Research hypothesis
In the present study, I hypothesized that students can pronounce words better with the help of phonics instruction
The aim of the study is to find out whether student can develop their ability of pronunciation with the help of phonics instruction
4 The significance of the study
This study is hoped to bring some benefits to both teachers and students as follows:
It may stimulate teachers to employ a new method for teaching English pronunciation
It may stimulate students and help them to improve the pronunciation ability
5 The scope of the study
This study explores the effectiveness of phonics instruction in teaching English pronunciation, specifically focusing on elementary-level English learners Conducted at an English learning center, the research aims to enhance pronunciation skills among young students.
The action research approach was employed in this study In addition the tests were given to find out in-depth data about students’ progress and ability of pronouncing words
This study is divided three parts which discuss the following matters:
Part A: Introduction presents a brief introduction of the rationale, the aims, scope, significance, method and organization of the study
Chapter 1: Literature Review presents essential theoretical insights and findings from recent studies pertinent to the investigated field It begins with an examination of phonetics, focusing specifically on English phonetics, followed by a discussion of prior research related to phonics instruction.
Chapter 2 outlines the structure of the study, which consists of three key sections: an overview of the study's setting, including context and participants; a detailed explanation of the action research model utilized; and a comprehensive presentation of the data analysis and discussion.
Part C: Conclusion summarizes the major findings, the implications and presents the limitations of the study, and suggestions for further studies.
LITERATURE REVIEW
Phonetics
Phonetics is a vital branch of linguistics that focuses on the sounds of human speech, exploring how these sounds convey meaning It examines the nature, combinations, and functions of speech sounds in communication Phonetics is divided into two main categories: practical (or normative) phonetics, which analyzes the material aspects of phonetic phenomena in relation to meaning, and theoretical phonetics, which investigates the functioning of phonetic units within a language Theoretical phonetics primarily looks at phonetic phenomena synchronically, without emphasizing the historical development of English.
Phonetics, as described by Carr (2003), offers objective methods for analyzing the diverse sounds utilized in human languages Articulatory phonetics specifically examines the speech organs and muscles involved in sound production Once generated, these sounds travel through the air as sound waves, which are studied by acoustic and auditory phonetics to understand their physical properties and effects on the listener's ears and brain Consequently, phonetics is intricately linked to fields such as anatomy, physiology, physics, and neurology (McMahon, 2002).
Three traditional branches of the subject are generally recognized:
Articulatory phonetics focuses on how speech sounds are produced using the vocal organs It examines the motion of air, the movements of speech organs, and the coordination required to create individual sounds and sequences of sounds.
Acoustic phonetics studies the physical properties of speech sound, as transmitted between the speaker’s mouth and the listener’s ear
Auditory phonetics focuses on how we perceive speech sounds through the ear, auditory nerve, and brain This field emphasizes the sensation of hearing, which involves brain activity, rather than the psychological processes of the ear or the nervous interactions between the ear and brain Key aspects of sound discrimination, including quality, pitch, loudness, and length, are essential to this study.
Phonetics is the scientific study of speech sounds, encompassing their production, transmission, and perception While the human vocal apparatus is capable of generating a vast array of sounds, only a limited selection is utilized within any given language to form its words and expressions.
English phonetics
English writing and pronunciation do not have a direct correspondence While the English alphabet consists of 26 letters, Standard British English features around 44 distinct speech sounds, which include 12 vowels, 8 diphthongs, and 24 consonant sounds.
In phonetics, vowels are sounds produced in spoken language, like the English "ah!" [a:], characterized by an open vocal tract that prevents air pressure buildup above the glottis As noted by Roach (2000:10), vowels are defined as sounds where there is no obstruction to the airflow from the larynx to the lips.
In English phonetics and phonology, a vowel is defined as a speech sound produced when the airflow from the lungs is unobstructed in the mouth or throat, typically accompanied by vocal cord vibration.
Here under is the vowel chart:
A diphthong, which means "two sounds" or "two tones," is a gliding vowel that consists of two adjacent vowel sounds within a single syllable This unique vowel type features a movement of the tongue during pronunciation, as it transitions between two distinct targets.
