THE EFFECTS OF MIND MAPPING ON THE 6TH GRADERS’ VOCABULARY RETENTION: A CASE STUDY AT TAM BINH SECONDARY SCHOOL

Nguyen Thi Ngoc Chieu, Huynh Thi Nhi, Tran Thanh Tam

Abstract


Vocabulary acquisition and retention remain major challenges for lower-secondary EFL learners in Vietnam, particularly for Grade 6 students who are transitioning to a more demanding English curriculum. This study investigated the effects of mind mapping on Grade 6 students’ vocabulary retention and explored their perceptions of using mind mapping in vocabulary learning at Tam Binh Secondary School. A mixed-methods research design was employed with two intact Grade 6 classes: an experimental group receiving vocabulary instruction through mind mapping and a control group taught using traditional techniques. Quantitative data were collected through pre-tests, immediate post-tests, and delayed post-tests, while qualitative data were gathered from student questionnaires, interviews, and classroom observations. The results showed that the experimental group achieved significantly higher scores than the control group in both immediate and delayed post-tests, indicating that mind mapping improved short-term vocabulary learning and long-term retention. Qualitative findings also revealed that most students perceived mind mapping as engaging and helpful for organizing and remembering vocabulary. Classroom observations further showed increased student participation and collaborative learning during mind mapping activities. In general, the study suggests that mind mapping is an effective instructional strategy for enhancing vocabulary retention and learner engagement among Grade 6 EFL learners.

Keywords


mind mapping, vocabulary retention, Grade 6 students, EFL, mixed-methods research

Full Text:

PDF

References


Al-Jarf, R. (2021). The effect of mind mapping on EFL students’ vocabulary learning and retention. International Journal of Language and Literary Studies, 3(2), 45–60. Retrieved from http://www.ijeionline.com/attachments/article/49/IJEI.Vol.2.No.12.07.pdf

Anderson, R. C. (1984). Role of the reader’s schema in comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 243–257). Lawrence Erlbaum. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315110592-9/role-reader-schema-comprehension-learning-memory-richard-anderson?utm_source=researchgate.net&utm_medium=article

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning. Retrieved from https://books.google.com.ua/books/about/Introduction_to_Research_in_Education.html?id=WSQLAAAAQBAJ&redir_esc=y

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston. Retrieved from https://archive.org/details/in.ernet.dli.2015.112045

Baddeley, A. D. (1997). Human memory: Theory and practice (Rev. ed.). Psychology Press. Retrieved from https://doi.org/10.1016/S0145-2134(00)00166-6

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. https://doi.org/10.1016/S1364-6613(00)01538-2

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson. Retrieved from https://books.google.com.ua/books/about/Language_Assessment.html?hl=uk&id=NqglAQAAIAAJ&redir_esc=y

Buzan, T. (2018). The ultimate book of mind maps. Harper Collins. Retrieved from https://books.google.com.ua/books/about/The_Ultimate_Book_of_Mind_Maps.html?id=PTVCSZl-nBMC&redir_esc=y

Buzan, T., & Buzan, B. (2010). The mind map book (Rev. ed.). BBC Active. Retrieved from https://books.google.com.ua/books/about/The_Mind_Map_Book.html?id=GC3rPwAACAAJ&redir_esc=y

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum. Retrieved from https://utstat.toronto.edu/~brunner/oldclass/378f16/readings/CohenPower.pdf

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. Retrieved from https://qualitativeresearcherme.wordpress.com/wp-content/uploads/2018/04/research-methods-in-education_ertu.pdf

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. Retrieved from https://uk.sagepub.com/en-gb/eur/research-design/book270550

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. Retrieved from https://books.google.com.ua/books?id=eTwmDwAAQBAJ&printsec=frontcover&hl=ru#v=onepage&q&f=false

D’Antoni, A. V., Zipp, G. P., & Olson, V. G. (2009). Interrater reliability of the mind map assessment rubric in a cohort of medical students. BMC Medical Education, 9(1), 19. https://doi.org/10.1186/1472-6920-9-19

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge. Retrieved from https://www.routledge.com/Questionnaires-in-Second-Language-Research-Construction-Administration-and-Processing/Dornyei-Dewaele/p/book/9781032364315

