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|a 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.
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