Consonants are defined as speech sounds produced by obstructing the flow of air as it exits the mouth, according to the Oxford Advanced Learner’s Encyclopedic The Wikipedia Dictionary highlights that the number of consonants in global languages exceeds the consonant letters available in any single alphabet In English phonetics, consonants are characterized by an obstruction to airflow from the larynx to the lips Additionally, it is noted that consonant sounds occur when one articulator moves toward another or when two articulators come together, blocking the air stream and preventing free airflow.
According to Marianne, Donna and Janet (1996:42,43), the consonants system was classified according to place and manner of articulation
According to the slide shared by Goodwin (2006), place of articulation was defined as “the location of the obstruction of the air stream in the articulation of consonants
It describes the point at which the articulators actually touch or at their closest.” Here under is the chart of classification of English consonant sounds
Phonics
Phonics, conventionally defined as correspondent relationships between letter and sounds It is a method to develop reading ability in English speaking countries (Chou, 2010)
What is the difference between phonics and phonetics? Dictionary.com has the following entries:
A method of teaching elementary reading and spelling based on the phonetic interpretation of ordinary spelling
The branch of linguistics that deals with speech and their production, combination, description and representation by written symbols The system of sounds of a particular language
Table 2: Comparison of Phonics and Phonetics
(The American Heritage Dictionary of the English language)
The science of sounds: acoustics
A method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups and especially syllables
A study and systematic classification of sounds made in spoken utterance The practical application of this science to language study
The system of speech sounds of a language and a group of language
Table 3: Comparison of Phonics and Phonetics
Phonics is viewed from various perspectives, with some considering it a connection between letters and sounds, while others see it as a teaching method or a component of reading instruction (Hung, 2004) According to Durkin (1993), phonics encompasses the knowledge of the relationships between letters and speech sounds, aimed at assisting readers in pronouncing unfamiliar words in their written form.
Phonics is a method of teaching children to read by helping them recognize the relationship between letters and sounds According to Richard Platt (1998), children learn the sounds represented by letters in the alphabet and use this knowledge to sound out new or unfamiliar words Adams (1990) emphasizes that phonics instruction aids children in understanding letter-sound correspondences in alphabetic languages, enabling them to recognize printed words in their vocabulary by sounding them out This understanding allows children to discover the connection between speech patterns and spelling patterns As Groff (1989) and Stuart (1995) note, phonics develops beginners’ ability to generalize letter-sound rules, equipping them with skills to pronounce unseen words Ultimately, phonics aims to help children quickly recognize familiar words and accurately decode unfamiliar ones (Armbruster & Osborn).
Phonics instruction aims to teach children not only to sound out words but also to recognize them effortlessly, allowing them to focus on the meaning of the text It helps students understand the relationship between graphemes (letters) and phonemes (sounds), enabling them to read and write accurately The main goal is to instill the alphabetic principle, which highlights the systematic connections between written letters and spoken sounds, enhancing children's reading skills in both isolation and context Additionally, phonics instruction aids in understanding the fundamental nature of the English writing system, promoting the internalization of spelling and speech patterns Research indicates that phonics is essential for EFL learners, as it fosters phonemic awareness and leads to successful automaticity in word recognition.
Phonics instruction equips students with essential alphabetic rules, enabling them to accurately pronounce words (Rogers, 1985) With a solid understanding of letter-sound relationships, students embark on a word hunt, applying their knowledge to decode irregular words While initial attempts may not be perfect, these experiences help them connect phonological information to their existing vocabulary (Hu & Kai, 2000) The more they engage in decoding unfamiliar words, the more they develop a repertoire of irregular orthographic representations through trial and error (Hu & Kai, 2000) In foreign language learning, clear pronunciation is vital for effective communication, ensuring that speakers can both understand and be understood (Goodwin, 2001) Historically, pronunciation instruction was often overlooked in foreign language education until the 1980s, when the communicative approach shifted focus towards comprehensible pronunciation in ESL and EFL classrooms, emphasizing fluent communication and clear expression (Brown, 2007) Since the 1990s, there has been a growing emphasis on pronunciation within English language teaching (ELT) (Celce-Murcia, Brinton & Goodwin, 2007).
