Use of mind-mapping and flashcards in vocabulary development among year 5 students

Vocabulary learning problems may be barriers to successful language learning. In view of that, teachers must find ways to improve students’ vocabulary and second language proficiency. This study highlights the importance of learning vocabulary and the strategies used to teach vocabulary. The study w...

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Main Author:	N. Mohan Das, Meena
Format:	Thesis
Language:	English
Published:	2014
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/78184/1/MeenaNMohanDasMFP20141.pdf
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id	my-utm-ep.78184
record_format	uketd_dc
spelling	my-utm-ep.781842018-08-03T08:46:44Z Use of mind-mapping and flashcards in vocabulary development among year 5 students 2014-01 N. Mohan Das, Meena L Education (General) Vocabulary learning problems may be barriers to successful language learning. In view of that, teachers must find ways to improve students’ vocabulary and second language proficiency. This study highlights the importance of learning vocabulary and the strategies used to teach vocabulary. The study was done to investigate the use of mind-mapping and flashcards in vocabulary development among Year 5 students. To facilitate this study, thirty Year 5 students of a national primary school were chosen the respondents. A quasi experimental design was carried out on two experimental groups. The study was administered for eight weeks during their English lessons. Each treatment lasted for one hour. Intervention was administered to both the experimental groups. A pre-test was given before the intervention followed by a post-test after the intervention to both the groups. The test scores were analysed using the SPSS and the responses from the teachers’ interview was transcribed and analysed. The findings indicated that the intervention was successfully carried out and the results obtained were favourable. The students who were taught vocabulary using the mind-mapping method performed better than the students who were taught using the flashcards method. However, both group of students who were taught vocabulary using mind-mapping and flashcards showed positive effect. Thus, both methods have a positive effect on vocabulary development. The teachers’ interview discloses that teachers are aware of the many strategies available in teaching vocabulary and mid-mapping and flashcards are also used for this purpose. It was also evident that teachers decide on the type of strategies to teach vocabulary, after taking into consideration students’ proficiency level. Teachers shoulder great responsibility in students’ vocabulary development. Therefore, teachers should take the initiative to ensure that vocabulary development is given importance and made meaningful through a myriad and mixture of teaching methods to cater to students’ proficiency level, learning style and preference. 2014-01 Thesis http://eprints.utm.my/id/eprint/78184/ http://eprints.utm.my/id/eprint/78184/1/MeenaNMohanDasMFP20141.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:79512 masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) N. Mohan Das, Meena Use of mind-mapping and flashcards in vocabulary development among year 5 students
description	Vocabulary learning problems may be barriers to successful language learning. In view of that, teachers must find ways to improve students’ vocabulary and second language proficiency. This study highlights the importance of learning vocabulary and the strategies used to teach vocabulary. The study was done to investigate the use of mind-mapping and flashcards in vocabulary development among Year 5 students. To facilitate this study, thirty Year 5 students of a national primary school were chosen the respondents. A quasi experimental design was carried out on two experimental groups. The study was administered for eight weeks during their English lessons. Each treatment lasted for one hour. Intervention was administered to both the experimental groups. A pre-test was given before the intervention followed by a post-test after the intervention to both the groups. The test scores were analysed using the SPSS and the responses from the teachers’ interview was transcribed and analysed. The findings indicated that the intervention was successfully carried out and the results obtained were favourable. The students who were taught vocabulary using the mind-mapping method performed better than the students who were taught using the flashcards method. However, both group of students who were taught vocabulary using mind-mapping and flashcards showed positive effect. Thus, both methods have a positive effect on vocabulary development. The teachers’ interview discloses that teachers are aware of the many strategies available in teaching vocabulary and mid-mapping and flashcards are also used for this purpose. It was also evident that teachers decide on the type of strategies to teach vocabulary, after taking into consideration students’ proficiency level. Teachers shoulder great responsibility in students’ vocabulary development. Therefore, teachers should take the initiative to ensure that vocabulary development is given importance and made meaningful through a myriad and mixture of teaching methods to cater to students’ proficiency level, learning style and preference.
format	Thesis
qualification_level	Master's degree
author	N. Mohan Das, Meena
author_facet	N. Mohan Das, Meena
author_sort	N. Mohan Das, Meena
title	Use of mind-mapping and flashcards in vocabulary development among year 5 students
title_short	Use of mind-mapping and flashcards in vocabulary development among year 5 students
title_full	Use of mind-mapping and flashcards in vocabulary development among year 5 students
title_fullStr	Use of mind-mapping and flashcards in vocabulary development among year 5 students
title_full_unstemmed	Use of mind-mapping and flashcards in vocabulary development among year 5 students
title_sort	use of mind-mapping and flashcards in vocabulary development among year 5 students
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2014
url	http://eprints.utm.my/id/eprint/78184/1/MeenaNMohanDasMFP20141.pdf
_version_	1747817927582679040

Use of mind-mapping and flashcards in vocabulary development among year 5 students

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