(LUẬN văn THẠC sĩ) using video recording project to improve pronunciation for non english major students at a university in vietnam

Rationale

Pronunciation is a crucial element in the language learning process, as emphasized by renowned scholars like Tench (1981), who asserts that it is as essential as grammar and vocabulary To communicate effectively, learners must focus on achieving reasonable pronunciation, which significantly aids in being understood by others Ultimately, intelligible speech is a primary goal for language learners, making pronunciation a vital component of their education.

To achieve proper pronunciation in a language, speakers must first grasp the fundamental elements of sound, syllables, and word structures Understanding these basics is crucial before exploring the various factors that influence the acquisition of a second language According to Avery and Ehrlich (1992), one of the most significant factors is the teacher's impact Educators can greatly enhance student learning by clearly outlining objectives and setting realistic goals.

At Hong Duc University, students are expected to develop proficiency in four key English skills: reading, speaking, listening, and writing Despite the absence of a dedicated pronunciation textbook, the impact of pronunciation on their speaking and listening abilities is significant Many students hail from rural areas in Thanh Hoa province, where access to standard English pronunciation has been limited Their secondary education primarily emphasized grammar and vocabulary to prepare for graduation exams, leaving pronunciation as an unfamiliar and challenging aspect of their language learning journey Consequently, achieving the necessary proficiency level in pronunciation is essential for their overall success.

Despite my students' initial low pronunciation skills, their enthusiasm for practice and enjoyment of technology in the classroom inspired me to create activities that would further motivate them to excel in their studies.

The study titled "Using Video Recording Projects to Improve Pronunciation for Non-English Major Students at a University in Vietnam" was conducted to enhance students' pronunciation skills By implementing specific actions in my English course, I aimed to achieve noticeable improvements in my students' pronunciation abilities.

Aims of the study

This study aims to apply a new method of teaching pronunciation, it has three purposes as follow:

- To investigate the practical problems of pronunciation among 2 nd year non - English major students, who study English 3 at Hong Duc university

- To find out the effects of introducing video recording to improve the pronunciation practice

- To assess the relationship between pronunciation and listening skill then give some implications for teaching and learning pronunciation.

Research question

This study was carried out with the purpose of finding out the answers to the following research questions:

1 How do teachers implement video recording to improve current pronunciation practice of students?

2 How effective are these activities in improving the students‟ pronunciation and listening skill?

Research method

This action research aims to enhance the pronunciation skills of non-English major students enrolled in English 3 at Hong Duc University in Thanh Hoa through the use of video recordings Data collection methods include formal tests, classroom observations, and analysis of student documents.

The scope of the study

The study emphasizes the importance of motivating non-English major students to enhance their pronunciation skills by using video cameras to record their practice sessions as a self-study activity This self-study component is a mandatory aspect of the English 3 syllabus, encouraging students to take an active role in their learning process.

English pronunciation encompasses various components, making it challenging to cover all aspects in research Given that the average proficiency of junior students is relatively low, this study will concentrate specifically on individual sounds, words, sentences, word stress, and intonation in short sentences commonly found in everyday dialogues.

Recording equipment ranges from standard cell phones with cameras to digital cameras and other devices capable of capturing both audio and video of the speaker, allowing for easy uploading of recorded files to the internet.

Significance of the study

Despite numerous prominent studies on English pronunciation teaching and learning, limited research has focused on the impact of self-recording technology for student self-evaluation and peer assessment Additionally, there is a scarcity of studies addressing self-study or homework activities Consequently, the findings of this study aim to enhance the English teaching environment and promote effective pronunciation teaching and learning among both teachers and students.

The organization of the study

The study is organized into five chapters:

Chapter 1 serves as the introduction, outlining the rationale behind the topic selection, the study's objectives, its scope, the research questions, and the methods to be employed in the research.

Chapter 2 Literature review It discusses relevant concepts to pronunciation and teaching pronunciation

Chapter 3 Methodology It deals with the information about contexts, participants and instruments of the study

Chapter 4 Findings and Discussion It concentrates on data analysis of the collected data then presents and discusses the findings

Chapter 5 Conclusion It gives a summary of the whole study, carries out the limitation of it and provides suggestions for further study.

LITERATURE REVIEW

Pronunciation

Pronunciation, as defined by Tench (1981), encompasses more than just consonants, vowels, and diphthongs; it involves the overall sound of speech This includes variations in pitch, the rhythm of speech through pauses and word grouping, and the emphasis placed on certain syllables while downplaying others.

Pronunciation, then, is itself a complex of sounds (consonants, vowels and diphthongs), syllables (word accent and rhythm) and intonation

Hewings (2004) highlights that the pronunciation of a language is shaped by various components of speech, including individual sounds and the modulation of pitch, which conveys meaning through the rise and fall of the voice.

The following diagram of Kelly, G (2000:1) shows a breakdown of the aspects of pronunciation:

Figure 1: Feature of pronunciation (Kelly, 2000)

Kelly defines pronunciation as consisting of two key elements: phonemes and suprasegmental features Phonemes encompass consonants and vowels, while suprasegmental features involve intonation and stress There are varying perspectives on the definitions of these individual components.

