Using mind mapping to teach second year cadets vocabulary in intensive reading - A quasi - experimental study at telecommunication university in NhaTrang

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MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

……………………………….

USING MIND MAPPING TO TEACH SECOND YEAR CADETS

VOCABULARY IN INTENSIVE READING: A QUASI-EXPERIMENTAL

STUDY AT TELECOMMUNICATION UNIVERSITY IN NHATRANG

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts (TESOL)

Submitted by Nguyen Thi Hien

Supervisor

Assoc. Prof. Dr. Nguyen Thanh Tung

Ho Chi Minh City, August 2018

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STATEMENT OF AUTHORSHIP

I certify that the thesis entitled “Using mind mapping to teach second year cadets

vocabulary in intensive reading: A quasi-experimental study at Telecommunication

University in Nha Trang” is my original work; it is based on my own research to meet

the requirements of a Master’s Program at Ho Chi Minh City Open University issued

by the Higher Degree Committee.

All sources used by me have been documented. No other person’s work has been

used without due acknowledgement.

This piece of work has not previously been submitted for assessment in this or

any other subject or course at this University or elsewhere.

Ho Chi Minh City, August 2018

Nguyen Thi Hien

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ACKNOWLEDGEMENTS

First, I would like to thank my thesis supervisor, Assoc. Prof. Dr. Nguyen Thanh

Tung, a vice dean at the Department of English in the Ho Chi Minh City University of

Education, who was always giving me the best constructive comments and advice

about my writing. This paper is my own work, but he guided me to do this paper in the

right direction.

I would also like to thank the experts for their participation in the survey in this

research project: Ms. Ngo Thi Thuy Duong and Ms. Bui Thi Minh Nguyet, lecturers

and MA holders at Telecommunication University in Nha Trang. Without their

passionate participation and input, the survey could not have been successfully

conducted. They were also the second readers of this thesis and I am very grateful for

their valuable comments.

I would also like to acknowledge my colleagues at Telecommunication

University in Nha Trang and TESOL 10 classmates at Ho Chi Minh City Open

University who were always willing to help me so much to finish this paper work to

the soonest.

Finally, I must express my very profound gratitude to my parents for providing

me with unfailing support and continuous encouragement throughout my years of study

and through the process of researching and writing up this thesis. This accomplishment

would not have been possible without them.

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ABSTRACT

Although a number of studies were carried out to improve the quality of teaching

and learning vocabulary at universities recently, students still have difficulties in

lexical learning. Therefore, this study is aimed to examine the effect of using mind

mapping on the vocabulary achievement in intensive reading of the second year cadets

at Telecommunication University (TCU) in Nha Trang.

Based on theoretical framework of mind mapping (MM), the quasi-experimental

research was carried out during the second school year in 2017. Fifty-six cadets of the

two classes at TCU were divided into two groups: Control group (CG) and

experimental group (EG). The EG was exposed to the MM. Meanwhile, the CG had

traditional English vocabulary lessons. Data were collected from three sources: a pre￾test and a post-test to measure the cadets’ vocabulary improvements after the study

treatment, a pre-questionaire and a post-questionnaire to assess the changes in their

attitudes towards vocabulary learning with MM and an interview with 10 random

cadets in the EG to clarify their attitudes.

The findings of the study show the effectiveness of the technique on TCU second

year cadets. In fact, it not only helps them to remember words longer but also do the

tests better. Furthermore, according to the interview and questionnaires, they feel more

relaxed, active, creative, and learner-centered. Thanks to this, their motivation in

learning vocabulary increased.

