HO CHI MINH CITY PEOPLE’S COMMITTEE

SAIGON UNIVERSITY
THE DEPARTMENT OF FOREIGN LANGUAGES

MODULE: RESEARCH PROPOSAL

TOPIC: THE EFFECTIVENESS OF MIND MAPPING ON

THE ABILITY TO MEMORIZE ENGLISH
VOCABULARY OF STUDENTS IN CLASS DAN1181 AT
SAIGON UNIVERSITY

GROUP 12

Supervisor: Le Thi Van

Ho Chi Minh City, June 26th, 2020

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 STUDENT’S NAME:

Ngô Trịnh Quế Anh 3118380011

Nguyễn Thị Vân Anh 3118380016

Nguyễn Thị Minh Anh 3118380014

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 MARKING BOARD
Criteria Full mark Examiner 1 Examiner 2
1. Title 0.5

2. Content Page 0.5

3. Introduction
1.0

4. Literature Review 2.0

5. Notion of original
0.5
research
6. Key Objectives /
0.5
Research Questions
7. Research methods 2.0

8. Analysis 0.5
9. Proposed Chapter
0.5
outline
10. Research
0.5
limitation
11. Proposed Time
0.5
Scale
12. References /
1.0
Bibliography
Total: 10

Signature:

Signature of examiner 1 Signature of examiner 2

……………………… ………………………
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 CONTENTS

TITLE PAGE…………………………………………………………………………..1
LIST OF MEMBER ....................................................................................................... 2
MARKING BOARD ...................................................................................................... 3
TABLE OF CONTENTS…………………………………………………………………....4

I. INTRODUCTION ...................................................................................................... 5
II. LITERATURE REVIEW .......................................................................................... 5
1. Vocabulary acquisition ........................................................................................... 5
2. Concepts ................................................................................................................... 6
3. Previous Research Studies ...................................................................................... 7
4. Summary .................................................................................................................. 7
III. NOTION OF ORIGINAL RESEARCH ............................................................... 7
IV. KEY OBJECTIVES / RESEARCH QUESTIONS .............................................. 8
V. RESEARCH METHODS ........................................................................................... 8
1. Research design ....................................................................................................... 8
2. The participants and Setting .................................................................................. 9
3. Instruments: ............................................................................................................. 9
4. Procedure ................................................................................................................. 9
VI. ANALYSIS ............................................................................................................. 11
VII. PROPOSED CHAPTER OUTLINE ................................................................... 11
VIII. RESEARCH LIMITATION ................................................................................ 12
IX. PROPOSED TIME SCALE ................................................................................. 12
X. REFERENCES.......................................................................................................... 14

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 I. INTRODUCTION
Vocabulary plays an important role in the students’ English skills. Wilkins (1972, pp.
111-112) wrote “...while without grammar very little can be conveyed, without
vocabulary nothing can be convey” . This sentence shows us the great importance of
vocabulary in learning a language. As learners develop greater fluency and expression
in English, it is significant for them to acquire more productive vocabulary knowledge
and to broaden their own vocabulary range.
In the traditional way, to expand vocabulary range, students usually write down and
learn by heart. However, for some reasons, this way only gives learners basic
knowledge and it might be soon forgotten. On a higher level, mastering a language
requires learners deep understanding, ability of grasping the meaning of words
depending on the context. For this reason, it is desirable to find an effective way to
help students learn English vocabulary. The mind map is a thinking tool that makes
learning information a vividly visual format. Using mind map in vocabulary learning
is conformity with the theory of knowledge of visualization and information
processing theory. This will be an ideal way for learners to improve their
memorization of English vocabulary. Therefore, it is crucial to have a piece of research
to understand clearly about the effectiveness of mind mapping on the ability to
memorize English vocabulary of EFL students

