The Use of Electronic Mind Maps to Develop EFL Students’ Vocabulary
DOI:
https://doi.org/10.54855/paic.24610Keywords:
mind map, vocabulary, vocabulary knowledge scale, autonomous learningAbstract
These days, the advancement of technology allows mind map creation on mobile apps or online platforms, which saves time and creates enjoyment for users. Literature indicates that electronic mind maps positively affect second language learning in different aspects. With the use of Coggle – an online mind map creator, this study aimed to explore the influence of electronic mind maps on the English vocabulary of EFL students. Thirty-six students of non-English majors participated in this one-group pretest-post-test design pre-experimental research, which lasted ten weeks. The data collected from pre-test, post-test, and questionnaire were analyzed quantitatively by SPSS. The results revealed that electronic mind maps significantly increased the students' vocabulary and developed their autonomous learning. It is suggested that electronic mind maps should be used more in the future to help EFL learners develop their language skills.
References
Alba, M. (2022). Using mind mapping software in developing EFL learners' vocabulary. Journal of New Advances in English Language Teaching and Applied Linguistics, 4(1), 816–830. https://doi.org/10.22034/jeltal.2022.4.1.8
Alkharusi, H. (2022). A descriptive analysis and interpretation of data from Likert scales in educational and psychological research. Indian Journal of Psychology and Education, 12(2), 13–16.
Al Shdaifat, S., Al-Haq, F. A. A., & Al-Jamal, D. (2019). The impact of an e-mind mapping strategy on improving basic stage students’ English vocabulary. Jordan Journal of Modern Languages and Literature, 11(3), 385–402.
Arulchelvan, P., Veramuthu, P., Singh, P. K. P., & Yunus, M. M. (2019). iGen digital learners: Let’s collaborate via Coggle. Creative Education, 10(01), 178. https://doi.org/10.4236/ce.2019.101014 DOI: https://doi.org/10.4236/ce.2019.101014
Bruton, A. (2009). The vocabulary knowledge scale: A critical analysis. Language Assessment Quarterly, 6(4), 288–297. https://doi.org/10.1080/15434300902801909 DOI: https://doi.org/10.1080/15434300902801909
Dougherty Stahl, K. A., & Bravo, M. A. (2010, April). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63(7), 566–578. https://doi.org/10.1598/RT.63.7.4 DOI: https://doi.org/10.1598/RT.63.7.4
Duyen, H. T. M. (2020). The effects of mind mapping on teaching and learning vocabulary retention. In Professional learning: Developing educational professionals in Southeast Asia (pp. 88–95).
Feng, R., Alsager, H. N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6), e16560. https://doi.org/10.1016/j.heliyon.2023.e16560 DOI: https://doi.org/10.1016/j.heliyon.2023.e16560
Khatib, Y., & Zaidoune, S. (2024). From text to mind map: Using Coggle to improve engineering students' critical reading and thinking abilities in ESP courses: A case study of Casablanca MED V & ENSAM engineering students. International Arab Journal of English for Specific Purposes, 7(1), 44–52.
Kord, M. A., Raisie, A., & Rahvareh, E. (2022). The impact of an e-mind mapping strategy on improving basic stage students’ English vocabulary. International Journal of English and Studies, 4(8), 55-65. https://doi.org/10.47311/IJOES.2022.4.8.09
Luangkrajang, M. S. (2022). Use of mind-mapping in language learning: A cognitive approach. Theory and Practice in Language Studies, 12(8), 1616–1621. https://doi.org/10.17507/tpls.1208.18 DOI: https://doi.org/10.17507/tpls.1208.18
Meirbekov, А. К. (2022). Using the “mind map” method in the development of students’ vocabulary in English. Bulletin of the Karaganda University Pedagogy Series, 107(3), 122–127. https://doi.org/10.31489/2022ped3/122-127 DOI: https://doi.org/10.31489/2022Ped3/122-127
Premchandran, D., & Chalamayya, B. V. V. S. (2018). Retrieving information through mind mapping tools for mining data. International Journal of Scientific Research Engineering & Technology, 7(1), 10–13.
Sa’adah, N., & Wahyuningsih, S. (2024). Autonomous learning material with mind mapping for EFL university students: A study of extensive reading. In Conference on English Language Teaching (pp. 251–261).
Sari, W., Ilham, I., Ismail, H., Humaira, H., Rahmaniah, R., & Irwandi, I. (2023). Meta-analysis of mind mapping in vocabulary learning of the past decade. English Review: Journal of English Education, 11(2), 347–356. DOI: https://doi.org/10.25134/erjee.v11i2.7610
Tu, T. H. P. (2022). The effects of using education technology tools on learning grammar for students in secondary school. International Journal of Language Instruction, 1(1), 41–52. https://doi.org/10.54855/ijli.22115 DOI: https://doi.org/10.54855/ijli.22115
Vu, T. B. N. (2022). Application of technology in teaching and learning at the university: Opportunities and challenges for lecturers and students in Vietnam today. AsiaCALL Online Journal, 13(5), 100–111. https://doi.org/10.54855/acoj.221357 DOI: https://doi.org/10.54855/acoj.221357
Wu, W., & Zheng, W. (2023). Using mind mapping for English vocabulary teaching. English Language Teaching, 16(5), 1–44. DOI: https://doi.org/10.5539/elt.v16n5p44
Zhong, H. (2011). Learning a word: From receptive to productive vocabulary use. In The Asian Conference on Language Learning: Official Conference Proceedings (pp. 116–126).
Zulaihah, S., & Harida, R. (2017). Autonomous learning strategy of the successful nontraditional students. ELTIN Journal: Journal of English Language Teaching in Indonesia, 5(2), 71–84. https://doi.org/10.22460/eltin.v5i2.p71-84 DOI: https://doi.org/10.22460/eltin.v5i2.p71-84
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Tran Thi Nam Phuong, Ngo Thi Bich Ngoc, Nguyen Thi Hanh Phuc
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