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP......................................................................ii

ACKNOWLEDGEMENTS.................................................................................iii

ABSTRACT ..........................................................................................................iv

LIST OF FIGURES..............................................................................................ix

LIST OF ABBREVIATIONS..............................................................................ix

CHAPTER 1 INTRODUCTION .........................................................................1

1.1 Background of the study... ..............................................................................1

1.2 Statement of the problem ................................................................................3

1.3 Research aims and questions...........................................................................4

1.4 Significance of the study.................................................................................4

1.5 Structure of the study ......................................................................................5

CHAPTER 2 LITERATURE REVIEW .............................................................6

2.1 Concept of MM ...............................................................................................6

2.1.1 Definition of MM.......................................................................................6

2.1.2 Characteristics of MM ...............................................................................8

2.1.3 Classification of MM .................................................................................9

2.2 Ways to make MM.........................................................................................13

2.2.1 Center image............................................................................................14

2.2.2 Key word.................................................................................................14

2.2.3 Basic ordering ideas.................................................................................15

2.2.4 Branches..................................................................................................16

2.2.5 Colors......................... .............................................................................17

2.2.6 Pictures...................... ..............................................................................18

2.3 Advantages of MM........................................................................................19

2.3.1 Vocabulary ability....................................................................................20

2.3.2 Attitude to vocabulary learning ...............................................................21

2.4 Where and when to use MM in intensive reading .......................................22

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2.4.1 The use of MM techniques in pre-reading...............................................24

2.4.2 The use of MM techniques in while-reading ...........................................25

2.4.3 The use of MM techniques in post-reading .............................................26

2.5 Empirical research ...........................................................................................26

2.6 Chapter summary............................................................................................28

CHAPTER 3 RESEARCH METHODOLOGY...............................................29

3.1 Research site..................................................................................................29

3.2 Research participants.....................................................................................29

3.3 Methodology .................................................................................................30

3.3.1 Approach .................................................................................................31

3.3.2 Method .....................................................................................................32

3.3.3 Techniques...............................................................................................32

3.3.3.1 Test....................................................................................................32

3.3.3.2 Questionnaire ....................................................................................34

3.3.3.3 Interview............................................................................................35

3.3.3.4 Summary ...........................................................................................36

3.4 Analytical framework....................................................................................36

3.4.1 Quantitative analysis of vocabulary test results in the pre- and post-test 37

3.4.2 Quantitative analysis of the pre- and post-questionnaire.........................38

3.4.3 Qualitative analysis of interview .............................................................38

3.5 Validity and reliability ..................................................................................39

3.6 Chapter summary ..........................................................................................40

CHAPTER 4 RESULT AND DISCUSSION ....................................................41

4.1 Data analysis .................................................................................................41

4.1.1 Data analysis of vocabulary test results in the pre-test and post-test ......41

4.1.1.1 Data analysis of vocabulary test in pre-test ......................................41

4.1.1.2 Data analysis of vocabulary test in post-test.....................................42

4.1.2 Comparison of mean scores.....................................................................43

4.1.2.1 Resemblance of vocabulary test results in the pre-test of EG and CG43

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4.1.2.2 Difference of vocabulary test results in the post-test of EG and CG 44

4.1.3 Questionnaire data analysis.....................................................................46

4.1.3.1 Pre-questionnaire data analysis.........................................................46

4.1.3.2 Post-questionnaire data analysis .......................................................55

4.1.4 Interview data analysis ............................................................................63

4.2 Discussion of findings...................................................................................67

4.2.1 Cadets’ improvement in vocabulary learning .........................................67

4.2.2 Cadets’ positive change in attitudes towards learning vocabulary..........69

4.3 Chapter summary ..........................................................................................69

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS ....................71

5.1 Conclusions...................................................................................................71

5.2 Evaluation of research methodology.............................................................72

5.2.1 Strengths...................................................................................................72

5.2.2 Weaknesses..............................................................................................72

5.3 Recommendations.........................................................................................72

5.3.1 For teachers..............................................................................................72

5.3.2 For students..............................................................................................74

5.4 Suggestion for further research .....................................................................74

5.5 Chapter summary ..........................................................................................74

REFERENCES ....................................................................................................76

APPENDICES....................................................................................................81

APPENDIX 1: PRE-TEST ...............................................................................81

APPENDIX 2: POST-TEST.............................................................................87

APPENDIX 3: PRE-QUESTIONNAIRE .......................................................93

APPENDIX 4: POST-QUESTIONNAIRE.....................................................97

APPENDIX 5: INTERVIEW.........................................................................101

APPENDIX 6: MODEL LESSON PLAN FOR CG.....................................102

APPENDIX 7: MODEL LESSON PLAN FOR EG.....................................108

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APPENDIX 8 ..................................................................................................114

