Secondly, the author spends too much time on drawing mind maps and neglects the consolidation, usage of vocabulary, which leads to the inertia of some students’ vocabulary ability. Furthermore, the author spent less time in developing students’ vocabulary learning strategies.
Besides, students’ individual differences are not seriously taken into account. As a result students with low proficiency have difficulty in using mind mapping.
Through the summarizing and reflecting of the first round action research, the author made the following adjustments and improvements to the second round of action research. It aimed to improve the effectiveness of the second round action research.
Chapter 6 Conclusion
6.1 Major Research Findings
The researcher performed two rounds of action research on the application of mind mapping in English vocabulary learning in a Chinese and English primary school. After analyzing the data collected from two rounds of questionnaires, two groups of interviews with students and three English vocabulary tests, the researcher found that mind mapping could influence students’ English vocabulary learning. The positive effects on the English vocabulary teaching could be summarized in the following aspects:
First, the application of mind mapping positively changed students’ English vocabulary learning attitude, which could be verified through the data of the questionnaires and interviews. Students have the right to choose the pictures and colour that they like to draw mind maps. There are no fixed answers. Through drawing mind maps, students achieved a sense of success and improved the interest in English vocabulary learning.
Second, students’ English vocabulary proficiency has been improved. By comparing the scores of pre-test and post-test 2, the mean score of the post-test2 increased by 2.33 from 89.95 to 92.28. The usage of English vocabulary has been improved. Students and the teacher reviewed vocabulary through mind mapping. Mind mapping made students’ brain active, which made vocabulary learning more efficiently. Besides, most of the students tend to observe the structure, feature, and connection of vocabulary after the two rounds of action research. The using of mind mapping allows students to memorize vocabulary actively. Students gradually develop active learning habits, and start to pay attention to the use of learning strategies in an enjoyable atmosphere.
Above all, the application of mind mapping in English vocabulary teaching has a positive effect on changing students’ attitude toward&
