The Use of Mind Mapping Technique in Teaching Vocabulary to non-English Major Students at Dong Nai Technology University
In language instruction, especially when teaching English as a foreign language, vocabulary has garnered significant attention. As a result of the necessity of adequate vocabulary knowledge for the four language abilities of reading, listening, speaking, and writing, it may also be considered the most crucial element for language learners. However, due to their limited exposure to the language, students who do not major in English sometimes suffer from the vocabulary. Traditional teaching techniques that emphasize memory and repetition may be ineffective in assisting these students in learning language. A new technique, mind mapping, is considered to be useful in teaching new words. The current study sought to determine if employing mind maps had a substantial impact on students’ vocabulary. The population of this quasi-experimental study, which used a Non-equivalent Groups Posttest Only Design, was made up of 60 second-year non-English major students. Vocabulary was taught to the experimental group using mind mapping, whilst the control group received the more traditional method of memorization. According to the study’s findings, using the mind mapping technique considerably increased the students’ vocabulary mastery as determined by pre-and post-tests. According to the study, using mind-mapping techniques as a teaching tool can improve vocabulary in students who are not English majors.
KEYWORDS: Mind mapping, vocabulary mastery, non-English major students, Viet Nam
