Statement of the problem and rationale of the study
In recent decades, the demand for English has surged, becoming essential for success in both academic and everyday life, particularly in Vietnam English serves as a vital tool for global communication and a gateway to knowledge, prompting many Vietnamese to master the language for better opportunities Parents in Vietnam encourage their children to start learning English early, believing that youth enhances language acquisition To cater to this societal need, numerous English centers have emerged in Hanoi, where teachers employ innovative methods and materials to enhance student learning Additionally, technology-integrated language teaching and online resources, such as websites, have proven to be effective tools for both learners and educators.
After three years of teaching at English centers in Hanoi and five months with the participants of this study, the researcher observed that many students struggle with pronunciation and incorrect word stress While their grammar, fluency, and ideas are generally sound, they face challenges in pronouncing specific consonants, vowels, and similar sounds in English Additionally, students often produce words and sentences with incorrect stress patterns or lack of stress altogether.
The researcher has observed that students are often reluctant to learn pronunciation and struggle to correct their mistakes In contrast, they frequently engage with the Internet, using computers or mobile phones to play games and watch films This observation has led the researcher to explore the potential of using websites for pronunciation instruction These websites not only feature standard video clips that teach English sounds but also offer a variety of exercises, games, quizzes, and visually appealing activities that can captivate students' interest Additionally, utilizing online resources allows students to revisit and practice words, phrases, and sentences at home, enhancing their learning experience.
Recent studies have explored the effectiveness of technology in English language teaching, particularly in pronunciation For instance, Nguyen Thi Kim Dung (2014) identified challenges faced by teachers when using IT tools, such as MS PowerPoint, to teach medical vocabulary to second-year students at Thanh Hoa Medical College The study also offers suggestions for improving the effective use of technology in this educational context.
In recent studies, such as Tran Thi Tuyet Mai's (2010) research at Duy Tien C High School, the effectiveness of using traditional English songs to enhance students' pronunciation was explored Similarly, Trieu Ngoc Tuan's (2015) study on multimedia usage for teaching pronunciation to pre-intermediate students at Crazy Ones English Center highlighted various multimedia methods and their impacts on pronunciation learning While these studies focused on high school and college students with extensive English learning backgrounds, the current research aims to investigate the pronunciation enhancement of children aged 8-10 at different English centers, utilizing websites as a more concrete approach than previous studies.
Aims and objectives of the study
This research focuses on leveraging websites to enhance pronunciation skills among children aged 8 to 10 at a designated English center The researcher outlines several key objectives to achieve this goal.
- Investigating how students in class Movers 6 at the English center improve their pronunciation after using the pronunciation instruction websites in teaching and learning pronunciation
- Identifying class Movers 6 students‘ attitude towards the use of pronunciation websites for improving pronunciation
- Finding out class Movers 6 students‘ feelings about the activities applied to improve their pronunciation through using these websites
Research questions
In a nutshell, the researcher is going to answer three following questions:
1 To what extent does using pronunciation instruction websites in teaching and learning pronunciation contribute to the improvement of’ pronunciation of the students in class Movers 6 at the English center?
2 What is the attitude of the students in class Movers 6 at the English center towards the use of pronunciation instruction websites for improving pronunciation?
3 What do the students in class Movers 6 at the English center think about the activities applied to improve their pronunciation through using these websites?
Scope of the study
Vietnamese children face numerous challenges in learning English, including difficulties with grammar, vocabulary, and the four essential skills: listening, speaking, reading, and writing Among these, speaking is crucial for effective communication Pronunciation plays a vital role, encompassing elements such as vowels, consonants, stress, intonation, rhythm, assimilation, elision, linking, and tones However, this paper will focus specifically on two key aspects of pronunciation: consonants and vowels, along with word stress, due to time and scope limitations.
In modern society, leveraging Information Technology for teaching English pronunciation has become essential and convenient The rise of the Internet has led to the popularity of websites dedicated to English learning, particularly in pronunciation Therefore, the researcher advocates for the increased and more effective use of IT and online resources to enhance English pronunciation learning in the future.
Significance of the study
Pronunciation plays a crucial role in assessing a speaker's cohesion and fluency It is vital for individuals aiming to enhance their speaking and listening abilities for effective communication This importance is particularly pronounced for children, as good pronunciation fosters their confidence in expressing ideas and encourages a deeper motivation to learn English.
This small-scale study aims to explore the effectiveness of using websites for teaching English pronunciation, ultimately helping students enhance their speaking skills and confidence in communication Upon completion, the research is expected to provide valuable insights for teachers and researchers alike, serving as a useful resource for improving English pronunciation instruction for children.
Research methods
This research aims to evaluate the effectiveness of websites in enhancing students' pronunciation skills, utilizing action research as the primary method The researcher meticulously selected the study subjects and participants, employing both qualitative and quantitative methods for data analysis.
This research employs a quantitative method to analyze data from pre-tests and post-tests, drawing conclusions through inferential statistics Additionally, it examines survey questionnaire data to assess students' attitudes toward using pronunciation websites for learning pronunciation.
Furthermore, qualitative method is used to analyze the tape recordings and teacher‘s observation and notes.
Organizations of the study
The minor thesis is composed of five following parts and chapters:
This part presents the statement of the problem and rationale of the study, aims and objectives, research questions, the scope, the significance and methods of the study.
LITERATURE REVIEW
Pronunciation
Pronunciation refers to the manner in which a word or sound is articulated As defined by Hornby (2003), it encompasses the specific way in which a word is pronounced This concept is further supported by Dalton and Seidlhofer, highlighting the importance of accurate pronunciation in effective communication.
(1994) defined pronunciation as the production of significant sounds
What‘s more, according to Adult Migrant English Program Research Centre
Pronunciation encompasses the production of sounds that convey meaning in a language It involves not only the specific sounds or segments but also suprasegmental features such as intonation, phrasing, stress, timing, and rhythm Additionally, it includes voice quality and, in a broader sense, the gestures and expressions that accompany spoken language.