Tench (1981) defines „phoneme‟ as the cluster of sound variations that make up a single unit in the pronunciation system When Hewings (2004) uses the term

In the realm of pronunciation, "sound" signifies the essential components, namely vowels and consonants, that combine to form words These distinct sounds are known as phonemes, and words that differ by a single vowel or consonant sound are termed minimal pairs In British English, there are approximately 44 recognized phonemes, comprising 20 vowels and 24 consonants.

Vowels are sounds in which there is no obstruction to the flow of air as it passes from the larynx to the lips (Roach, 1983, p.20) In other definition, vowel sounds

“are produced by a freely flowing airstream Essentially, we create different vowel

Word stress Sentence stress Voiced sounds by using the mouth as a resonance cavity and changing its size and shape” (Grant, 2014, p 21)

Linguists classify vowel sounds into three main categories: simple vowels, glide vowels, and diphthongs Simple vowels, like the /ɛ/ in "pepper," do not involve glide movement Glide vowels, such as the /eɪ/ in "paper," include an accompanying /y/ or /w/ Diphthongs consist of two vowel sounds within the same syllable, exemplified by /ɔɪ/ in "boy." Additionally, vowels can be distinguished by their lip position, categorized as rounded or spread, and by muscle tension, classified as tense or lax.

Consonants are sounds produced when one articulator moves towards another or when two articulators come together, obstructing the airflow and preventing it from flowing freely.

Consonant sounds can be categorized based on their voicing, place of articulation, and airflow characteristics For instance, voiceless sounds like /f/ contrast with voiced sounds such as /v/ Additionally, the location in the mouth where these sounds are produced can be identified, as seen with the /ð/ and /θ/ sounds Furthermore, airflow plays a crucial role; for example, the sound /p/ involves a complete stoppage of air, while /m/ allows for continuous airflow.

Linkage of sounds: When English people speak they generally do not pause between each word, but move smoothly from one word to the next (Kenworthy,

The term suprasegmentals refers to the “features of pronunciation that stretch over more than one sound or segment” (Grant, 2014, p 16)

Hewings (2004) is more detailed in pointing out that vowel and consonant sounds combine into syllables Then, the structure of English syllables is:

However, suprasegmentals are commonly divided into stress and intonation

A word can consist of a single syllable, like "cat," or multiple syllables, such as "expensive." In multi-syllable words, one syllable is stressed, meaning it is pronounced with more emphasis than the others, which are considered unstressed For instance, in the word "apple," the first syllable is stressed, while the second is unstressed, whereas in "above," the first syllable is unstressed and the second is stressed.

Word stress in English refers to the emphasis placed on one syllable within multi-syllable words, making it more prominent than the others This emphasis is achieved by articulating the stressed syllable slightly louder, extending the vowel sound, and clearly pronouncing the consonants (Kenworthy, 1987)

In connected speech, words interact closely, leading to common changes that occur primarily due to the rapid pace of speaking These modifications facilitate smoother transitions between sequences of sounds, enhancing overall communication efficiency (Hewings, 2004).

Sentence stress plays a crucial role in spoken communication, as speakers intentionally emphasize certain words to convey meaning A word may receive less prominence if it has already been mentioned, while others may be highlighted to draw attention This nuanced use of stress helps to clarify the speaker's intent and enhance the overall message.

Normally, intonation refers to the way the pitch of the voice falls or rises (Hewings, 2004)

Kenworthy (1987) likens intonation to the melody of music, emphasizing that speech incorporates variations in pitch Speakers have the ability to modulate their voice, adjusting it to higher or lower pitches at their discretion, and can even make sudden pitch leaps similar to those of singers.

Rhythm is a crucial suprasegmental feature, defined by Kenworthy (1987) as the result of word stress and the emphasis placed on key items occurring on weak beats Dalton and Seidholfer (1994) further elaborate on this concept by distinguishing between stressed and unstressed syllables, noting that "utterances are continuous strings of syllables, with stressed syllables providing the foreground and unstressed syllables forming the background."

Teaching pronunciation

Effective English pronunciation teaching relies on clear strategies, with Tench (1981) emphasizing imitation as the fundamental approach Learners must focus on accurately replicating the teacher’s pronunciation, which includes mastering the sounds of consonants, vowels, and diphthongs, as well as the essential elements of rhythm and intonation.

When considering pronunciation goals for learners of English, it's important to recognize that aiming for native-like pronunciation may not be realistic or beneficial for most While it was once believed that achieving native-like pronunciation should be the ultimate objective, it has become clear that only a small number of learners can reach this level Most learners pursue English for practical purposes, and they will gain little advantage from striving for a native accent.

Some learners may strive for a native-like accent to effectively communicate with native speakers in English-speaking countries or while working abroad.

While achieving native-like pronunciation can be an aspiration for some language learners, it's essential to recognize that a more attainable objective for most is to achieve comfortable intelligibility Setting high goals is commendable, but focusing on clear communication should be the priority for the majority of learners.

Kenworthy (1987) identifies key factors influencing pronunciation accuracy, including native language, age, exposure, phonetic ability, attitude, identity, motivation, and concern for good pronunciation He emphasizes that teaching and training can significantly impact motivation and the desire for improved pronunciation.

In his 2004 book on pronunciation teaching, Hewings emphasizes the importance of identifying common pronunciation errors that can hinder communication Understanding the specific challenges faced by speakers of different first languages can help educators prioritize their teaching strategies effectively.

