| Summary: | 碩士 === 國立屏東大學 === 應用英語學系碩士班 === 105 === The experimental study aimed to explore the effects of mind mapping, flashcard, and wordlist on fifth graders’ English vocabulary learning. The study employed an experimental research design, which involved three homogeneous intact classes (fifty-nine fifth graders) randomly assigned to mind mapping, flashcard, and wordlist groups. The three groups received the mind mapping, flashcard, and wordlist treatments respectively for ten weeks. Data obtained from the pretest, three immediate quizzes, three delayed quizzes, posttest, classroom observation, questionnaire, and follow-up interview were collected to understand the participants’ performance of vocabulary learning, classroom contextuality, and their perceptions of the three teaching aids. The results showed: (a) there was no significant difference among the three groups on the three immediate quizzes, (b) wordlist group significantly outperformed flashcard and mind mapping groups on word spelling and reading on the posttest, (c) wordlist group retained significantly more vocabulary than flashcard and mind mapping groups on word spelling and reading on the delayed quizzes, (d) different classroom contextuality among the three different groups was found: wordlist group paid more attention on vocabulary learning, flashcard group learned vocabulary actively, and mind mapping group had learning anxiety in thinking about the related words, (e) most participants had a positive attitude toward the three teaching aids. Based on the findings, pedagogical implications and suggestions for future studies were discussed and proposed.
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