Otlowski (2004) emphasizes that pronunciation is a widely accepted method of sound production, while Gilakjani (n.d) describes it as a collection of habits formed through repetition and correction of sound articulation Both scholars agree that effective pronunciation encompasses not only the individual sounds of a language but also various elements of speech.
From the statements mentioned above, the author can conclude that pronunciation is the way of speaker to produce segmental and suprasegmental sound that is accepted or generally understood
In today's language teaching and learning landscape, the importance of pronunciation cannot be overstated Pronunciation is a crucial element of language mastery; even with strong grammar skills and an extensive vocabulary, mispronouncing words can lead to misunderstandings for listeners.
Wong (1993) emphasizes the crucial link between pronunciation and listening comprehension in spoken English Effective communication requires speakers to use appropriate rhythm and intonation patterns, as deviations can lead to misunderstandings Additionally, listeners must understand speech organization and the significance of intonation patterns to accurately interpret messages Therefore, improving pronunciation skills is essential for learners to enhance their comprehension of spoken English.
Pronunciation is a critical challenge for non-native English speakers, as highlighted by Hope Speak (2014) Poor pronunciation can result in negative perceptions, misunderstandings, and ineffective communication Even if a speaker has a strong vocabulary and good grammar, a heavy foreign accent can lead to being perceived as a poor English speaker Ultimately, having an extensive vocabulary is futile if the words cannot be pronounced correctly, as this hinders understanding.
As mentioned above, it is surely that pronunciation plays a very important role in communicative competence because successful communication cannot take place without correct pronunciation (Celce-Murcia, Briton and Goodwin, 1996).
Pronunciation in language teaching
2.1 Pronunciation as an aspect of communicative competence
Numerous studies highlight the significance of pronunciation training in enhancing learners' communicative competence Pennington (1996) asserts that pronunciation is a crucial aspect of second language acquisition, a view echoed by Morley (1998), who underscores its vital role in overall communicative effectiveness Kelly (2006) further notes that mispronouncing phonemes can create substantial barriers for listeners from different language backgrounds, leading to frustration for learners who, despite having a strong grasp of grammar and vocabulary, struggle to be understood by native speakers Additionally, improper use of suprasegmental features like stress and intonation can exacerbate communication challenges.
According to Fraser (1999), effective English speaking encompasses several sub-skills, with pronunciation being the most crucial She emphasizes that a speaker with strong pronunciation can still be understood despite errors in vocabulary, grammar, or pragmatics Conversely, poor pronunciation can hinder comprehension, making it challenging to understand a speaker, even if they are accurate in other aspects.
Hewings (2004) highlights that challenges in pronunciation can hinder students from effectively conveying their messages, even when they use the correct vocabulary, and may also impede their ability to comprehend spoken language.
Yong (2004) emphasizes that traditional English learning methods often overlooked essential speaking skills, which were adequate in the past but insufficient in today's globalized communication landscape As oral communication becomes increasingly vital for economic development and interpersonal interactions, both in-person and online, it is crucial for learners to grasp effective communication He highlights that proper pronunciation serves as the cornerstone of speaking, as English has emerged as the predominant global language Mispronunciation can lead to misunderstandings, ultimately hindering learners' social, academic, and professional progress.
Dan (2006) asserts that language competence encompasses various elements, with phonetics playing a crucial role It serves as the foundation for effective speaking, making pronunciation essential for successful communication.
Good pronunciation might make the communication easier, more relaxed and more useful Almost all learners rate pronunciation as a priority and an area in which they need more guidance
Pronunciation is essential in today's world, especially in oral communication Therefore, mastering proper pronunciation is crucial for anyone learning foreign languages, particularly English.
According to Celce-Murcia (1987), the field of modern language teaching has developed two general approaches to the teaching pronunciation: Intuitive- imitative approach and Analytic- linguistic approach
The intuitive-imitative approach relies on the learner's capacity to listen and mimic the rhythms and sounds of a target language without explicit instruction This method necessitates the availability of audio resources, such as phonograph records and tape recorders, which became prominent in the mid-twentieth century, as well as modern tools like audio and video cassettes and compact discs.
In 1995, it was suggested that teachers adopt an intuitive and communicative approach to teaching pronunciation at the outset This method allows students to engage with pronunciation naturally before delving into a more analytical examination of specific phonological elements.
The analytic-linguistic approach enhances language learning by employing tools like a phonetic alphabet, articulatory descriptions, and vocal apparatus charts to support listening, imitation, and production It specifically directs learners' attention to the segmental aspects, including the sounds and rhythms of the target language This method was designed to complement, not replace, the intuitive-imitative approach.
Two other common approaches to teaching pronunciation stated by Tench
(1984), Pennington (1989), Jones and Evans (1995), Dalton and Seidlhofer (1994) are approaches of Bottom-up and Top-down
The bottom-up approach emphasizes the importance of accuracy from the outset of a course, focusing on teaching learners the smallest and most concrete elements of pronunciation Instructors begin with individual sounds and gradually progress to more abstract concepts, such as intonation and thought groups, ensuring a solid foundation in language skills.
The top-down approach emphasizes the significance of contextualized sounds in connected speech, guiding the teacher from broader elements of pronunciation, such as intonation and thought groups, down to the finer details of individual sounds.
The integrated approach to language teaching, as discussed by Hewings and Goldstein (2004), emphasizes the importance of pronunciation alongside other language components like grammar and vocabulary By prioritizing pronunciation and weaving it into lessons that connect vocabulary and grammar, teachers enhance students' overall language proficiency.
Researchers have varying perspectives on the essential components of pronunciation classes Colin Mortimer (1985) emphasizes the importance of weak forms, clusters, linking, contractions, and stress in pronunciation teaching In contrast, Gerald Kelly (2000) expands on this by including vowels, consonants, word and sentence stress, intonation, and aspects of connected speech and spelling Furthermore, Jennifer Jenkins (2004) offers a more comprehensive view, highlighting that pronunciation instruction typically encompasses consonant and vowel sounds, sound alterations in connected speech, word stress patterns, rhythm, and intonation.