Hewings (2004) notes that pronunciation is often deprioritized in language classes, overshadowed by grammar and vocabulary, and may be treated as a minor activity or a brief break from more intensive language learning tasks This trend is prevalent in numerous English lessons in Vietnam.

For students, clear pronunciation is crucial for effective communication, highlighting the need to prioritize it in language teaching by integrating it with vocabulary instruction Teaching the pronunciation of words, including their sounds and stress patterns, as they are introduced can significantly enhance students' confidence in using them This confidence encourages more frequent use of new vocabulary, which in turn aids in memorization.

According to Tench, effective pronunciation teaching should integrate multiple skills, including listening comprehension, reading, writing, and non-linguistic cues like gestures and facial expressions, while also addressing other language components such as grammar, vocabulary, style, function, and discourse Additionally, it is essential to practice pronunciation in isolation, focusing on specific sounds like the articulation of "th" and various vowels.

According to Macneil (1987,p 47), teachers need to:

- Ensure that students are able to produce the sound (e.g with /dʒ/ try asking students to combine „d‟ and „y‟ - i.e „jet‟ can be approximated as „dyet‟

- Give students many examples of words and phrases with the sound to practice in class at home

Students should actively monitor their production of specific sounds by evaluating their performance This process begins with reading aloud, progresses to conveying short messages, and ultimately culminates in longer, free speech exercises.

- Encourage fluent students who are hard to understand to slow down their rate of speech

Pronunciation plays a crucial role in English language teaching, yet it is often undervalued by many educators To enhance pronunciation skills, it is essential to incorporate targeted practice activities focusing on specific sounds and words Initially, students should be familiarized with the fundamental aspects of sound systems, including word stress and intonation Additionally, encouraging students to practice and recognize their mistakes is vital for continuous improvement in their pronunciation.

2.3.1 The role of self - evaluation and monitoring

According to Kenworthy (1987), teacher should combine the monitoring and self - evaluation both inside and outside classroom Moreover, oral homework should be included

Language learning is a lengthy journey, and it's common to lose sight of our progress during extended study periods To stay motivated and aware of advancements, maintaining a record of progress or a student’s learning log is essential.

2.3.2 Giving homework to motivate self - evaluation and monitoring

According to Avery and Ehrlich (1992), integrating self-correcting and self-monitoring skills into the syllabus early on is crucial for effective pronunciation improvement Teachers play a vital role in guiding students during the initial stages, while students must take responsibility for their continuous development By fostering self-correcting and self-monitoring abilities, learners can reduce their dependence on instructors and enhance their self-reliance, enabling them to further refine their pronunciation skills beyond the classroom setting.

Video recording as homework is mentioned again by another author as following:

Students prepare and rehearse assignments before recording them on video or audio They assess their own performance using a scoring system provided by the teacher Feedback and evaluation from the teacher follow, which can occur during "pronunciation clinics"—short sessions for discussing assignments—or during regular lessons where students showcase their work and receive constructive comments from both the teacher and peers.

To enhance oral homework assignments, teachers should offer clear guidelines for students to follow Prior to introducing the activity, it's beneficial to present a video sample featuring an unfamiliar group of learners to set expectations and provide a visual reference.

Summary

This chapter presents fundamental concepts related to the theoretical background of the research, including definitions and classifications of pronunciation from various perspectives It also explores effective methods for teaching pronunciation, specifically tailored for Vietnamese learners, and emphasizes the importance of self-evaluation and monitoring in the learning process.

Overview of the chapter

This study aimed to enhance the pronunciation skills of English 3 students at Hong Duc University by assigning them to video-record their pronunciation of English words and sentences at home The reliability of the findings and conclusions relies on the quality of the research design, data collection, and analysis This chapter will detail the research methods and procedures used to select data, as well as explain the analysis and interpretation of the data, ultimately evaluating the effectiveness of the intervention.

This chapter will discuss the research design and methodology, detailing the subjects observed through the teacher's observation sheets It will also describe the data collection instruments used and the subsequent data analysis process.

Context of the study

This research was conducted at Hong Duc University in Thanh Hoa province, a public institution with various faculties All students, regardless of their non-English major, are required to complete English 1, English 2, and English 3 as compulsory subjects.

Pronunciation is seamlessly integrated into the English curriculum rather than being taught as a standalone component In the third semester, English 3 builds on the foundations laid in English 1 and English 2, spanning 12 weeks with five class periods each week The primary textbook utilized for this course is "English File Pre-intermediate."

During the first week of the course, I noticed that many students struggled with pronunciation, with some experiencing anxiety that hindered their ability to speak English Even basic words posed challenges for several learners, making it difficult for them to comprehend spoken sentences To address these issues, I decided to incorporate technology as a tool to boost their confidence and enhance their pronunciation skills.

Subjects of the study

The researcher, a lecturer in the Foreign Language Department at Hong Duc University in Thanh Hoa province, conducted a study involving approximately 40 non-English major students from the Preschool Education department These students were required to take English 3 as a compulsory subject during the 2016-2017 academic year Having previously completed English 1 and 2, and taken an English proficiency test prior to being placed in English 3, the participants were at a similar level of English proficiency.

Reasons for using action research

Before selecting action research for the study, the researcher thoroughly examined its characteristics, drawing on references from reputable authors in the field.

