EXPLORING THE USE OF MIND MAPPING IN VOCABULARY LEARNING: A QUALITATIVE STUDY OF GRADE 6 STUDENTS’ CLASSROOM ENGAGEMENT AND VOCABULARY RETENTION AT TAM BINH SECONDARY SCHOOL

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

Abstract


This study explores the use of mind mapping as a strategy for vocabulary learning among Grade 6 students at Tam Binh Secondary School in Dong Thap Province, Vietnam. The research aimed to examine how mind mapping influences students’ classroom engagement and their perceptions of vocabulary retention. A qualitative research design was employed, using classroom observations and semi-structured interviews as the main data collection methods. Eight vocabulary lessons were observed, including four lessons in a control group using traditional teaching methods and four lessons in an experimental group using mind-mapping activities. In addition, ten students participated in interviews to share their learning experiences. The findings indicate that mind mapping increased students’ classroom engagement, encouraged collaboration, and helped learners organize vocabulary into meaningful categories. Students also reported that visual elements such as colors and images supported their ability to remember and recall vocabulary. The study suggests that mind mapping can be an effective instructional strategy for improving vocabulary learning in lower-secondary EFL classrooms.

Keywords


mind mapping, vocabulary learning, classroom engagement, vocabulary retention, EFL students

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References


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DOI: http://dx.doi.org/10.46827/ejals.v9i1.697

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