In short, because of the scope of this study, among aspects mentioned above, the researcher chose consonant and vowel sounds and word stress to teach to children
English learners must master letter sounds for effective word formation, yet they should recognize that pronunciation often diverges from spelling One of the most perplexing challenges in English is the inconsistency between sound and spelling patterns This irregularity arises from the language's extensive borrowing from languages like Latin and Greek, leading to complex sound-spelling correspondences.
According to Roach (2000), consonant sounds are produced when two articulators come together, creating an obstruction that restricts the free flow of the air-stream (p.10).
Ideas on pronunciation teaching and learning
Recent shifts in language learning and teaching perspectives have transformed the understanding of language competence, moving from specific linguistic skills to broader communicative competencies as essential goals for educators and learners (Morley, 1991) Historically, pronunciation instructors primarily concentrated on segmental features, beginning with phonetic alphabets during the Reform Movement (Celce-Murcia et al., 1996) Phonetic training aimed to cultivate effective speech habits, utilizing minimal pair drills extensively to enhance learners' ability to differentiate phonemes in both listening and speaking exercises (Celce-Murcia et al., 1996).
The introduction of Anderson-Hsieh's studies on teaching suprasegmentals to international teaching assistants in 1990 and the impact of pronunciation factors on intelligibility in 1995 shifted the focus of pronunciation instruction from segmentals to suprasegmentals This shift has led to numerous studies exploring the role of suprasegmentals in enhancing speakers' intelligibility and its pedagogical implications Consequently, many educational resources for teachers now emphasize the importance of teaching suprasegmentals at the production level to improve learners' overall intelligibility.
Morley (1991) emphasizes the importance of integrating pronunciation with oral communication, shifting the focus from segmentals to suprasegmentals He advocates for a greater consideration of individual learner needs, the implementation of meaningful task-based practices, the development of innovative teaching strategies, and the incorporation of peer correction and group interaction in the learning process.
Teaching phonemes alone is insufficient for effective communication, as emphasized by Cohen (1977) Morley (1991) asserts that intelligible pronunciation is crucial for communication competence, highlighting the need for educators to incorporate pronunciation into their curricula Without strong pronunciation skills, a learner's ability to communicate effectively is significantly hindered Morley further argues that neglecting a student's pronunciation needs constitutes a failure of professional responsibility.
Pronunciation websites
A website consists of a collection of interconnected pages that appear when a domain name is entered into an Internet browser It serves as the platform through which your audience engages with your online content For instance, this article is a specific page hosted on the Hover website.
Pronunciation websites offer a variety of resources, including images, videos, lessons, conversations, exercises, and quizzes, all focused on enhancing the pronunciation of English consonants, vowels, words, phrases, and sentences These platforms play a crucial role in supporting both the teaching and learning processes related to English pronunciation.
Theoretical background of technology and websites application in language
The advancements in international science and technology have significantly transformed teaching and learning methods each year It is essential to assess the current landscape of technology in foreign language classrooms, also known as educational technology (Harmer, 2001).
The grammar-translation method remains a widely used approach in language teaching, relying on traditional tools such as chalk, blackboards, pens, paper, and textbooks, alongside modern educational technologies According to Warschauer & Carla Meskill (2000), each type of foreign language instruction is enhanced by specific technologies The blackboard serves as an essential tool for the grammar-translation method, utilized by teachers for various purposes, including note-taking, explanations, and visual aids However, the effectiveness of these educational technologies can sometimes be limited.
In Vietnam and globally, traditional educational technologies remain prevalent among educators, but modern media such as radios, cassette players, recorders, movies, and television have significantly enhanced teaching and learning experiences As noted by Nguyen Lan Trung (2002), these advancements have transformed classroom dynamics and facilitated knowledge acquisition for students The integration of modern media has made foreign language activities more engaging and comprehensible for both teachers and learners, enabling students to effectively learn languages through listening to CDs or tapes, watching films or programs, and viewing images on computer screens.
The computer has emerged as an essential multipurpose tool in foreign language education, revolutionizing traditional methods through the innovative branch of Information Technology (IT).
Teachers and students can efficiently access language teaching and learning resources through CD/DVD-ROMs and the Internet The ongoing development and production of foreign language CDs and DVDs cater to the growing demand for effective educational materials.
In the realm of foreign language (FL) teaching and learning, two essential resources stand out: encyclopedias and FL dictionaries Comprehensive encyclopedias like Encarta, Grollier, and Hutchinson provide extensive knowledge across various fields, including maps, photos, and films For educators and learners of foreign languages, FL dictionaries serve as invaluable reference tools, readily accessible in both CD-ROM and online formats Undoubtedly, the Internet has become the most convenient source for a wealth of educational materials.
The Internet serves as an extensive virtual library, providing a wide array of topics in one convenient location (Dede & Peta, 2001, p.36) Popular search engines like Google, Yahoo, and Alta Vista enable teachers and students to easily access a wealth of information using simple keywords Foreign language students and educators particularly benefit from online resources, utilizing websites as authentic materials for research and reference Each webpage is assigned a unique URL (Uniform Resource Locator), and numerous websites cater specifically to foreign language learners, offering opportunities for information exchange, email communication, exercises, and games.
Advantages and disadvantages of using pronunciation websites in pronunciation
Utilizing websites for pronunciation instruction offers numerous benefits Firstly, students gain access to authentic pronunciation through audio and video clips from native speakers This allows for an immersive learning experience Additionally, teachers can conserve time and energy by guiding students to study independently while monitoring their progress Furthermore, these websites serve as valuable resources for students to practice pronunciation at home without direct teacher assistance They also enhance motivation and reduce stress through engaging illustrations, interactive games, and quizzes Lastly, students can evaluate their pronunciation skills using recording features, tests, and quizzes, fostering self-assessment and improvement.