Ellis, R. (1997). Second language acquisition. Oxford University Press. Retrieved from https://books.google.com.ua/books/about/Second_Language_Acquisition.html?id=Wwdb7P0CG5AC&redir_esc=y

Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the “mind map” study technique. Medical Education, 36(5), 426–431. https://doi.org/10.1046/j.1365-2923.2002.01205.x

Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE. Retrieved from https://books.google.com.ua/books/about/Discovering_Statistics_Using_IBM_SPSS_St.html?id=83L2EAAAQBAJ&redir_esc=y

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. Retrieved from https://books.google.com.ua/books/about/Naturalistic_Inquiry.html?hl=no&id=2oA9aWlNeooC&redir_esc=y

Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press. Retrieved from https://books.google.com.ua/books/about/Engaging_Language_Learners_in_Contempora.html?id=PffnDwAAQBAJ&redir_esc=y

Messick, S. (1995). Validity of psychological assessment. American Psychologist, 50(9), 741–749. Retrieved from https://files.eric.ed.gov/fulltext/ED380496.pdf

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. Retrieved from https://books.google.com.ua/books/about/Learning_Vocabulary_in_Another_Language.html?id=iNduEAAAQBAJ&redir_esc=y

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill. Retrieved from https://books.google.com.ua/books/about/Psychometric_Theory.html?id=arJqAAAAMAAJ&redir_esc=y

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. Retrieved from https://books.google.com.ua/books/about/Learning_Strategies_in_Second_Language_A.html?id=HGzxBMBp4lkC&redir_esc=y

Ormrod, J. E. (2020). Human learning (8th ed.). Pearson. Retrieved from https://books.google.com.ua/books/about/Human_Learning.html?id=A6UhKQEACAAJ&redir_esc=y

Oxford, R. L. (2011). Teaching and researching language learning strategies. Pearson Education. https://doi.org/10.4324/9781315838816

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press. Retrieved from https://academic.oup.com/book/10932

Putri, D., & Sari, R. (2023). Enhancing vocabulary mastery through mind mapping technique in junior secondary school. Journal of English Language Teaching and Research, 8(1), 12–25. https://doi.org/10.35445/alishlah.v17i2.5362

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. Retrieved from https://assets.cambridge.org/052166/0483/sample/0521660483wsn01.pdf

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. Retrieved from https://www.perlego.com/book/3500736/researching-vocabulary-a-vocabulary-research-manual-pdf

Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment. System, 87, 102183. https://doi.org/10.1016/j.system.2019.102183

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

Teng, F. (2022). Vocabulary learning strategies and vocabulary knowledge development: A longitudinal study. Language Teaching Research, 26(4), 653–676. Retrieved from https://www.cambridge.org/core/services/aop-cambridge-core/content/view/0A455B7A2758A70E64ED0AEFF1AD2192/S0305000925000042a.pdf/longitudinal_development_of_cognition_and_vocabulary_knowledge_in_young_second_language_learners_in_a_bilingual_programme.pdf

Tran, T. Q., & Nguyen, H. T. M. (2020). The use of mind mapping in teaching vocabulary to EFL learners in Vietnam. VNU Journal of Foreign Studies, 36(4), 45–58. https://doi.org/10.54855/paic.24610

Vietnam Ministry of Education and Training. (2018). English curriculum for lower secondary schools (General Education Curriculum 2018). Education Publishing House.

Wang, W. C., Lee, C. C., & Chu, Y. C. (2010). A brief review on developing creative thinking in young children by mind mapping. International Business Research, 3(3), 233–238. https://doi.org/10.5539/ibr.v3n3p233

Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press. https://doi.org/10.25170/ijelt.v12i1.1458

Zaid, M. A. (2011). The effects of mind mapping on EFL learners’ vocabulary learning. Journal of Language Teaching and Research, 2(2), 364–371. https://doi.org/10.4304/jltr.2.2.364-371

Zipp, G. P., Maher, C., & D’Antoni, A. V. (2013). Mind maps: Useful schematic tool for organizing and integrating concepts of complex patient care. Physical Therapy Education, 27(1), 37–42. https://doi.org/10.19030/tlc.v6i2.1173




DOI: http://dx.doi.org/10.46827/ejel.v11i1.6587

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2026. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).