mapping technique was successful as a good
strategy that can improve the speaking ability of the tenth grade students. I
suggested the English teachers create more creative strategies, and investigating
the effectiveness of mind mapping for students at grade 11, 12.
Suggestions for the future researchers
It is suggested for future researchers to conduct a similar study in other
levels of the students and teaching media to see whether it is applicable and
effective for improving the students’ speaking ability. I also hopes the other
researchers will prepare the planning of the research well and develop some
dimensions, which have been observed deeply.
This is my personsal study, so some mistakes are unavoidable. I hope to get
any comments from kind-hearted colleagues so as that my research will be
better.
Thank you so much!
THE CONFIRMATION OF
THE HEADMASTER

Thanh Hoa, June 27th 2020
I hereby declare that this is my experience
initiative and no parts of the initiative have
been copied or reproduced by me from any
other’s work with acknowledgement.
Writer

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MA. Nguyen Thi Ha

Vu Thi Khuyen
APPENDIX 1
QUESTIONNAIRE (Before innovation)
This questionnaire is designed to survey for a study on effectiveness of mind
mapping for the 10th form students in teaching and learning speaking lesson at
my school. Your contribution is of great importance to my teaching experience. I
would be very grateful for your contribution. Please read carefully and answer
the questions below.
1. Have you ever learnt English with mind maps ?
…………………………………………………………..…………………...
2. Are you interested in practising speaking skill?
………………………………………………………………………….........
3. Do you often make a conversation or speech in English in front of the
class?
…………………………………………………………………………….…
4. What difficulties do you have in speaking lessons? ( inhibition, influence
of mother tongue, lack of words, other ideas)
………………………………………………………………………...… …..
5. Do you like to learn speaking lessons in English 10th textbook?
……………………………………………………………………..………..
6. Do you feel confident and active while communicating or presenting a
spoken speech ?
...........................................................................................................................
7. What activities made you interested in speaking lessons at secondary
school?

……………………………………………………………………………….
8. Do you like to communicate and discuss in English ?
……………………………………………………………………………....
Other ideas
………………………………………………………………………………
……………….
……………………………………………………………………………………
….
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………
THANK YOU VERY MUCH FOR YOUR CO-OPERATION

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APPENDIX 2
QUESTIONNAIRE (After innovation)
This questionnaire is designed to survey for a study on effectiveness of
mindmapping for the 10th form students in teaching and learning speaking
lesson at my school. Your contribution is of great importance to my teaching
experience. I would be very grateful for your contribution. Please read carefully
and answer the questions below.
1. When do you start using mind maps to learn English?
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2. Do you like to take part in speaking activities?
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3. How do you think about your presentation skill in the presence of many
listeners?
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4. Can the colourful mind maps motivate your brain before/ while speaking?
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5. Are you interested in the speaking lessons with mind mapping technique?
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6. Do the prepared mind maps help you become more active while
speaking?
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7. Do you often practice English at home after the class with colourful mind
maps?
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8. Is your speaking ability improved ?
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Other ideas
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THANK YOU VERY MUCH FOR YOUR CO-OPERATION

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