When utilizing websites for language instruction, teachers must be thoroughly prepared, ensuring that all technical aspects—such as power supply, internet connection, and sound equipment—function properly, as any failure can disrupt the lesson Additionally, finding pronunciation websites that cater to students' levels and interests while allowing teachers to create effective activities can be challenging Teachers must also monitor students to prevent distractions from unrelated websites and verify that they are accurately imitating sounds from the provided video or audio clips.
Websites evaluation
In today's digital age, countless websites offer resources for English teaching and learning, making it crucial for both educators and students to discern the most effective tools The rapid growth of online content often leads to an overwhelming amount of irrelevant information, prompting concerns about the educational value of web resources Luhmann (1996), as referenced in Sofos & Kostas (2009), notes that the accumulation of information online tends to follow a chaotic pattern, differing significantly from the structured presentation found in traditional media.
In the online environment, users act as both content producers and consumers, resulting in a vast amount of raw information generated by numerous individuals without educational oversight, which can hinder effective classroom learning design Consequently, evaluating the quality of online information resources is essential for ensuring that web-published content supports educational objectives.
To enhance the learning and teaching process, it is essential to evaluate through a pedagogical lens and media-didactic theory Web resources that incorporate diverse media elements can effectively support active learning and are recognized as high-quality content.
Educational website evaluation criteria have been developed by various scholars and organizations, focusing on aspects such as platform requirements, goals, content, pedagogy, ease of use, and costs Kapoun (1998) identified five key criteria: accuracy, authority, objectivity, currency, and coverage In contrast, Jackson (2000) proposed six criteria, emphasizing the need for users to assess websites based on established standards, while allowing for customization to fit specific organizational needs Hsu, Yeh, and Yen (2006) highlighted that standardized and objective design criteria can effectively differentiate the quality of web-based learning platforms, thereby enhancing learning outcomes.
The research involved a thorough evaluation of two pronunciation websites, selected based on criteria including Authority, Purpose, Accuracy, Currency, Content, Functionality, Cost, and Accessibility Overall, these websites effectively meet the established criteria for quality and reliability.
The first selected website is http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vowel_sh ort_1.shtml
This English learning website, created by the renowned BBC, offers a comprehensive platform for mastering vowel and consonant pronunciation through a series of instructional video clips It features quizzes and activities that allow students to practice and assess their pronunciation skills The site is designed by a team of experienced native teachers and professionals, ensuring an engaging and user-friendly experience with easy navigation Regular updates and seamless functionality, including no broken links, enhance its usability Additionally, the website incorporates various media formats such as videos, PDFs, and audio, along with links to external resources like YouTube and encyclopedias Best of all, it is consistently free and easily accessible for all users.
The second website is http://www.shiporsheep.com/
This website is an excellent resource for students to practice minimal pairs and enhance their English pronunciation and speaking skills Created by Tim Bowyer, an experienced English teacher who has worked in various countries including England, France, and Spain, this copyright site also features the Fonetiks family of websites It offers American English pronunciation, aligning with other trusted resources and dictionaries The platform is regularly updated and includes engaging animated illustrations and audio clips, making it easy for learners to access and practice Most entries are free, though some may require a membership fee.
METHODOLOGY
The context of the study
Established in 2013, this vibrant English center in Hanoi specializes in teaching English to young learners aged 4 to 17 The center boasts five well-equipped classrooms that facilitate the integration of information technology in lessons, featuring projectors, computers, and speakers Additionally, most students have access to smartphones or computers at home, ensuring they are proficient in using technology and navigating the Internet.
In terms of courses, all classes are taught 4 main English skills including listening, speaking, reading and writing; however, there is no specific course for pronunciation only
The researcher has worked as a part-time teacher for 3 years Class Movers 6 was selected for the subjects of the study because the researcher has taught them for
5 months and realized that they are really in need of help with speaking, especially pronunciation.
Action research
Action research is defined as an inquiry aimed at understanding, evaluating, and ultimately improving educational practices (Bassey, 1998) According to Winter and Munn-Giddings (2001), it involves individuals studying their own social situations to enhance both their practices and their understanding, reflecting the core philosophy of the action research approach.
This study aimed to investigate the effectiveness of pronunciation websites in enhancing learners' pronunciation skills It explored the activities teachers employed in the classroom using these resources and assessed whether such training boosted students' confidence in speaking English The findings are expected to promote effective pronunciation teaching and learning practices To achieve these objectives, the study utilized action research, inspired by McNiff and Whitehead's (2005) insights on the value of reflective practice in educational settings.
Action research is an effective method for personal and professional development, allowing practitioners to investigate and assess their work while formulating their own theories of practice According to Whitehead (1989) and McNiff (1993), it addresses the questions that concern us and seeks solutions Stenhouse (1983) emphasizes that teachers serve dual roles as educators and researchers, enabling them to enhance their professional skills and improve student learning through action research (McNiff, 2003).
According to Glen Doyle (n.d), there are three types of action research which are individual teacher research, collaborative action research and school wide action research
Individual teacher research involves a solitary educator conducting a study focused on a specific classroom issue, such as classroom management, instructional strategies, or student learning While teachers may receive support from supervisors, instructors, or parents, the research addresses problems identified within their own classrooms This process often includes data collection or analysis of student participation However, a significant drawback is that findings may remain unshared unless the teacher chooses to present them at faculty meetings, conferences, or through publications Consequently, multiple teachers may unknowingly work on the same issue without collaboration.
Collaborative action research involves a small group of teachers, or even a larger team, working together to tackle specific classroom or departmental challenges These challenges can range from issues faced in a single classroom to common problems affecting multiple classrooms Support may also come from external partners, such as universities or community organizations Participants typically include teachers, principals, university professors, and school board officials This study group convenes regularly, usually for a few hours every 2-4 weeks over the course of a year, to focus on a topic or issue identified as a priority for the school.