Action research is defined as the systematic collection and analysis of data aimed at enhancing specific aspects of professional practice (Wallace, 1998) Halsey (1972) describes it as a small-scale practical intervention in real-world settings, emphasizing the importance of carefully evaluating the effects of such interventions.

Action research involves using factual investigation to address practical issues within a social context, aiming to enhance the quality of actions taken This process requires the collaboration and cooperation of researchers, practitioners, and community members.

Action research is a practical approach focused on effecting change through professional strategies It involves collaboration between researchers and practitioners, with classroom teachers conducting the research rather than relying on external researchers.

The researcher chose to utilize an action research model to systematically collect and analyze data aimed at enhancing pronunciation through video recordings in a small class of 40 students As the teacher of this class, the researcher was positioned to implement a new policy and take supportive actions as needed to facilitate improvement.

Procedures

There are four stages in the research as follow

This research focuses on the critical relationship between pronunciation and listening skills in language acquisition It involves participants from diverse linguistic backgrounds, utilizing resources such as audio recordings and pronunciation assessment tools The investigation was conducted through a series of listening comprehension tests paired with pronunciation evaluations Data collection involved both qualitative and quantitative methods, including surveys and performance metrics, to analyze the impact of pronunciation on listening proficiency.

Students practiced their pronunciation by recording videos and posting them on an online forum for their teacher to review In the following lesson, each student received two assessment sheets: one for self-assessment and another for evaluating a partner's work, allowing them to check the quality of their homework and provide constructive feedback.

The teacher meticulously recorded student activities in a notebook, utilizing observation sheets that included checklists and sections for narrative comments Each student's attitude towards the intervention was documented, and after each step, students provided feedback on whether the actions were effective or required improvements.

From the data, teacher monitored and evaluated the intervention, found the outcome of the intervention and prepared for the revised plan

To address pronunciation issues among students, the researcher concentrated on specific sounds and stress patterns during recording activities Two research cycles were conducted to observe changes and identify new findings by comparing the results with established theories.

Research instruments

To gather essential data, the researcher utilized various research tools, including pre-test, mid-test, and post-test records, classroom observation sheets, interviews, and students' documents These instruments were instrumental in collecting comprehensive data for the study.

In my research, data collection involved two primary testing methods: a B1 listening test and a pronunciation test derived from the book "Ship or Sheep." These tests were initially administered to students in the first week, followed by a second round of testing after several weeks This approach aimed to assess the students' improvement and explore the relationship between their pronunciation and listening proficiency.

The initial pronunciation test allows the author to identify common pronunciation errors among students, while the first listening test assesses their listening proficiency Subsequent tests evaluate the effectiveness of the researcher’s intervention and determine whether additional measures are necessary to enhance student performance.

Utilizing the behavioral checklist framework established by Simpson and Tuson (1995), the researcher developed a classroom observation instrument that includes tailored observation sheets These sheets feature a pre-lesson checklist and a section dedicated to recording student behaviors during the lesson.

The author‟s observation sheets were carried out in the following aspects:

- Students‟ pronunciation of separate sounds (vowels and consonants)

- Students‟ pronunciation of separate words

- Students‟ pronunciation of short sentences

- Students‟ pronunciation of word stress and sentence stress

- Students‟ intonation in the sentence

- The behavior when pronouncing words, sentence or conversation

Classroom observations involved detailed narrative notes to assess student reactions to a new intervention Following each research cycle, selected students provided feedback, which was transcribed and included in the observation records Thus, interviews served as an additional research tool in this study.

Interview is one of very basic method to explore the focused area Burgess (1984, p

The researcher conducted structured interviews with randomly selected students at the beginning and end of each course cycle to assess their attitudes towards pronunciation and its relationship with listening skills By maintaining a consistent question order across different interviewees, the researcher aimed to gather specific and comparable information regarding students' perceptions of pronunciation.

At the start of each class, students engaged in self-assessment and peer-assessment by reviewing their recorded pronunciation exercises and their partner's videos They provided evaluations and constructive feedback on their own performance and that of their peers The completed assessment sheets were then collected, and students were motivated to give clear and detailed comments by the incentive of earning bonus marks for well-crafted evaluations.

Data collection

All student test scores were meticulously recorded, including results from pronunciation tests where students identified distinct sounds, words, and sentences The teacher documented these results in a blog, which also included scores from listening tests and pronunciation assessments.

The pre-test, mid-test, and post-test formats were consistent, focusing on assessing students' abilities to pronounce individual sounds, words, and sentences Throughout these assessments, students participated in listening tests designed in the PET format, which is intended to be utilized at the conclusion of the course.

The teacher observed, took note about the changes of students‟ pronunciation and kept the notes in the teaching log

After receiving the permission from Hong Duc university and Foreign Language Department, the research was conducted in the second term of the academic year

2016 - 2017 There were 63 periods in the course, and each periods had 50 minutes

The course consisted of two meetings per week, each lasting between 100 to 150 minutes, totaling 250 minutes weekly At the start, students underwent a diagnostic test to assess their listening levels and pronunciation errors The primary textbooks used were English File Pre-Intermediate and Target PET, with approximately 30 minutes allocated each session for pronunciation and speaking activities These sessions included vocabulary study and pronunciation practice using supplementary materials like "English Pronunciation in Use" and "Sheep or Ship." Students recorded their pronunciation at home and participated in self and peer assessments the following day The teacher provided example videos and maintained a journal to document progress At the end of the course, tests were conducted to evaluate the effectiveness of the methods used and to determine the need for additional support strategies.