II. LITERATURE REVIEW

1. Vocabulary acquisition
Measuring language is not as easy as measuring distance or weight. Language
knowledge is not a directly accessible quality and we rely on learners to display their
knowledge in some way so it can be measured. If learners display their knowledge in
some way so it can be measured. If learners are tired or uninterested, or misunderstand
what they are expected to do, or if we construct a test badly, then they may produce
language that does not represent their knowledge. According to a research in
vocabulary acquisition of Anderson and Freebody (1981), they have distinguished
between breadth of word knowledge and depth of word knowledge. The distinction is
deceptively simple. Breadth of knowledge refers to the amount of words a learner
knows and depth of knowledge refers to what learner knows about these words. In
some cases, learners who have briefly learned lots of words, perhaps through the rote
learning of translation lists, but they do not really know how to use them, whereas,
learners who have learned how the words they know associate with others or the

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 nuances of meaning they carry. Vocabulary breadth might involve the passive
recognition of word forms quite separate from meaning. Indeed, when you know a
word is a word in foreign language, you can remember it’s form or pronunciation,
even if you do not know what it means. For that reason, learning vocabulary is a long
process that requires people to spend time and effort to be succeed.
According to Hiebert and Kamil (2005), “ Vocabulary is not a developmental skill or
one can ever be seen as fully mastered. The expansion and elaboration of vocabularies
is something that extends across lifetime” (p.2). Today, researchers have pointed out
the relevance of vocabulary acquisition for second language learners. Researchers like
Lawson and Hogben (1996) states, “ The learners must undertake some analysis of the
to-be-acquired word-meaning complex and must then establish a representation of this
complex in memory” (p.103). Lawson and Hogben have emphasized how learners
need to reflect on the meaning of a word, imagine that word in the brain. Thus, it
might be easier to memorize concepts and retain definitions for a longer period of
time.
Words represent complex and multiple meanings. These complex and multiple
meanings of words need to be understood in different ways in the different sentences
and paragraphs of contexts. Students at present are encouraged to obtain the complete
definition of a word, then motivated to connect that definition to other uses or
concepts. Considering the previous idea about words meanings, Hiebert and Kamil
(2006) state, “ Not only are student expected to understand words in texts, but also
texts can be expected to introduce them many new words” (p.1). Therefore, students
can enrich their vocabulary through the comprehension of concept and connection of
ideas to create new knowledge.
In addition, learning vocabulary by reciting words painful and ineffective. The use of
visuals and vivid description such as flashcard help learners to memorize meanings
and fortify prior knowledge and the comprehension of complex concepts. They can
facilitate remembering and understanding through words and images to enhance the
effectiveness of learning. There are several other vocabulary techniques and strategies
that use colorful images to intensify their imagination and comprehension.
2. Concepts
Mind mapping: Mind mapping technique is known as semantic map, networking,
cognitive mapping, or memory mapping. It was developed in the early 1970s by Tony
Buzan as a tool to help people take notes more effectively. The best mind mapping is
colorful and uses much pictures and symbols; usually like an art (Buzan, 1993). Mind
mapping not only shows facts, but also points out the overall structure of a subject and
the relative importance of individual parts of it. Mind mapping is creative note-taking
method, which eases us to remember much information. Buzan (1993: 1) states that
mind mapping is a powerful graphic technique, which provides a universal key to
unlock the potential of brain. Colors and pictures will not just help to construct
students’ imagination in making mind mapping with their own styles but also make the
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 students feel good, enjoyable and attract their brain to have interest in mastery
vocabulary knowledge.
Students in class DAN1181 are 30 sophomores majoring English Linguistics of
Foreign Language Department at Saigon University, course 2018-2022.
3. Previous Research Studies
Bornay (2011) investigated the usefulness of using grouping and mind mapping
techniques as vocabulary learning tools of the Spanish first-year university students.
The findings suggested that mind mapping technique can contribute to developing
participants’ visual learning style, raise metacognitive awareness, and enhance their
regulatory skill. Besides, the participants showed many good reflections on the
benefits of using mind mapping technique when leaning new words.
The study of Kun and Mei (2010) indicated that learning vocabulary through mind
mapping technique is more effective than learning vocabulary by rote recitation of
EFL students.
It is clear that the researchers who conducted these studies maintained that mind
mapping technique or any visualize format is crucial to vocabulary learning and
retaining of EFL learners.
Another line of research has centered on mind mapping considered as one of great
personal learning tools for knowledge construction and sharing. The study of Eppler
(2006), for example, demonstrated that mind mapping technique enhanced learners’
motivation, attention, understanding and recall. The findings also showed advantages
of using mind mapping technique as follows: 1) be easy to learn and apply 2)
encourage creativity and self-expression 3) provide a concise hierarchic overview and
4) be easy to extend and add further content. The research has also shown that mind
mapping dropped in the categories of attractive, colorful and memorable features. For
these features, mind mapping tends to be more memorable at medium to high level.
Eppler further states that mind mapping would be best used in-class and is great
personal tools of undergraduate and graduate university teaching.
4. Summary
It is important to recognize that the above studies have attempted to equip the EFL
students with mind mapping technique and train the students to utilize this vocabulary
learning tool effectively to develop the other language skills.