2.2.3 The school wide action research
The school-wide action research process engages the entire faculty alongside a school consortium, typically committing to a three-year program aimed at long-term renewal in a specific academic area This collaborative approach is driven by the collective actions of the group, starting with a school-site study group comprised of 6-10 members, including the principal, teachers, counselors, media specialists, and other staff This study group convenes regularly to facilitate the research process and implement effective strategies for improvement.
Every two weeks, a study group dedicates two hours to focus on a specific academic area where teachers can have the most impact The group learns and implements the action research process to collect, organize, and analyze data regarding students and their learning environment This collaborative effort enhances their understanding of effective teaching practices, identifies staff development needs, and creates an actionable plan to improve the learning environment Participation in training sessions on the action research process is encouraged, and the insights gained are shared throughout the school community The objectives for school improvement become clearer, with action research serving to continuously assess and monitor the improvement plan To achieve meaningful whole school reform, it is essential for schools to maintain focus on one area for a minimum of three years.
Each of these types of action research has its own benefits When choosing the type of action research that suits your group best you must consider the following points:
2) Support provided by outside agencies such as universities, intermediate service agencies
The researcher selected individual teacher research to directly assist her students in improving their pronunciation, as she aimed to personally engage in the research process to achieve effective outcomes.
Kemmis and McTaggart (1988) introduced a straightforward model illustrating the cyclical nature of the action research process, which consists of four key steps: planning, acting, observing, and reflecting This model emphasizes the iterative process of action research, as depicted in Figure 1.
Figure 1 Simple action research model
Susman (1983) outlines a comprehensive research cycle consisting of five phases The process begins with identifying a problem and gathering data for a thorough diagnosis Next, various potential solutions are collected, leading to the implementation of a chosen action plan Following this, data is collected and analyzed to evaluate the intervention's results, with findings interpreted based on the action's success Subsequently, the problem is re-assessed, initiating another cycle that continues until the issue is resolved.
Figure 2 Detailed action research model
Action research is primarily focused on addressing real-world problems, making it a practical approach often utilized by practitioners seeking to enhance their understanding of their work This method emphasizes a holistic perspective on problem-solving rather than relying on a single data collection and analysis technique It incorporates a variety of qualitative research tools, including research journals, documentation of data collection and analysis, participant observation recordings, reflective self-assessment tools, structured and unstructured interviews, and case studies, allowing for a comprehensive exploration of issues.
Due to the study's small scale and time constraints, the researcher opted for a simplified model based on Kemmis and McTaggart's framework The first cycle was executed in four key steps: planning, acting, observing, and reflecting.
2.4 The reasons of choosing action research for this study
Action research empowers teachers to implement practical strategies tailored to their specific classroom needs, enhancing both teaching and learning outcomes By engaging in action research, educators can directly influence their teaching methods to achieve positive results, which are often more effective than merely observing or analyzing existing data Each classroom presents unique challenges based on factors such as student proficiency, course objectives, and learner motivation To effectively enhance students' English skills, teachers must investigate their own classroom dynamics to identify issues and propose viable solutions.
The researcher aims to enhance her students' pronunciation by evaluating the effectiveness of using websites as a learning tool in her classroom She believes that improving English pronunciation positively impacts students, fostering their motivation to learn and develop a greater love for the English language.
Action research, initially conceived to empower participants through reflective cycles of reform (McDonough, 2006), serves as a valuable tool for teachers to enhance their practice and assume leadership roles in their teaching environments (Mills, 2003) This study focused on improving learners' pronunciation through targeted training and examining the impact of language learning strategies on their progress Participants engaged in training, reflected on their advancements, and reported their experiences It was strongly believed that integrating pronunciation and language learning strategies into the English curriculum, alongside traditional grammar instruction, would significantly benefit learners' improvement Action research is recognized as an effective framework for investigating language teaching methodologies (Wallace, 2000).
2.4.1 A framework for change and improvement
A review of action research frameworks reveals several common features
The participants of the study
The study involves 15 children, aged 8 to 10, from the Movers 6 class at a selected English center, all of whom have been learning English for over a year and recently completed the "Incredible English 3" course The participants, consisting of 8 girls and 7 boys, were chosen due to their pre-elementary level of English proficiency, which includes limited knowledge of the language and pronunciation This makes them susceptible to pronunciation errors, but addressing these issues early in their learning journey is crucial, as such errors can become ingrained over time Additionally, the researcher directly teaches all participants, facilitating a more effective study environment.
Data collection instruments
The study utilized a combination of quantitative and qualitative research methods, employing pre-test and post-test assessments focused on pronunciation, along with a questionnaire to gauge students' attitudes towards website usage after the course Additionally, classroom observations by the teacher provided valuable insights into the students' attitudes and the overall classroom environment.
4.1 Pre-test and post-test
Before the pronunciation training, learners were assessed on forty-four English sounds through a reading of words and ten sentences focused on stress After a ten-week period, a post-test identical to the pre-test was administered While it is generally recommended that tests vary in content to prevent memorization, the primary goal of these pronunciation assessments was to evaluate the accuracy of sound production, allowing for the use of the same items in both tests The interval between the pre-test and post-test was approximately ten weeks.
4 months; therefore, preventing memorization was feasible
All the students‘ tests were recorded to use in data analyzing step The contents of the tests were taken from the book ―Incredible 3‖ and the two selected websites
To enhance the reliability and validity of the study, the researcher developed marking schemes for the pre- and post-tests, which were then reviewed by a native English teacher Each test has a maximum score of 10, with a penalty of 0.25 points deducted for each error in consonant and vowel pronunciation or word stress.
According to Bell (1993), questionnaires serve as an effective method for rapidly gathering specific information This particular questionnaire aims to assess students' attitudes towards the use of websites in teaching and learning pronunciation.