Student interviews were systematically coded, categorized, and analyzed to identify common themes and variations in responses This analysis focused on comparing students' opinions before and after the intervention, revealing significant insights into their learning experiences.

The researcher systematically collected and analyzed students' assessment sheets after each meeting, focusing on improvement rates and qualitative comments Additionally, the analysis incorporated videos of students that were uploaded to the class page, providing a comprehensive overview of their progress.

Data analysis

The data collected from classroom observations, student documents, and interviews were analyzed using both qualitative and quantitative methods, while the results of formal tests were specifically analyzed through quantitative methods.

The researcher employed descriptive statistics, including Mean, Median, and Mode, to analyze the scores from listening and pronunciation tests By collecting and ranging the results, the researcher aimed to identify these statistical measures to assess progress throughout the study Additionally, observation checklists were utilized, allowing the data to be categorized and expressed in percentage form.

Summary

This chapter outlines the study's methodology, detailing the subjects, research instruments, and procedures employed It describes the data collection methods and the subsequent analysis of the gathered data The insights presented here will serve as the foundation for the findings and discussions in the following chapter.

FINDINGS AND DISCUSSION

Finding from the pre – tests and the first recording

During the second week, students in the class engaged in a pre-test that required them to listen to a list of words and transcribe them onto an answer sheet This list was sourced from "Sheep or Ship" by Ann Baker, 3rd edition, published by Giao thong van tai in 2000 The audio scripts of the words served as the evaluation tool for assessing the students' responses.

The research findings indicated that the majority of students struggled with the voiceless /t/ sound, the middle /s/ sound, and the pronunciation of ending sounds Additionally, even basic words were frequently pronounced with incorrect syllable stress.

Students then were asked to record themselves when practicing at home these sounds, individual words and conversation with stress form Sheep or Ship by Ann

Baker, 3 rd edition, Giao thong van tai publisher (2000) after instructed in class, then post their videos in the Group on Facebook

A listening test was conducted using the PET format to assess the relationship between pronunciation improvement and listening scores The key served as a tool to evaluate the participants' initial listening levels Following the intervention, all instruments were collected for analysis to determine any changes.

1.1 Students’ results of listening test 1

Chart 1: Correct answers of Listening Test 1

In the test represented by Chart 1, 16 students achieved the highest score with 8 correct answers, while nearly half as many students obtained 7 correct answers The remaining groups had between 1 to 4 students each, and notably, no student scored fewer than 2 correct answers.

The initial assessment revealed that students' listening skills were significantly lacking at the start of the course, with many having little to no foundational experience in English listening This was evident as several participants scored below 6 out of 13 on the test.

1.2 Students’ result of pronunciation mini test 1

Chart 2:Number of correct words of Pronunciation mini -test 1

Chart 3: Percentage of correct words of Pronunciation mini -test 1

The data from charts 2 and 3 indicate that during the initial mini pronunciation test, 20% of students, equating to 8 individuals, were unable to write any correct words Additionally, 37% of the examinees, or 2 students, managed to write down only 2 correct words.

The initial assessment revealed that students had a significantly low level of pronunciation knowledge at the start of the course, with most lacking any foundational experience in English pronunciation and word recognition.

1.3 Features of students’ pronunciation in the first video - recording

Self-recording videos were initially utilized by students to identify key pronunciation issues These recordings were then compared with subsequent videos to assess improvements in their English pronunciation following the research process.

The analysis of recorded videos highlighted several key pronunciation issues among students Notably, there was a lack of differentiation between short and long vowels, which emerged as the most frequent error Additionally, students often mispronounced initial consonants, mistakenly voicing the /t/ sound Mispronunciation also occurred with medial consonants, such as /s/ in the word "interesting" (/ˈɪntrəstɪŋ/) Furthermore, final consonant sounds, like /k/ in "look," were frequently omitted or mispronounced as /s/ Detailed statistics on the students' correct pronunciation are provided in the table below.

Kind of sounds Number of students

1 Producing correct long and short vowel 19 48%

2 Producing correct the first /t/ consonant 19 48%

3 Having correct pronunciation of final consonant /k/ 16 40%

As regard stress on correct syllable of word, the result is shown in the following table

Table 3: Students’ stress on correct syllable

Table 2 reveals that the overall number of students demonstrating correct word stress is relatively low Words 1 and 4, which feature primary stress on the first syllable, show the highest accuracy rates, yet only slightly exceed 50% In contrast, words 2 and 3, each containing more than two syllables, exhibit correctness rates of 15% and 33%, respectively.

The study aims to enhance the pronunciation skills of non-English major students by analyzing fundamental intonation patterns The research focuses on the intonation of statements, wh-questions, yes-no questions, and suggestions, with the findings presented in the table below.

Table 4: Students’ intonation of statements, wh-questions, yes – no questions and suggestions

Out of 40 students, 27, representing 67.5%, successfully produced statements with the correct patterns Furthermore, 65% of the students demonstrated proper intonation for wh-questions, indicating that most were comfortable using the falling tone However, only 7 students, or 17.5%, were able to correctly pronounce the rising tone for yes-no questions, with many expressing a lack of awareness regarding the appropriate intonation for English sentences.