III. NOTION OF ORIGINAL RESEARCH

This paper is intended to show the effectiveness of mind mapping on the ability to
memorize English vocabulary of students in class DAN1181 at Saigon University.
Although there have been many studies about the benefits of mind mapping before,
the participants in these studies are fifth grade students, seventh grade students and
freshman students in other countries such as Japan, Indonesia and Saudi Arabia.
Therefore, this piece of research makes an attempt to analyze whether students in
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class DAN1181 at Saigon University have the same reflection on mind mapping
compared with students in previous researches. Besides, the research also endeavors
to explore the students’ attitude towards the use of mind mapping technique. It is
believed that the result found will re-emphasize the effectiveness of mind mapping as
well as provide ESL students multidimensional perspectives on choosing the best way
for them to learn English vocabulary.

IV. KEY OBJECTIVES / RESEARCH QUESTIONS

Research questions:
1. Does mind mapping have effect on the ability to memorize English vocabulary
of students in class DAN1181 of Saigon University?
2. What effectiveness does mind mapping have on the ability to memorize
English vocabulary of students in class DAN1181 of Saigon University?
3. What are participants’ viewpoints on the using of mind map to memorize their
vocabulary skills?
Purposes of the Study
This study aims to:
1. identify whether or not the use of mind mapping technique increase the
vocabulary list of the foreign language students.
2. know how the Mind Map helps students achieve a deeper understanding of
their vocabulary
3. explore the students’ attitude towards the use of mind map on their vocabulary
learning
V. RESEARCH METHODS

1. Research design
The methodology which has been used in this research is Quanlitative method.
Quantitative research is defined as a systematic investigation of phenomena by
gathering quantifiable data and performing statistical, mathematical, or computational
techniques. Quantitative research collects information by using sampling methods and
sending out online surveys, online polls, questionnaires, etc., the results of which can
be depicted in the form of numerical. After careful understanding of these numbers to
predict the future of a phenomena and make changes accordingly. Quantitative
research is mostly conducted in the social sciences using the statistical methods used
above to collect quantitative data from the research study. In this research method,
researchers and statisticians deploy mathematical frameworks and theories that pertain
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to the quantity under question. Quantitative research templates are objective, elaborate,
and many times, even investigational. The results achieved from this research method
are logical, statistical, and unbiased. In quantitative method, we used two designs:
Experimental design and Descriptive design.
Experimental design: Also known as true experimentation, this research method
is reliant on theory. This theory has not been proven in the past and is merely a
supposition. In experimental research, an analysis is done around proving or
disproving the statement. There can be multiple theories in experimental research. A
theory is a statement that can be verified or refuted. We have implemented mind
mapping techniques into the class DAN1181 taught at Saigon University in 22 days.
About 30 sophomore students participated in the experiment.
Descriptive design: After finishing the experiment, we will make a self- report
questionnaire survey to explore the students’ attitude towards mind map technique in
vocabulary learning.
2. The participants and Setting
Participants of this study comprise 30 sophomores majoring English Linguistics of
Foreign Language Department at Saigon University, course 2018-2022. The
participants are selected by the purposive sampling technique. Among these
participants, nineteen of them are females and other eleven students are males. The age
of the participants is the same- 20 years old. The subjects are selected because of the
same characteristics. All of them got the grade-point average between 2.5 and 3.0 in
three semesters ago.
3. Instruments:
To collect the data required, the following instruments were employed in the study:
Vocabulary Tests: Two pre and post multiple-choice tests are designed to check
students’ self-study progress. One vocabulary test was given in (day 11) functioning as
the pretest and the second one as the posttest at the end of the term (day 22). Even
though these two vocabulary tests were different, the contents and difficulty level are
closely similar. The vocabulary items of the two tests are taken from the book named
Collins English for exams-Vocabulary for IELTS (2018) by Anneli Williams, Tong
hop Tp. Ho Chi Minh Press.
Questionnaire: A 10-item questionnaire was developed to explore the
participants’ viewpoint towards learning vocabulary by mind map. The items are
classified into 2 clusters to respectively examine students’ point of view towards the
strategies with regards to (1) frequency of using mind map on learning vocabulary and
(2) valuation of the efficiency of mind map. The questionnaires collected information
and the results were reported in percentage.
4. Procedure

