Effectiveness of Using Poly Category Mind Map for Vocabulary Development

Prabha, Thashwinny a; Aziz, Azlina Abdul

doi:10.24093/awej/vol11no2.15

Cited by 5 publications

(1 citation statement)

References 8 publications

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“…Furthermore, as mind mapping requires students to recall, organize, and visualize their cognitive structures, some students may find it cognitively demanding and need additional scaffolding ( Stokhof et al, 2020 ). There are suggestions to provide students with pre-set templates ( Prabha and Aziz, 2020 ) or worked-example mind maps ( Merchie and van Keer, 2016 ) to facilitate the generation of mind maps and maximize its impact on student learning.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

et al. 2022

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Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.

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Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

et al. 2022

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Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

Yen

2024

Asian. J. Second. Foreign. Lang. Educ.

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This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

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The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

Hashemi¹

2021

Journal for the Education of Gifted Young Scientists

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Using educational games for the improvement of the students' vocabulary retention has been widely used in the educational setting for many decades. The acquisition of vocabulary as part of the subskills of the English language is considered a vital part of learning any target language. Hence, this research study aimed at exploring the effects of using games to teach vocabulary in reading comprehension among freshmen students at Takhar University. This study has employed mixed-method research involving pre-test, post-test, and a semi-structured interview. The researcher employed descriptive statistical analysis to analyze the frequency and percentage of the respondents and inferential statistical analysis to mainly T-test to figure out whether there is any significant difference in the mean score of the pre and post-test across gender. In addition, the inference method of the content analysis is also used for the semi-structured interview to identify whether games are motivating the students to enhance their vocabulary knowledge of the student. The targeted group was 20 freshmen students from the English department. The findings of the present study revealed that employing games are effective and beneficial for teaching vocabulary in reading comprehension. Moreover, the findings showed no significant difference in the mean score of the pre and post-test across gender. The study also indicated that games improved students' motivation in acquiring new vocabulary. Besides, it is hoped that educational games are more attractive, fun, and helpful in teaching and as well as building the vocabulary knowledge of the students. It is proposed that teachers should look for educational games and techniques to involve their students in the use of the creative expression in the enhancement of vocabulary knowledge.

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Effectiveness of Using Poly Category Mind Map for Vocabulary Development

Cited by 5 publications

References 8 publications

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

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