In the past few decades, research on teaching pronunciation through phonetic symbols focused on comparing the effectiveness between phonics and phonetic symbols The results of these studies are different
Research indicates that teaching pronunciation through phonics is often more effective than other methods, as evidenced by Hung's (1998) study, where fifth graders in the phonics group outperformed their peers in the K.K group on oral pronunciation tests and demonstrated greater interest in learning English Similarly, Huang (2002) found that phonics instruction positively impacted junior high school students' phonological awareness Conversely, some studies suggest that the K.K phonetic system may be more effective for pronunciation learning (Chu, 2006; Hsieh, 2009; Liu, 2009) However, Hsu (2003) reported no significant differences in pronunciation performance between learners using phonics or the K.K system Most research supports the idea that a combination of both instructional methods yields the best results for learners (Chung, 2011; Hsu, 2000; Lin, 2001).
A study conducted in 2001 examined the effectiveness of phonics in enhancing pronunciation among Chinese EFL adult learners, revealing that both phonics and a combination of phonics with the phonetic method significantly improved pronunciation skills Additionally, Hsu (2000) researched the roles of phonics and phonetic symbols in English language learning, concluding that these tools serve as supplementary aids in pronunciation instruction, while the primary method for teaching English word pronunciation remains direct imitation and practice.
Research suggests that teaching pronunciation through phonetic symbols may be more effective than traditional phonics instruction A study by Chu (2005) found that students who received instruction in phonetic symbols demonstrated better word pronunciation skills compared to those taught using phonics This indicates that incorporating phonetic symbols into language instruction could enhance pronunciation outcomes for learners.
Comparative studies on phonics instruction versus phonetic symbol instruction yield varied results Some research indicates that phonics instruction is more effective, while others find no significant differences between the two methods Additionally, both phonics and phonetic symbols are recognized as valuable tools for helping young learners with English pronunciation Conversely, certain studies suggest that phonetic symbol instruction may be more effective than phonics.
In Vietnam, phonetic symbol instruction has long been a common approach for teaching pronunciation Recently, some schools have started implementing phonics instruction as a method for teaching English Therefore, it is essential to explore the effectiveness of phonics instruction in enhancing English pronunciation for teachers in Vietnam.
Action research
Action research is a widely utilized research method in today's society, though interpretations of its definition vary among researchers Nunan (1992) defines action research as a descriptive case study focused on a specific classroom, group of learners, or individual, initiated by a question and supported by data and interpretation, conducted by a practitioner within their own context This definition emphasizes that teachers must actively engage as practitioners, identifying problems and implementing plans to address them effectively.
Action research, as defined by the Longman Dictionary of Language Teaching and Applied Linguistics (2002), is a form of classroom research initiated by teachers to enhance their understanding of teaching and learning processes This approach aims to facilitate improvements in classroom practices, ultimately benefiting both educators and students by addressing identified areas for development.
According to Tsui (1993), action research is an effective method for teachers to reflect on their practices and develop their own solutions for improvement This definition highlights that action research aims to address practical issues within the classroom, emphasizing the actions of both teachers and students.
1.4.2 Steps to conduct an action research
According to Nunan (1992), action research involves seven steps: initiation, preliminary investigation, hypothesis, intervention, evaluation, dissemination, and follow-up In this study, the researcher adopts the action research model proposed by Kemmis and McTaggart (1988), which consists of four key phases.
1 Planning: a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context
2 Action: the plan is to put into action over an agree period of time
3 Observation: the effects of the action are observed and data are collected
4 Reflection: the effects of the action are evaluated become the basis for further cycles of research.
THE STUDY
The setting of the study
A study conducted at TiengAnh 123 English Center, which offers a variety of English courses, focused on learners enrolled in a pronunciation class The participants included university students and employees from several companies in Hanoi, all of whom voluntarily paid tuition fees for the course A significant advantage of this training was the strong interest these learners had in English, as most were dedicated and purposeful in their approach to mastering pronunciation.