The questionnaire, administered to students following the final lesson of the pronunciation training series, is structured into three parts Part 1 includes eight items rated on a 1-5 Likert Scale, aimed at assessing students' attitudes toward utilizing pronunciation websites for enhancement of their skills Parts 2 and 3 gather insights regarding students' feelings about the activities incorporated in the pronunciation lessons.
Observation is a fundamental method for gaining insights into our surroundings, as highlighted by Anis (2015) It enables researchers to collect reliable information through firsthand analysis, making it a crucial technique for understanding various phenomena.
The researcher identified observation as one of the three key methods for the study, aiming to analyze participants' attitudes towards activities in pronunciation lessons derived from pronunciation websites Due to the researcher’s role as the primary teacher, direct observation during class time was not feasible To address this challenge, the researcher utilized videotapes to review the lessons and take notes from home.
RESULTS AND DISCUSSIONS
The improvement of students‘ pronunciation by using the pronunciation
1.1 Scores of pre-test and post-test
Table 1: Scores of pre-test and post-test
Students’ code Pre-test Post-test
To assess the enhancement of students' pronunciation, the researcher will compare pre-test and post-test results Initially, the overall test outcomes will be analyzed, followed by a detailed discussion of the significant performance of individual students.
The difference in scores between the pre-test and post-test was presented in the following charts
Chart 1: Overall mean score of students’ pre-test and post-test
The test results clearly indicate that the average score of the post-test was significantly higher than that of the pre-test, with scores of 7.4 compared to 5.6 This improvement suggests that students likely enhanced their pronunciation skills.
Overall mean score of pre-test and post-test
Table 2: The percentage of students’ scores
Score Pre-test (%) Post-test (%)
Chart 2: Scores of students’ pre-test and post-test
The analysis of student performance revealed significant changes between the pre-test and post-test scores Initially, scores ranged from 3 to 7.5, with 33.3% of students achieving a mark of 7, the highest percentage However, a concerning 46.6% scored 5 or lower, and no student reached an 8 or above In contrast, post-test results showed a marked improvement, with all students scoring above 5.5 and 46.6% achieving scores of 8 or higher, indicating a substantial enhancement in pronunciation skills over the course.
1.2 Pre-test and post-test analysis
After pre-test, the researcher has summarized some common problems that students encountered and put them in the analysis as follow:
Students faced challenges with both vowel and consonant sounds, particularly with the pronunciation of the vowel sound /ổ/, which is absent in the Vietnamese language As a result, they often substituted it with more familiar sounds like /e/ or /a/ Additionally, many students struggled to differentiate between short and long vowel sounds, such as /i:/ and /i/ When it came to diphthongs, they typically failed to articulate them with the required duration, treating them as single sounds rather than two distinct vowel sounds, exemplified by the pronunciation of /ei/ as "ây."
Students face greater challenges in pronouncing consonant sounds compared to vowel sounds, often omitting ending consonants due to their absence in the Vietnamese language Additionally, many students substitute specific English sounds, such as /θ/, /ð/, /ʃ/, /ʧ/, /ʒ/, and /ʤ/, with Vietnamese equivalents, leading to common pronunciation errors.
Vietnamese students often struggle with English pronunciation, leading to common errors such as replacing the /θ/ sound with "th" and mispronouncing /ʒ/, /ʤ/, and /j/ as /z/ or "d." The /ʃ/ sound is frequently pronounced as /s/, and the consonant cluster /tr/ is articulated similarly to the Vietnamese "tr," resembling /ʧ/ Additionally, some students have difficulty distinguishing between /n/ and /l/ due to dialectal influences Consonant clusters pose another challenge, as many students insert an /ə/ sound between consonants, and a tendency to add /s/ to nearly every word is also prevalent.
Many students struggle with the correct pronunciation of multi-syllable words, often placing equal stress on each syllable This approach not only slows their speech but also makes it difficult for listeners to understand While some students recognize the importance of stressing certain syllables, they often apply stress incorrectly As a result, their pronunciation of multi-syllable words can sound odd and challenging to comprehend.
At the conclusion of the course, students demonstrated increased awareness of the differences between long and short vowel sounds, leading to improved pronunciation However, challenges remained, particularly with the vowel sound /ổ/ and the length of diphthongs Many students also struggled with specific consonant sounds such as /θ/, /ʧ/, /k/, /ʤ/, /ʃ/, /ʒ/, and /ð/, despite practice in the final lesson Additionally, issues with word stress persisted, as many students continued to emphasize the last syllable, especially in adjectives ending in –ese and -ous, resulting in unnatural speech patterns While the post-test indicated significant overall improvement in pronunciation for most students, some still exhibited the same level of intelligibility as in the pre-test.
The students‘ attitude towards the use of pronunciation instruction websites for
The table below summarizes the results of the questionnaire answers of students
The data collected were counted in frequency and then computed into percentage
Table 3: The results of students’ questionnaire answers
Code: SA= Strongly agree, A= Agree, N= Not sure, D= Disagree, SD= Strongly disagree
1 I like studying with the pronunciation websites
2 I made great progress in pronunciation after studying with the pronunciation websites
3 The pronunciation websites are easy to use at home
4 I have chance to listen to the authentic voice
5 I feel interested in practising pronunciation with the pronunciation
6 I can learn new words when studying with the pronunciation websites
7 I can learn pronunciation with with the pronunciation websites without teacher‘s help
8 I can test my pronunciation when practising with with the pronunciation websites
A recent survey revealed that all participating students (100%) appreciated using pronunciation websites, noting significant progress in their pronunciation skills and the opportunity to listen to authentic voices while learning new vocabulary Additionally, a large majority (93.3%) found these websites user-friendly, and 80% expressed genuine interest in studying through them, enjoying the self-assessment features available Notably, 70% of students felt confident enough to learn pronunciation independently without teacher assistance, while only one student indicated a need for help, and four remained uncertain.