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LIST OF FIGURES

Figure 2.1: Example of MM (Buzan, 2007).....................................................................8

Figure 2.2: Network-tree (Ersoy & Panwar, 1992)........................................................10

Figure 2.3: An event chain (Glencoe Science, n.d.) ......................................................10

Figure 2.4: Cycle-concept maps (Glencoe Science, n.d.)..............................................11

Figure 2.5: A spider concept map (Glencoe Science, n.d.)............................................11

Figure 2.6: Word relationships (Antonacci, 1991) ........................................................12

Figure 2.7: A word map (Walpole & McKenna, 2007).................................................13

Figure 2.8: Example of center image (Buzan, 2006).....................................................14

Figure 2.9: Example of keyword (Windura, 2008)........................................................15

Figure 2.10: Example of basic ordering ideas (Erkan, 2018) ........................................16

Figure 2.11: Example of branches (Illumine Training, 2015) .......................................17

Figure 2.12: Example of colours (Illumine Training, 2017)..........................................18

Figure 2.13: Example of picture (Buzan, 2006, p. 2).....................................................19

Figure 4.1: Pre-test score distribution of control and experimental class......................42

Figure 4.2: Post-test score distribution of control and experimental group...................42

Figure 4.3: Cadets’ opinions about role of vocabulary in learning English ..................47

Figure 4.4: Cadets’ opinions about how difficult learning vocabulary is......................48

Figure 4.5: The frequency of cadets in learning telecommunication vocabulary..........49

Figure 4.6: The main difficulties in learning telecommunication vocabulary of CG and

EG...................................................................................................................................50

Figure 4.7: How cadets overcome unknown telecommunication vocabulary in both

classes.............................................................................................................................51

Figure 4.8: Cadets’ strategies to remember telecommunication vocabulary.................53

Figure 4.9: Cadets’ awareness about mind map strategies ............................................55

Figure 4.10: EG cadets’ opinions about learning vocabulary........................................56

Figure 4.11: The main difficulties in learning telecommunication vocabulary of EG

after the study.................................................................................................................57

Figure 4.12: How cadets overcome unknown telecommunication vocabulary in EG

after the study.................................................................................................................58

Figure 4.13: Cadets’ strategies to remember telecommunication vocabulary in EG after

the study .........................................................................................................................59

Figure 4.14: EG cadets’ opinions on MM strategy........................................................61

Figure 4.15: EG cadets’ opinions on application of MM strategy to learn

telecommunication vocabulary after the study ..............................................................62

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Figure 4.16: EG cadets’ opinions on the helpfulness of MM strategy ..........................62

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LIST OF ABBREVIATIONS

CG: Control group

EG: Experimental group

EFL: English as a foreign language

MM: Mind-mapping

MMs: Mind maps

S.D.: Standard deviation

STD: Standard

SPSS: Statistical package for the social sciences

TCU: Telecommunication University

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LISTS OF TABLE

Table 3.1: Participants’ characteristics ..........................................................................30

Table 3.2: Teaching schedule.........................................................................................33

Table 3.3: Summary of instruments of data collection ..................................................36

Table 3.4: Reliability statistics for the pre-questionnaire ..............................................39

Table 3.5: Reliability statistics for the post-questionnaire.............................................40

Table 4.1: Class statistics of pre-test results ..................................................................43

Table 4.2: Independent samples t-test of the pre-test.....................................................44

Table 4.3: Class statistics of post-test results.................................................................45

Table 4.4: Comparison of the results of the 2 classes in the post-test ...........................45

Table 4.5: Cadets’ comments.........................................................................................64