Research design
The study was carried out in the English 123 center in Hanoi The implementation of the research was carried out from June, 6 th to July, 19 th 2014
The study focused on eighteen students from the English 123 center in Hanoi, comprising 10 females and 8 males, aged between 19 and 26 years These participants were considered to have a beginner level of English proficiency.
In the action research approach, data collection instruments are integrated during the planning phase, which is crucial for effective implementation This research spanned four weeks, featuring two pronunciation sessions each week, with each session lasting ninety minutes During the planning phase, the teacher developed detailed lesson plans for each session and created six oral tests to assess students' progress throughout the pronunciation course.
The phonics instructions used in the phase of planning are described clearly as follows:
Session 7: Diphthongs: /eɪ/, /aɪ/, /ɔɪ/
Session 8: Diphthongs: /əʊ/, /aʊ/, /ɪə/, /eə/
The oral tests were described clearly as follows:
The pronunciation course included six oral tests: one pre-test, one post-test, and four regular tests The pre-test assessed participants' English pronunciation skills at the start of the course, while the post-test evaluated their performance after completing the instruction Additionally, four regular tests were conducted bi-weekly to monitor progress and reinforce learning.
Test 1 focused on testing students’ ability to pronounce the short vowel sounds and the consonant sounds /b/, /p/, /t/, /d/, /h/, /m/ /n/
Test 2 focused on testing students’ ability to pronounce the consonant sounds:
Test 3 focused on testing students’ ability to pronounce the sounds: /ʃ/, /tʃ/, /θ/, /ð/, / ŋ/ /iː/, /ɔː/, /ɑː/, /uː/, /ɜː/
Test 4 focused on testing students’ ability to pronounce the diphthongs: /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/
The six tests followed a consistent format, each featuring 20 distinct words divided into single-syllable and two-syllable categories The selected words for the oral tests included a variety of consonant sounds articulated in different manners and positions, as well as vowels produced from various tongue and lip placements, covering a total of 44 sounds in English This study primarily assessed students' oral English by evaluating their pronunciation of the words, with each correct response earning one point, culminating in a maximum score of 20 points for the test.
According to action research, the data collection procedure is in the phase of action The following part will describe the phase of action clearly
During this phase, the planning is implemented effectively as the teacher utilizes phonics to enhance pronunciation over a four-week period Each session follows a consistent structure, ensuring a clear and organized approach to learning.
In the lesson, students were presented with a chart featuring words that contained the target sounds /b/, /p/, /t/, /d/, /h/, /m/, and /n/ They first read the words aloud, followed by a repetition exercise For instance, during session 2, the words included "big," "pan," "took," "duck," "hot," "men," and "not," allowing students to practice the specific sounds effectively.
In session 8, students learned the spelling rules for the target diphthongs /eɪ/, /aɪ/, and /ɔɪ/ A comprehensive table of these spelling rules was presented to enhance their understanding of the sounds.
Written patterns Sounds Examples ai, ay, a-e /eɪ/ rain, day, cake igh, i-e, y, ie /aɪ/ sight, kite, dry, pie oi, oy /ɔɪ/ soil, boy
Table 4: Examples of spelling rules in phonics instruction
In the third session, students received guidance on the correct pronunciation of specific sounds For instance, during session 5, they learned how to articulate the consonant sound /θ/ by positioning the tip of their tongue between their teeth and exhaling air without using their vocal cords.
Fourthly, students were given some examples to demonstrate the spelling rules of the target sounds and kept drilling until all sounds were memorized
In the practice session, students engaged in worksheet exercises and participated in teacher-led activities They were encouraged to pronounce words individually, allowing for focused practice While students worked and acted out their tasks, the teacher circulated the classroom, observing and recording essential data on student participation, attitudes, and pronunciation skills.
At the end of each week, an oral test was conducted to assess students' pronunciation progress following phonics instruction Each student participated individually, allowing the teacher to note mistakes and assign marks based on their performance.