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From day 1 to day 10: Every day, the researchers give the participants five unfamiliar
vocabularies from the first four unit from the Collins English for exams-Vocabulary
for IELTS book and tell the students to remember the words’ definitions. When the
participants learnt new vocabularies, they were asked to write down the meanings
either Vietnamese or English. At the end of the period, the researchers informed that
the first vocabulary test will be taken next day.

Day 11: The researchers have the learners to take the first vocabulary test. The test
requires the students to choose the best answer to complete the sentences. The
vocabulary items are the words that the learners have learnt in the first. Each student
completes the test within 30 minutes. After that, the researchers correct and record the
pretest scores.

From day 12 to day 21: The researchers introduce the learners to know Mind
Mapping technique- one of several vocabulary retention techniques. The researchers
explain to the learners how to create mind maps as the following steps:

“Step 1: Make a central image in the center of the paper. Color and add something
interesting.

Step 2: Draw some basic ordering ideas and spread out from the central image.

Step 3: Think of all funny and interesting things as much as possible and connect with
the central image to give you the inspiration.

Step 4: Add some branches to the basic ordering ideas using symbols, pictures, and
colors as much as possible.

Step 5: Think of the details which are interesting can encourage your curiosity, adding
to your mind map.

Step 6: Continue it until you have adequate information for your mind map.”

(Nuttanuch Munsakorn, 2012)

The learners practiced to create mind maps of 5 new vocabularies every day, from
unit 5 to unit 8 from the Collins English for exams-Vocabulary for IELTS book. Each
student was asked to memorize words from unit 5 to unit 8 through mind mapping
technique. At the end of this period, the researchers inform that the second vocabulary
test will be taken next day.

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Day 22: The learners were asked to do the second vocabulary test. They have 30
minutes to complete the test. The test is aimed at checking the learners’ memory of
the words’ definitions that they memorized by using mind mapping technique. The
researchers correct the tests and record the post-test scores.

After finishing the experiment, a self- report questionnaire survey will be made to
explore the students’ attitude towards mind map technique in vocabulary learning.

VI. ANALYSIS
Researchers check the vocabulary tests. After that the data obtained from the tests and
the questionnaires will be analyzed quantitative through descriptive statistics. The
collected data is acquired from the pretest and posttest to measure the efficiency level
according to the total of vocabulary list that they can get from both tests. The data of
the score from pretest and posttest will be shown in the table, it will be processed via
excel software to make a comparison of vocabulary scores after pre and posttest.
With the questionnaire data, we are going to categorize them into two groups. The
first group is to show the frequency of using mind map on learning vocabulary and
the second group is to show the evaluation of learners in the efficiency of mind map.
The data collected will bring us with different opinions from students towards using
mind map technique. A conclusion will be made based on the collection of data.