The study indicates that students began with a low proficiency in listening skills, struggling to recognize English words and lacking fundamental knowledge of pronunciation, including sound and word stress To address these deficiencies, an intervention will be implemented to enhance their listening abilities.

The first intervention

During the initial five weeks of the English 3 course, the researcher implemented a structured intervention focused on pronunciation Following class observations and a pre-test, students were assigned individual pronunciation exercises to practice at home and record their efforts To enhance learning, peer review sessions were conducted, allowing students to provide and receive feedback on their recordings Additionally, a marking scheme was distributed to guide students in self-correction based on established criteria.

The results of this intervention are shown as below

2.1 Students’ results of 2 nd listening test in comparison with results of 1 st listening test

Chart 4: Results of Listening Test 1 and Listening Test 2

Following the second listening test, which mirrored the first, students demonstrated a notable increase in average scores, with groups 6 and 7 showing improvements from 4 to 9 and 9 to 14 correct answers, respectively Remarkably, there were no scores below 4 after the five-week intervention, indicating a complete elimination of lower performance However, it is worth noting that the number of students achieving 8 and 9 correct answers significantly declined, with no students scoring 9 and the number of those scoring 8 halved compared to the previous test.

2.2 Students’ results of 2 nd mini pronunciation test in comparison with results of

Chart 5: Results of Pronunciation mini -test 1 and Pronunciation mini – test 2

The results of the tests show a remarkable improvement, with the number of students achieving four correct answers rising from just 2 in the pretest to 12 in the second test Additionally, while no students scored above four correct answers in the pretest, this figure surged to a total of 17 students in the mini-test 2.

2.3 Features of students’ pronunciation after the first intervention

The results of students‟ pronunciation on individual English sounds in the second test were compared with the pretest as in the following table

Table 5: Comparison of students’ correct pronunciation on English sound in the pretest and in the second test

1 Producing correct long and short vowel

2 Producing correct the first /t/ consonant

3 Having correct pronunciation of final consonant /k/

The data indicates a significant reduction in the number of students making mistakes with individual sounds following the intervention Initially, 19 students were able to distinguish between short and long vowels in the pretest, but after five weeks of instruction, this number increased to 23 students demonstrating proper pronunciation Additionally, the ability to correctly produce the initial /t/ consonant improved, with only 19 students pronouncing it accurately in the pretest, showcasing the effectiveness of the intervention.

Over a five-week self-recording activity, the number of students correctly pronouncing the sound /t/ increased by five However, the pronunciation of the middle sound /s/ posed a challenge, as the number of students accurately saying the word “ice-cream” (/ais'kri:m/) dropped from twelve to nine.

As regard stress on correct syllable of word, the result is shown in the following

Table 6: Comparison of students’ stress on correct syllable in the pretest and second test

The results indicate a significant improvement in students' pronunciation skills compared to the pretest The percentage of students correctly stressing two-syllable words with the main stress on the first syllable rose from 57.5% to 75% Notably, the most substantial progress was observed in three-syllable words, where correct pronunciation increased from just 15% in the pretest to 60%, marking an almost fourfold improvement.

From intonation perspective, the result of the intervention is presented in the following table

Table 7: Comparison of students’ intonation of statements, wh-questions, yes – no questions and suggestions in the pretest and second test

Pretest 2 nd test Pretest 2 nd test Pretest 2 nd test Pretest 2 nd test Model

The pretest results indicated that 27 out of 40 students, or 67.5%, demonstrated the correct falling tone However, after five weeks of research, this number slightly decreased to 26 students While the accuracy in yes-no questions showed a notable increase, most other tones either remained consistent or experienced a decline Notably, the number of students correctly using suggestions halved, dropping from 16 to just 8 learners.

Following the intervention, there was a slight increase in the average score of the listening test, while the higher scores tended to decrease The pronunciation test showed significant improvements, although the production of individual pronunciation components varied, with some showing positive changes and others negative While separate sounds and stress were produced more accurately than in the first test, the accuracy of intonation pronunciation declined This indicates the need for further intervention after the initial five-week process.

The next cycle of intervention

From week 6 to week 11 of the English 3 course, the researcher focused on intonation exercises based on class observations and test results Students were encouraged to practice these exercises at home and record their progress The primary objective of this intervention was to enable students to self-correct their intonation, while also confirming the correlation between improved pronunciation and enhanced listening scores.

3.1 Students’ results of 3 rd listening test in comparison with results of 2 nd and 1 st listening test

Chart 6: Correct answers of Listening Test 3 in comparison with Test 2 and Test 1

The data indicates a significant increase in the average scores of the listening test, with group 5 rising from 2 to 7 and group 6 increasing from 4 to 19 However, the highest score experienced a decline, notably dropping from 16 to 8 and then further to 3, highlighting a concerning trend in performance at the top end.

3.2 Students’ results of 3 rd pronunciation test in comparison with results of 2 nd pronunciation test and 1 st pronunciation test

Chart 7: Correct answers of Pronunciation Test 3 in comparison with Test 2 and Test 1

In the second test, only 3 students achieved 7 correct words out of 10, but this number rose significantly to 10 students in the third test The highest score in the second test was 7, whereas 12 students in the third test surpassed this score, with one student recording a perfect score of 10 correct words The chart clearly illustrates this upward trend following two interventions.