From the result and the analysis above it can be concluded that the students have positive attitudes towards teacher‘s use of pronunciation websites to help them improve pronunciation.
The students‘ feelings about the activities applied to improve their pronunciation
There are two more questions in the questionnaire about students‘ evaluation of class activities discussed below
Table 4: Students’ evaluation of class activities Scale:
1= Very interesting and useful 2= Interesting and useful
3= Rather interesting and useful 4= Uninteresting and useless
1 Matching the symbols and the words
According to the data presented in Table 3, the majority of students found the pronunciation lesson activities to be both interesting and useful Notably, the "Stress Snap" activity received the highest approval, with 93.3% of students expressing their enjoyment, while "Matching the Symbols and the Words" garnered only 13.3%, marking it as the least favored Additionally, other activities such as "Odd One Out" (6.7%), "Silently Mouthing" (13.3%), "Running Dictation" (20%), and "The Tongue Twisters Game" (26.7%) were considered somewhat interesting by a smaller percentage of students Importantly, none of the students deemed any activity as uninteresting or useless This analysis indicates that the teacher effectively selected engaging activities from various resources to enhance students' pronunciation skills.
Table 5: Students’ answer about their favourite activity used in the lessons
8 Matching the symbols and the words
In a recent survey on students' preferred class activities, Stress Snap emerged as the most favored, with 93.3% of students expressing a preference for it Following closely were Odd One Out and Minimal Pairs Bingo, chosen by 86.7% and 80% of students, respectively Conversely, the least engaging activity was Matching the Symbols and Words, which garnered only 33.3% of student interest.
Furthermore, the the information taken from the observation also helped the researcher analyze students‘ attitude more deeply
The research revealed a generally positive level of student participation, with many showing enthusiasm for classroom activities Notably, students were most engaged and motivated when practicing pronunciation in a competitive setting However, the researcher observed that some students exhibited shyness and self-consciousness, which hindered their confidence to participate due to fear of making mistakes and being laughed at In contrast, other students were more dominant and eager to volunteer for games and activities Additionally, while students expressed disappointment when they did not win pronunciation competitions, they quickly bounced back and demonstrated increased effort in subsequent games.
The study examines student performance during class, highlighting initial challenges with vowel and consonant sounds as well as word stress, as identified in the pre-test analysis Over time, these issues diminished, with some students demonstrating significant improvement, while others continued to struggle by the course's end Notably, among those who did not improve, some were diligent in class, while others were not Most students consistently completed their homework, often showcasing better performance in their assignments compared to their in-class activities.
Discussion
This study examined the impact of pronunciation websites on the pronunciation skills and attitudes of Class Movers 6 students The analysis of test scores, questionnaire responses, and video lesson recordings indicates that incorporating pronunciation websites into teaching significantly enhances students' pronunciation abilities.
Students expressed positive feedback regarding the use of websites for pronunciation instruction, highlighting several advantages such as time and energy savings for teachers, enhanced motivation, and increased student autonomy This method also provides opportunities for authentic voice practice, making learning more enjoyable and reducing study-related stress Observations from video analysis further confirmed that website usage effectively captures students' attention and fosters their motivation and independence in learning pronunciation.
Major findings of the research Error! Bookmark not defined 2 Implications
To assess the enhancement of students' pronunciation, the researcher will compare the pre-test and post-test results Initially, the overall test results will be analyzed, followed by a detailed discussion of individual performances that show significant improvement.
The difference in scores between the pre-test and post-test was presented in the following charts
Chart 1: Overall mean score of students’ pre-test and post-test
The test results clearly indicate an improvement in students' pronunciation, as evidenced by the overall mean score of the post-test, which was 7.4, compared to the pre-test score of 5.6 This significant increase suggests that students have made notable progress in their pronunciation skills.
Overall mean score of pre-test and post-test
Table 2: The percentage of students’ scores
Score Pre-test (%) Post-test (%)
Chart 2: Scores of students’ pre-test and post-test
The analysis of student performance revealed significant improvements between the pre-test and post-test scores Initially, pre-test results ranged from 3 to 7.5, with 33.3% of students achieving a score of 7, yet 46.6% scored 5 or lower, indicating poor pronunciation skills, and no student scored 8 or above In contrast, post-test scores ranged from 5.5 to 9, with no students scoring below 5.5 Remarkably, the percentage of students achieving scores of 8 and above surged from 0% in the pre-test to 46.6% in the post-test, highlighting the effectiveness of the course in enhancing students' pronunciation and overall performance.
1.2 Pre-test and post-test analysis
After pre-test, the researcher has summarized some common problems that students encountered and put them in the analysis as follow:
Students faced challenges with both vowel and consonant sounds, particularly with the pronunciation of the vowel sound /ổ/, which is absent in the Vietnamese language As a result, they often substituted it with more familiar sounds like /e/ or /a/ Additionally, many students struggled to differentiate between short and long vowel sounds, such as /i:/ and /i/ When it came to diphthongs, they tended to pronounce them as a single sound, lacking the necessary length and clarity, exemplified by the pronunciation of /ei/ as "ây."
Students faced greater challenges in pronouncing consonant sounds compared to vowel sounds, primarily due to the Vietnamese language structure, which typically omits final consonants A common error among students was the lack of ending sounds in their pronunciation Additionally, many students substituted specific English sounds with their Vietnamese counterparts, particularly the sounds /θ/, /ð/, /ʃ/, /ʧ/, /ʒ/, and /ʤ/.
Vietnamese speakers often struggle with English pronunciation, leading to common errors such as replacing /θ/ with "th" and mispronouncing /ʒ/, /ʤ/, and /j/ as /z/ or "d." The sound /ʃ/ is frequently pronounced as /s/, and the consonant cluster /tr/ is articulated like the Vietnamese "tr," resembling /ʧ/ Additionally, some students have difficulty distinguishing between /n/ and /l/ due to dialect influences Consonant clusters present another challenge, as many students tend to insert an /ə/ sound between the consonants, disrupting their smooth pronunciation Furthermore, a tendency to add /s/ to nearly every word is prevalent among learners.