VII. PROPOSED CHAPTER OUTLINE

1. Content Page
The table of content is arranged to show the order of the content of our research
2. Introduction
In this part, a firm background to this study is given, and the benefits that the
findings from this study bring to the field are also presented
3. Literature Review
We will show our knowledge in vocabulary acquisition, explain the concepts and
summarize key points of completed studies by researchers relating to the field we
are doing research.
4. Notion Of Original Research
Some thoughts about the original research will be mentioned
5. Key Objectives/ Research Question
The list of research questions and the appropriate objectives will be presented
6. Research Method

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 We will describe the plan to carry out our research, such as approaches,
population, location, time, technique and procedure.
7. Analysis
We are going to provide summaries about the sample and measure collected then
depict what we plan to do with it.
8. Research Limitation
We will show some limitations that is impossible to do in this research.
9. Proposed Time Scale
This section will show the scale of our work in the preliminary stages of planning
10. References
In this section, we will list a set of references contains of books, articles, reports
and other works that are of particular relevance to the topic discussed.

VIII. RESEARCH LIMITATION

This research paper had a number of limitations which the authors felt was necessary to
reveal. The sample size, which was a total of 30 is not a large sample size compare to the
target number. Furthermore, due to the limit of time, the scope of discussion is unfeasible
to extend the investigation. Therefore, how students apply the mind map technique to
learn vocabulary might not be discovered in this research.

IX. PROPOSED TIME SCALE

We assume that this research will probably take 8 weeks to be completely finished. We
propose a preliminary timescale, as follows:

Jobs to do Start day Finish day

Come up with a research title, write
1 27/04/2020 30/04/2020
the research title
2 Find resources 01/05/2020 06/05/2020
Choose research methods, and find
3 07/05/2020 13/05/2020
research questions and key objective
4 Write proposed time scale 14/05/2020 14/05/2020
5 Write introduction 15/05/2020 16/05/2020
6 Write literature review 17/05/2020 22/05/2020
7 Write notion of original research 23/05/2020 23/05/2020
Write research questions and key
8 24/05/2020 24/05/2020
objective
9 Write research methods 24/05/2020 27/05/2020
10 Write references 01/05/2020 27/05/2020
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11 Conduct experiment and survey 27/05/2020 18/06/2020
12 Analyze 18/06/2020 20/06/2020
13 Write proposed chapter outline 20/06/2020 21/06/2020
14 Write research limitation 22/06/2020 23/06/2020
15 Check and fix problems 23/06/2020 25/06/2020
16 Submit 26/06/2020

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 X. REFERENCES

Anderson, R. C. and P. Freebody. 1981.‘Vocabulary knowledge’ in J. T. Guthrie(ed.):

Comprehension and Teaching: Research Reviews. International Reading Association,
pp. 77–117
Anneli Williams (2018). Collins English for exams-Vocabulary for IELTS. Tong hop
Tp. Ho Chi Minh Press.
Buzan, Tony. (1993). [Link] [Link]
Accessed on February 1st, 2012
Bornay, N. (2011). Explicit strategy training in vocabulary learning for beginning
Spanish students. FULGOR - Flinders University Languages Group Online Review.
[Link]
Accessed on February 2nd , 2012.
Eppler, J. (2006). A Comparison between concept maps, mind maps, conceptual
diagrams, and visual metaphors as complementary tools for knowledge construction
and sharing. Palgrave Macmillan Ltd., [Link]
[Link]/ivs. Accessed on February 2nd, 2012.
Kun. Y., & Mei. L. (2010). The effective strategy for the Chinese English Majors to
learn vocabulary: Combining mind-mapping with corpus-based data-driven learning.
[Link] Accessed on
February 1st, 2012.
Lawson, M. J. &Hogben. D. (1998). Learning and recall of foreign-language
vocabulary: effects of a keyword strategy for immediate and delayed recall. Learning
and Instruction, vol.8, no.2, pp.179-194.
M.L. Kamil & E.H. Hiebert (2005). The teaching and learning of vocabulary:
Perspectives and persistent issues. In E.H. Hiebert & M. Kamil (Eds.), The teaching
and learning of vocabulary ( pp. 1-23).
Munsakorn, N. (2012). Memorizing Vocabulary through Mind Mapping
Technique. Mediterranean Journal of Social Sciences, 3(10), 83. Retrieved from
[Link]

Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.

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 Signature of researchers:

……………………… ………………………… …………………….

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