The results of students‟ pronunciation on individual English sounds in the third test were compared with the second test and the pretest in the following table

Table 8: Comparison of students’ correct pronunciation on English sound in the third test, pretest and the second test

Pre-test Second test Third test

1 Producing correct long and short vowel

2 Producing correct the first /t/ consonant

3 Having correct pronunciation of final consonant /k/

After two periods of intervention, the number of students correctly pronouncing sounds showed a steady increase Initially, only 19 students could distinguish between short and long vowels in the pretest However, after five weeks, this number rose to 23, and after an additional four weeks, it further increased to 27 This positive trend was consistent across all components, including the middle /s/ sound, where the number of students achieving clarity nearly doubled from 9 to 20 in the third test.

From intonation perspective, the result of the intervention is presented in the following table

Table 9: Comparison of students’ intonation of statements, wh-questions, yes – no questions and suggestions in the pretest and second test

Pretest 2 nd test 3 rd test Pretest 2 nd test 3 rd test Pretest 2 nd test 3 rd test Pretest 2 nd test 3 rd test Model

The pretest revealed that 27 out of 40 students, or 67.5%, correctly used the falling tone However, after five weeks of research, this number slightly decreased to 26 While the correct responses for yes-no questions showed a notable increase, most other tones either maintained similar results or experienced a decline Notably, the number of students correctly using suggestions dropped significantly from 16 to just 8, indicating a need for further intervention following the initial five-week period.

Following the second intervention, there was a notable increase in the average scores for the listening test Additionally, the pronunciation test scores showed significant improvement; however, the primary objective of enhancing intonation patterns was only partially met, with a clear advancement observed in the rising tone of Yes/No questions Achieving further improvement will necessitate additional interventions and methods to assist students in self-correction.

Results of students in the pretest, 2 nd test and 3 rd test in comparison

Table 10: Results of mini – pronunciation tests

The results of the pronunciation test demonstrated a significant improvement at each stage, with the average number of correctly pronounced words (mean) in the third test reaching 6.6, nearly three times higher than in the first test Additionally, both the median and mode scores also tripled following the intervention, highlighting the effectiveness of the program.

Table 11: Results of listening tests

Despite a slight improvement in pronunciation test scores, the average (MEAN) and most frequent (MODE) scores in the listening test experienced a minor decline However, the center score increased, rising from 5.6 in the pretest to 6 in the third test.

Further finding from teacher‟s observation, informal interview and students‟ documents

The teacher's observation sheet checklist allows for a systematic comparison of student behavior before and after interventions, focusing on participation and pronunciation awareness Observations were conducted during class activities, such as when the teacher called on students to practice or when they circulated to monitor group and pair work This approach provides valuable insights into the effectiveness of instructional strategies.

Table 12: Behaviors of students in two intervention cycles

Do not pay attention to instruction in pronunciation

Do not raise hand when T calls volunteer

Be careful in producing first consonant

Be careful in producing final consonant

Be careful in producing middle /s/

Pay attention to word stress

Pay attention to sentence stress

Pay attention to intonation pattern

The data reveals notable shifts in student behaviors, with a marked decrease in negative actions such as slow standing and pronunciation Conversely, positive behaviors, including attention to the sound /s/ and word stress, saw significant increases, rising from 7.5% to 32.5% and from 10% to 37.5%, respectively.

Teacher observations during class and informal student interviews during break time provided valuable insights into the impact of video recording on students' pronunciation and their production of sounds, words, and sentences Additionally, these methods revealed students' evaluations of the self-recording technique and its perceived helpfulness The findings are presented as follows.

Initially, students felt embarrassed about recording themselves for the first time, but they were reassured by their teacher that the Facebook group would be private, allowing only classmates and the teacher to view the videos This encouragement led to enthusiastic participation, with nearly all students joining the recording group Although many were hesitant to read English sentences aloud at first, by the end, most students were willing to volunteer and speak English with the teacher's guidance While initial attempts were marked by mispronunciations and hesitation, students ultimately improved their pronunciation, producing sounds increasingly similar to those of native English speakers.

During class, students demonstrated high motivation as they engaged in giving and receiving feedback, which enhanced their focus on pronunciation elements such as sound, intonation, and stress Additionally, the teacher's comments on a randomly selected student's sample video each period effectively helped students address and correct common mistakes.

Students expressed that the video recording activity was a unique and exciting experience This innovative approach significantly motivated them to improve their speaking skills Despite their common fear of making mistakes and being judged by others, they dedicated themselves to practicing extensively in order to capture their best performances.

Many students struggle to apply their knowledge of intonation types during conversation practice, often feeling shy about using the correct intonation, particularly rising intonation However, their confidence improved significantly when they practiced in pairs and recorded their conversations, simulating real-life interactions After two intervention sessions, students reported noticeable improvements in their skills on evaluation sheets.

Table 13: Student’s documents of self - evaluation sheets

Pronouncing the separate sounds correctly

Pronouncing the separate words correctly

Pronouncing the separate sentences correctly

After two interventions, there was a significant increase in the accuracy of pronunciation, with separate word pronunciation rising from 15% to 25% and word stress improving dramatically from 35% to 90% Additionally, the percentage of correct sentence stress and intonation also saw marked improvements, increasing from 27.5% to 52.5% and from 0% to 32.5%, respectively.

Conclusion

This chapter discusses the data and findings from the two intervention circles Notably, the listening tests indicated that students showed improvement in their center scores following two rounds of pronunciation interventions.