Many students struggle with the proper stress on multi-syllable words, pronouncing each syllable with equal emphasis, which hinders their speaking speed and makes their speech difficult to understand While some students recognize the importance of stressing multi-syllable words, they often fail to emphasize the correct syllables, resulting in pronunciations that sound unusual and are hard to recognize.
At the conclusion of the course, students demonstrated increased awareness of long and short vowel sounds, leading to more careful pronunciation However, challenges remained with the vowel sound /ổ/ and the length of diphthongs Additionally, sounds such as /θ/, /ʧ/, /k/, /ʤ/, /ʃ/, /ʒ/, and /ð/ continued to pose difficulties, even during final activities Throughout the course, many students consistently emphasized the last syllable in their speech, resulting in unnatural pronunciation, particularly with adjectives ending in -ese and -ous Despite these issues, the post-test revealed significant improvements in pronunciation for most students, although some maintained the same level of intelligibility as in the pre-test.
2 The students’ attitude towards the use of pronunciation instruction websites for improving pronunciation
The table below summarizes the results of the questionnaire answers of students
The data collected were counted in frequency and then computed into percentage
Table 3: The results of students’ questionnaire answers
Code: SA= Strongly agree, A= Agree, N= Not sure, D= Disagree, SD= Strongly disagree
1 I like studying with the pronunciation websites
2 I made great progress in pronunciation after studying with the pronunciation websites
3 The pronunciation websites are easy to use at home
4 I have chance to listen to the authentic voice
5 I feel interested in practising pronunciation with the pronunciation
6 I can learn new words when studying with the pronunciation websites
7 I can learn pronunciation with with the pronunciation websites without teacher‘s help
8 I can test my pronunciation when practising with with the pronunciation websites
A recent study revealed that all participating students (100%) found pronunciation websites beneficial for their learning, noting significant progress in their pronunciation skills and the opportunity to listen to authentic voices while acquiring new vocabulary Additionally, a vast majority (93.3%) reported that these websites are user-friendly, and 80% expressed genuine interest in using them for practice Interestingly, 70% of students indicated they felt confident learning pronunciation independently without teacher assistance, while only one student felt they required help, with four remaining uncertain.
From the result and the analysis above it can be concluded that the students have positive attitudes towards teacher‘s use of pronunciation websites to help them improve pronunciation
3 The students’ feelings about the activities applied to improve their pronunciation through pronunciation instruction using websites
There are two more questions in the questionnaire about students‘ evaluation of class activities discussed below
Table 4: Students’ evaluation of class activities Scale:
1= Very interesting and useful 2= Interesting and useful
3= Rather interesting and useful 4= Uninteresting and useless
1 Matching the symbols and the words
According to Table 3, the majority of activities used in pronunciation lessons were perceived as interesting and useful by students Notably, the "Stress snap" activity received the highest approval, with 93.3% of students expressing enjoyment, while only 13.3% favored the "Matching the symbols and the words" activity, which had the lowest approval rating Other activities, such as "Odd one out" (6.7%), "Silently mouthing" (13.3%), "Running dictation" (20%), and "The tongue twisters game" (26.7%), were also considered somewhat interesting by a minority of students Importantly, no students deemed any activities uninteresting or useless This analysis indicates that the teacher effectively selected engaging activities from various resources to enhance students' pronunciation skills.
Table 5: Students’ answer about their favourite activity used in the lessons
8 Matching the symbols and the words
In a recent survey of student preferences for class activities, the top three most favored activities were Stress Snap, Odd One Out, and Minimal Pairs Bingo, with participation rates of 93.3%, 86.7%, and 80%, respectively Conversely, the least motivating activity was Matching the Symbols and Words, which garnered only 33.3% of student responses.
Furthermore, the the information taken from the observation also helped the researcher analyze students‘ attitude more deeply
The researcher observed a generally positive level of student participation, with many students showing enthusiasm for class activities Notably, students were particularly attentive and motivated during competitive pronunciation practice However, some students exhibited shyness and self-consciousness, which hindered their confidence to engage in activities due to fear of making mistakes and being laughed at In contrast, others were more dominant, frequently volunteering for games and activities Additionally, while students expressed disappointment when they did not win in pronunciation games, they quickly bounced back and demonstrated increased effort in subsequent competitions.
The research highlights students' performance during class, revealing initial challenges in articulating vowel and consonant sounds, as well as difficulties with word stress Over time, these issues diminished, with some students demonstrating significant improvement, while others struggled until the end of the course Among those who did not improve, a mix of effort was observed; some worked diligently in class while others did not Notably, most students consistently completed their homework and often performed better in homework presentations than in in-class activities.
This study explored the impact of pronunciation websites on the pronunciation skills and attitudes of Class Movers 6 students Analysis of test scores, questionnaires, and lesson video clips clearly indicates that utilizing these online resources significantly enhances pronunciation teaching effectiveness for this group.
Students responded positively to the use of websites for pronunciation instruction, highlighting several advantages such as saving time and energy for teachers, boosting student motivation, and promoting autonomy and self-study This method provides opportunities for students to practice with authentic voice, making learning more engaging and reducing study-related stress Observations from video analysis further confirmed that using websites effectively captures students' attention and enhances their motivation in learning pronunciation.
Limitations of the study
This study involved a limited sample size of only 15 students, which may not be sufficient to draw strong conclusions representative of the entire population.
As the research took place close to the end of the school year, many students were preoccupied with exam preparations, resulting in limited time dedicated to practicing pronunciation at home.
Moreover, the study covered only two aspects of pronunciation that are consonant and vowel sounds and word stress
The evaluations of students' pronunciation in both the pre-test and post-test were subjective, as the researcher designed the tests herself, although she sought assistance from a native teacher for the grading process.