THE EFFECTS OF MIND MAPPING AT WHILE-READING STAGE ON EFL STUDENTS’ READING COMPREHENSION AT A LOCAL HIGH SCHOOL IN KIEN GIANG PROVINCE, VIETNAM

Quynh Lan Thi Nguyen, Huan Buu Nguyen

Abstract


There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented.

 

Article visualizations:

Hit counter


Keywords


mind mapping, reading comprehension, while-reading stage

Full Text:

PDF

References


Aebersold A. J & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language. New York: Cambridge University Press.

Alderson, N. (1999). Exploring second language reading: Issue and strategies. Boston: Heinle & Heinle.

Ayal, C. S. (2016). The enhancement of mathematical reasoning ability of junior high school students by applying mind mapping strategy. Journal of Education and Practice, 7(25), 50-58.

Birmingham, P., & Wilkinson, D. (2003). Using research instruments: A guide for researchers. Routledge.

Bonk, C. J., & Smith, G. S. (1998). Alternative instructional strategies for creative and critical thinking in the accounting curriculum. Journal of Accounting Education, 16(2), 261-293.

Buzan, T. (2018). Mind map mastery: The complete guide to learning and using the most powerful thinking tool in the universe. Watkins Media Limited.

Cain, P., Oakhill, C. K., Jane B. J. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.

Cahyani, R. D. (2015). Improving students’ reading comprehension through mind mapping. Journal of Literature, Linguistics, and English Teaching 2(1), 18-23.

Canas, A. J., & Novak, J. D. (2006). Re-examining the foundations for effective use of concept maps. In A. Canas & J.D. Novak (Eds.). Concept maps: Theory, methodology, technology. Proceedings of the 2nd international conference on concept mapping (pp. 494-502). San Jose, Costa Rica: Universidad de Costa Rica.

Carratello, J. & Carratello, P. (2011). Maps, charts, graphs & diagrams. Teacher Created Resources.

Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752.

Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge: Cambridge University Press.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches. California: Sage Publication, Inc.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279–301.

Duong, A. V. T., Nguyen, T. P., Hoang, K. M. K., & La, Q. T. (2020). The effects of mind-mapping on Vietnamese students’ reading skills E-Journal of Inquiry into Languages and Cultures, 4(2), 1-11.

Eskey, D. E. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp.93-100). Cambridge: Cambridge University Press.

Fraenkel, J. R., Wallen, N. E., Hyun, H. H. (2012). How to design and evaluate the research education (8th Ed.) New York: McGraw-Hill Humanities.

Grabe, W. (2009) Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.

Khodadady, E., & Ghanizadeh, A. (2011). The impact of concept mapping on EFL learners’ critical thinking ability English Language Teaching, 4(4), 49-60.

Le, K. T., & Nguyen, H. B. (2017). Teachers’ beliefs about critical reading strategies in English as a foreign language classes in Mekong Delta institutions, Vietnam. European Journal of English Language Teaching, 2(4), 39-57.

Magliano, J. P. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91(4), 615-629.

Malekzadeh, B., & Bayat, A. (2015). The effect of mind mapping strategy on comprehending implicit information in EFL reading texts. International Journal of Educational Investigations, 2(3), 81-90.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.

Nuttall, C. (2005). Teaching reading skills in a foreign language. MacMillan.

Pham, Q. N. (2017). The effects of concept mapping on English as a foreign language (EFL) students’ ability to summarize reading passages. Master thesis, Can Tho University.

Pham, Q. N., & Nguyen, H. B. (2018). Concept mapping influencing students’ ability to summarize reading passages. European Journal of Education Studies, 4(4), 306-319.

Phan, T. T. (2017). The effects of concept mapping on EFL students’ reading comprehension. European Journal of English Language Teaching, 2(2),178-203.

Praveen, S. D., & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6(2), 155-170.

Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92(1), 96-106.

Saori, S. (2020). The use of mind mapping to teach reading comprehension. JOLLT Journal of Languages and Language Teaching, 8(2), 162-169.

Tran, T. T. (2019). Using mind mapping as a transition from receptive to productive skills for second-degree learners. VNU Journal of Foreign Studies, 35(1), 155-173

Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.




DOI: http://dx.doi.org/10.46827/ejel.v8i4.5012

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. 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).