In the initial phase of the study, students recorded themselves individually, leading to significant improvements in their pronunciation over five weeks However, the data revealed that intonation, particularly rising patterns, showed no noticeable enhancement In the subsequent phase, the teacher focused on intonation and encouraged students to record conversations in pairs, resulting in a marked willingness among students to practice intonation patterns.

After implementing two cycles of intervention that included extensive practice and modeling, along with opportunities for self-evaluation through video recordings, students showed significant improvement in their pronunciation However, some specific intonation patterns still require additional support to ensure accurate pronunciation.

CONCLUSION

Summary

An action research study was conducted with 40 second-year students from the Early Childhood Education Faculty at Hong Duc University, focusing on the implementation of video recording to enhance self-study and improve pronunciation and listening skills The research involved self-recording as a homework assignment after teaching pronunciation rules, emphasizing sounds, stress, and intonation Various exercises were introduced, including sound practice, word repetition, and short conversations Data was collected through pretests, subsequent tests, class observations, and informal student interviews Initial findings revealed common pronunciation errors, particularly with the production of specific sounds After five weeks, a supplemental activity encouraged students to record in pairs to enhance intonation practice Results indicated that self-recording significantly improved students' pronunciation and confidence, while listening skills showed limited enhancement, as evidenced by an increase in the highest listening scores but no improvement in medium scores.

This study can be used as a reference source for English teacher, students and those interested in using new technology for self - study The findings of the study

Technology could play as a positive factor to motivate the English learning environment of students Even though there is a new action, students will very quickly adapt with it

Video self-recording is an effective homework assignment that enhances students' confidence and pronunciation skills To maximize its benefits, it should be accompanied by thorough instruction and an analysis of common errors Teachers can encourage students to review their recordings, allowing them to reassess their pronunciation during class discussions.

Many non-English major students often feel embarrassed and hesitant to record themselves during initial attempts To alleviate this, teachers should create a safe and private environment for recording, ensuring that videos remain confidential within the class Additionally, offering bonus marks for high-quality recordings can serve as motivation While improving pronunciation can enhance listening scores, it should not negatively impact the overall results of other students.

Although this research has certain typical contributions to teaching and learning English pronunciation, there are some limitations as follow

Action research is inherently situational, meaning its findings are not universally applicable While it may yield successful outcomes in one non-English major class, those results may not be relevant in different contexts or classes.

Due to the inability of the researcher to control all variables during the study, results may be influenced by factors such as self-study time, test difficulty, and the impact of other listening or speaking skills Consequently, it remains uncertain whether video recording definitively enhances pronunciation.

The study was conducted on a small scale, involving only 40 students over a brief period of 10 weeks, with each intervention cycle lasting just 5 weeks; as a result, the changes observed were not thoroughly analyzed.

The research has provided valuable insights for future studies, particularly its successful implementation among non-English major students at Hong Duc University, suggesting its potential application for English major students and those at other institutions However, the use of video recording should be thoroughly tested before widespread application Additionally, the findings indicate an increase in the highest listening scores post-intervention, despite no improvement in medium scores, warranting further investigation into these changes and the relationship between pronunciation and listening test scores.

This research has significantly transformed learning styles, making pronunciation engaging for students and enhancing the overall learning environment Additionally, it has positively influenced the renovation of teaching methods at Hong Duc University.

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Appendix 1: Words list sample for recording

Appendix 2: Conversation sample for recording

Appendix 4: Pronunciation mini - test sample

Student’s behaviors Number of students

Appendix 6: Open – ended interview question list

1 How often have you practiced pronunciation at secondary school?

2 Do you have any knowledge on English pronunciation?

3 Are you satisfied with the intervention? Does it help you in pronouncing correct sound, word and sentence?

4 What are your suggestions in the next pronunciation lessons?

Self - Assessment Pronunciation Checklist Listen again to your work and just your pronunciation using the following criteria

You have pronounced the separate sounds correctly You have pronounced the separate words correctly You have pronounced the separate sentences correctly You have correct word stress

You have correct sentence stress

Next time you will work more on ………

Limitations of the study

Although this research has certain typical contributions to teaching and learning English pronunciation, there are some limitations as follow

Action research is characterized by its situational nature, meaning its findings are not universally applicable For instance, while it may yield successful outcomes in one non-English major class, these results may not be relevant or effective in different contexts or classes.

The inability of the researcher to control all variables during the study may lead to results influenced by factors such as self-study time, test difficulty, and the impact of other listening or speaking skills Consequently, the effectiveness of video recording in enhancing pronunciation remains inconclusive.

The study was conducted on a small scale, involving only 40 students over a brief period of 10 weeks Each intervention cycle lasted just 5 weeks, limiting the extent of the changes that could be thoroughly analyzed.

Suggestions for further study

The research suggests several avenues for further investigation, particularly its successful implementation among non-English major students at Hong Duc University, indicating potential applicability for English major students and those at other institutions However, the use of video recording requires careful testing prior to widespread application Additionally, while the results indicated an increase in the highest listening scores post-intervention, medium scores showed no improvement, warranting further research into these changes and the relationship between pronunciation and the highest listening test scores.

This research has significantly transformed learning styles, making pronunciation more engaging for students and enhancing the overall learning environment It has also positively influenced the modernization of teaching methods at Hong Duc University.