Even the same steps were followed to present the target sounds in each session, however the activity for each session was designed quite differently to practice the sounds
The activities are described clearly as below
Firstly, students were asked to work in groups of three or four
The participants were introduced to short vowel sounds presented in a random sequence, engaging in a discussion about the corresponding picture names Key words included back, crack, splash, bench, chest, sled, bill, grill, whistle, block, rock, stop, brush, jump, luck, took, cook, and look.
Then students were invited to sort out all according to a different vowel sound Finally, students were asked to pronounce the word list individually
Firstly each student was given a list of words without initial consonants The list is illustrated below
Table 5: Examples of list of words without initial consonants
Secondly students listened to the tape and wrote down the initial consonant sounds of the words
Thirdly, students read the sounds aloud
Finally, students were asked to pronounce the words individually
Session 3: words containing consonant sounds /l/ /r/, /f/, /v/, /j/, /m/ /n/
The activity was the same as the one in session 2
The activity was the same as the one in session 2
Session 5: the words containing consonant sounds: /ʃ/, /tʃ/, /θ/, /ð/
The activity was the same as the one in session 2 and 3
Session 6: the words containing long vowel sounds:/iː/, /ɔː/, /ɑː/, /uː/, /ɜː/
Students began by reviewing the long and short vowel sounds they had previously learned Following this, they listened to a selection of words such as steel, short, mark, pool, hurt, still, shot, that, chart, chat, should, meal, bread, and thought.
Thirdly, they were explained to hold their hand close together if the vowel was short and stretch their hands far apart if the vowel was long
Then they were asked to voluntarily identify the vowel sound
Finally they were called to individually pronounce the list of words
Session 7: diphthongs: /eɪ/, /aɪ/, /ɔɪ/
Each group of three was given a list of words included night, coin, shape, taste, loyal, behind, silent, skateboard, enjoy, noisy, debate, divide
Participants were tasked with categorizing words that contained the vowel sounds /eɪ/, /aɪ/, and /ɔɪ/ The individual who sorted the words accurately and in the shortest amount of time would be declared the winner.
Finally, students were asked to pronounce these words individually
Session 8: diphthongs: /əʊ/, /aʊ/, /ɪə/, /eə/
Each group of three was given a few blank index cards and an index card with a chart of words including: bold, shout, bear, tear
Students were tasked with identifying a word that rhymes with the one on their card and writing it on a blank index card If they generated multiple rhyming words, they were encouraged to utilize additional blank cards for their responses.
Then they displayed the cards in spelling families on the wall or pocket chart Finally, they were call to individually pronounce the words.
Data analysis and discussion
Action research identifies data analysis as part of the observation phase, while discussion is associated with the reflection phase The following sections will clearly outline the observation and reflection phases.
This section presents the data analysis conducted in the study, beginning with an examination of students' pronunciation abilities through class observations Following this, the results of the students' oral tests will be discussed.
This following section will report the observation of students’ ability of pronouncing vowel sounds, diphthongs and consonant sounds
The study reveals that while most students excel in pronouncing short vowel sounds, long vowel sounds present a greater challenge, even with phonics instruction In the first session, 14 of 18 students correctly pronounced words with the letter "o," representing the /ɒ/ sound, and 16 students accurately pronounced words with the letter "e," corresponding to the /e/ sound However, in the sixth session, during a sorting exercise, 5 out of 18 students struggled with the pronunciation of words containing "au," "aw," and "ought," which represent the long vowel sound /ɔː/.
In a recent assessment of students' pronunciation abilities, it was found that 12 out of 18 students struggled with diphthongs, particularly the vowel sounds /ɪə/ and /eə/, during a group exercise in session 8 This indicates a significant challenge in pronouncing words containing the letters "ear." Conversely, the majority of students demonstrated proficiency in consonant pronunciation, with all 18 students successfully articulating the sounds /b/, /p/, /t/, /d/, /h/, /m/, and /n/ during an individual reading exercise in session two.
