EXPLORING THE USE OF MIND MAPPING IN VOCABULARY LEARNING: A QUALITATIVE STUDY OF GRADE 6 STUDENTS’ CLASSROOM ENGAGEMENT AND VOCABULARY RETENTION AT TAM BINH SECONDARY SCHOOL

Authors

  • Nguyen Thi Ngoc Chieu English Teacher, Tam Binh Secondary School, Ngu Hiep Ward, Dong Thap Province, Vietnam
  • Huynh Thi Nhi English Lecturer, Dong Thap University, Vietnam
  • Tran Thanh Tam English Lecturer, Dong Thap University, Vietnam

DOI:

https://doi.org/10.46827/ejals.v9i1.697

Keywords:

mind mapping, vocabulary learning, classroom engagement, vocabulary retention, EFL students

Abstract

This study explores the use of mind mapping as a strategy for vocabulary learning among Grade 6 students at Tam Binh Secondary School in Dong Thap Province, Vietnam. The research aimed to examine how mind mapping influences students’ classroom engagement and their perceptions of vocabulary retention. A qualitative research design was employed, using classroom observations and semi-structured interviews as the main data collection methods. Eight vocabulary lessons were observed, including four lessons in a control group using traditional teaching methods and four lessons in an experimental group using mind-mapping activities. In addition, ten students participated in interviews to share their learning experiences. The findings indicate that mind mapping increased students’ classroom engagement, encouraged collaboration, and helped learners organize vocabulary into meaningful categories. Students also reported that visual elements such as colors and images supported their ability to remember and recall vocabulary. The study suggests that mind mapping can be an effective instructional strategy for improving vocabulary learning in lower-secondary EFL classrooms.

Author Biographies

  • Nguyen Thi Ngoc Chieu, English Teacher, Tam Binh Secondary School, Ngu Hiep Ward, Dong Thap Province, Vietnam

    Ms. Nguyen Thi Ngoc Chieu is currently an English teacher at Tam Bình Secondary School in Đồng Tháp Province, Vietnam. She earned her Bachelor’s degree in English Language Teaching from Can Tho University and is currently pursuing a Master’s degree in Theory and Methodology of English Language Teaching at Dong Thap University. With more than ten years of teaching experience, she has worked with students at various educational levels. Her academic interests focus on English language pedagogy, second language acquisition, and innovative teaching strategies aimed at improving students’ vocabulary learning and communicative competence in EFL contexts. She can be contacted at ngocchieu.tg@gmail.com.

  • Huynh Thi Nhi, English Lecturer, Dong Thap University, Vietnam

    Dr. Huynh Thi Nhi is an Academic Consultant at SADEC Education and a visiting lecturer at Dong Thap University and Mekong University, Vietnam. She holds a PhD in Linguistics and Applied Linguistics from the Social Science Academic Institution in Ho Chi Minh City. With over 40 years of teaching experience, her interests focus on English language pedagogy, language acquisition, and the development of effective English training programs. She can be reached at htnhi@dthu.edu.vn.

  • Tran Thanh Tam, English Lecturer, Dong Thap University, Vietnam

    Dr. Tran Thanh Tam is currently the Vice Dean of the Faculty of Foreign Languages at Dong Thap University, Vietnam. With 17 years of teaching experience and a PhD in Linguistics and Applied Linguistics from Wuhan University, China, he specializes in Chinese language pedagogy and language acquisition. His academic and administrative work focuses on enhancing teaching quality, developing Chinese language skills training programs, and promoting effective language learning strategies. He is contacted at tttam@dthu.edu.vn

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Published

2026-04-01

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Vol. 9 No. 1 (2026)

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