A notable increase in student participation was observed from the first week to the fourth week of phonics instruction Initially, only 7 out of 18 students were actively engaged in the activities during the first week's session However, participation steadily improved, culminating in full engagement with all 18 students actively involved in the activities from the second week through the fourth week.
In terms of attitude, students have shown increased confidence in their pronunciation skills Observations from the first week revealed that none of the students were willing to read aloud when prompted However, by the third week, there was a noticeable improvement in their willingness to participate, indicating a positive shift in their attitude towards speaking.
In a recent study, 12 out of 18 students voluntarily read aloud when prompted During the initial practice session, only 2 students demonstrated fluent reading, while others pronounced words softly and omitted several from the worksheet However, by the third week, there was a noticeable improvement, with 13 students reading loudly and smoothly, accurately covering all the words on the worksheet.
This following section will present students’ pronunciation competence in the results of tests
Firstly, according to the information collected in four regular tests, the results are clearly presented in the following graph:
Figure 2: Comparison of the mean scores of four regular tests
The initial phonics instruction sessions revealed that students had a low pronunciation competence, reflected in a medium score of 9.79 in the first test, categorized as poor to average Progress was minimal in the second week, with a slight increase to a medium score of 10.54, still considered average After three weeks, students showed a modest improvement with a score of 13.68, and by the fourth week, the medium score rose to 15.46, indicating a notable enhancement in pronunciation skills Overall, the phonics instruction led to a gradual improvement in students' pronunciation competence over the four-week period.
Furthermore, the students’ ability of pronunciation can be seen clearly in the following graph of comparison between the pre-test and post-test’s mean score
Figure 3: Comparison between the mean score of Pre-test and Post-test
The data indicates a notable increase in students' pronunciation performance, with the mean score rising from 8.59 in the pre-test to 15.76 after four weeks of phonics instruction This significant improvement demonstrates the effectiveness of phonics training in enhancing students' pronunciation skills.
The following section will be for comments and discussion of student’s pronunciation ability and their attitude
In this section, students’ ability of pronouncing vowels, diphthongs and consonants will be shown
Phonics instruction significantly enhances students' pronunciation skills, as evidenced by test results Prior to the instruction, students had an average score of only 8.59, but this improved dramatically to 15.76 following the phonics lessons, demonstrating the positive impact of phonics on pronunciation abilities.
A study on pre-test and post-test improvements highlights significant progress in students' pronunciation skills, particularly with short vowel and consonant sounds Teacher observations indicate that the simplicity of spelling rules for these sounds facilitates learning, allowing students to effectively practice and improve their pronunciation when encountering relevant words.
Phonics instruction presents challenges for students, particularly in pronouncing long vowels and diphthongs One major issue is the complex spelling rules associated with these sounds, making it difficult for students to remember and recognize them Additionally, the same letters can represent different sounds, such as "ou" for /əʊ/ and /aʊ/, or "ear" for /ɪə/ and /eə/, leading to confusion and frequent mispronunciations.
Most students actively participated in the teacher-designed activities, showing excitement during pair and group work focused on pronunciation practice Their engagement increased as they became more familiar with the teaching methods, leading to greater involvement in class activities Additionally, the teacher created engaging activities that sparked students' interest.
Initially, students displayed shyness during the first session, hesitating to pronounce words aloud and often whispering their responses However, noticeable improvements emerged in subsequent sessions Following phonics instruction, students gained confidence in articulating words, effectively applying the spelling rules and pronunciation techniques they had learned.
PART C: CONCLUSION The major findings, implications, limitations of the study and the suggestions for the future studies were included in this chapter
The research hypothesizes that phonics instruction can enhance pronunciation skills in English beginners The findings indicate that while phonics instruction positively affects students' pronunciation, challenges remain Students generally excel at pronouncing consonant sounds due to straightforward spelling rules, but they struggle with vowels and diphthongs, which involve more complex spelling patterns and combinations This complexity leads to confusion, hindering their ability to remember and pronounce these sounds accurately.
Secondly, students’ English learning attitudes differed significantly after the study