List of Figures Figure 2.1: Factors influence pronunciation acquisition 11 Figure 4.1: Students’ preferred type of accent for dubbing 35 Figure 4.2: Students’ favorable applications of e
Introduction
Research problem
The rise of interconnectivity and globalization has established English as a global language, making the world more accessible despite cultural and geographical diversity (Rao, 2019; Shrishthy, 2022) In Vietnam, English proficiency is essential for enhancing individual and national competitiveness on the global stage, serving as a gateway to improved education and job opportunities (Tien, 2024) Consequently, English is prioritized in the Vietnamese educational system, from primary through tertiary levels, as a vital second language.
Pronunciation is crucial for the communicative success of English as a Foreign Language (EFL) learners, significantly impacting oral communication (Darcy, 2018; Derwing & Munro, 2015) Second language (L2) learners face challenges in achieving pronunciation accuracy due to the differences between their first language (L1) phonetic system and that of the L2 Additionally, various factors such as motivation, attitude, and classroom instruction play essential roles in how effectively learners acquire pronunciation skills.
Many Vietnamese students struggle to find English-speaking pronunciation courses led by native speakers, often relying on local teachers or self-study methods like watching English films to improve their pronunciation Unfortunately, this often means they miss out on crucial feedback regarding their pronunciation mistakes Despite this, movies and reality shows provide valuable exposure to authentic English pronunciation Recently, video dubbing has emerged as an innovative and engaging tool for enhancing English speaking skills Additionally, students' attitudes towards activities like video dubbing play a crucial role in their motivation, engagement, and overall language proficiency (Ajzen, 1991).
Research questions
The study aims to examine students’ perspectives on the implementation of dubbing methods in pronunciation improvement
The key research question is:
How do students perceive the use of video dubbing in pronunciation classes? This main research question is answered using two questions as below:
1 What are students’ perspectives on the effectiveness and difficulties when implementing video dubbing in Pronunciation class?
2 What are students’ strategies and suggestions for improving pronunciation practice?
Significance of the study
EFL learners, especially those at the Banking Academy of Vietnam, often struggle with pronunciation due to the influence of their first language This study investigates the positive effects of using video dubbing techniques on pronunciation practice, aiming to integrate this method into regular English learning The researcher aspires to enhance pronunciation skills, fostering creativity and productivity, ultimately benefiting both students and teachers.
Students can immerse themselves in an English-speaking environment by engaging in dubbing activities, allowing them to absorb native accents and common expressions This practice significantly enhances their speaking and listening skills, fostering a deeper understanding of the language.
The study's findings will help educators gain insights into students' attitudes toward video dubbing in Pronunciation classes, enabling them to customize teaching methods and materials This tailored approach aims to enhance the quality of pronunciation learning, ultimately fostering effective long-term academic results and preparing students for future success.
Scope and limitations of the study
This study, conducted over two months and concluding on April 30th, focused on 101 students enrolled in Pronunciation courses at the Banking Academy of Vietnam The research aimed to explore the students' perspectives on the effectiveness of video dubbing methods and the challenges encountered in their practical application.
Thesis Structure
The study consisted of five chapters The information contained in each chapter is outlined as below:
Chapter 1 - Introduction states a summary of the Research problem, and addresses the Research questions, Scope, and Significance of the study
Chapter 2 - Literature review provides related literature research, the role, and factors that influence pronunciation, definition, and steps of video dubbing Additionally, previous studies of video dubbing were also summarized in this chapter
Chapter 3 - Research methods provides a detailed description of the Participants, Research instruments, and the process of data collection and analysis
Chapter 4 - Findings and Discussions analyzes collected data and describes discussions on the findings
Chapter 5 - Conclusion briefly summarizes the research findings, acknowledges the study’s limitations, and offers Implications for further study
Vietnamese freshmen often struggle with English pronunciation due to their emphasis on grammar and vocabulary for university entrance exams, coupled with limited exposure to native English-speaking environments This study investigates the impact of video dubbing on improving students' pronunciation and identifies the challenges they face during this practice Additionally, it offers practical recommendations for students, teachers, and future research.
Literature review
Theoretical framework
Dalton & Seidlhofer (1994) stated that effective pronunciation teaching and learning includes three main processes: exposure, exercise, and explanation
Exposure to native speakers and videos helps learners familiarize themselves with the sounds and intonation patterns of a language This practice allows learners to listen and mimic native pronunciation, serving as a model that enhances their comprehension of the target language.
Engaging with authentic language models enables learners to absorb accurate speaking patterns and improve their pronunciation skills through exposure to comprehensible and communicative language According to Krashen’s Input Hypothesis (1982), effective academic learning occurs when learners understand language input slightly above their current level, known as “i+1.” This approach facilitates natural and effective knowledge internalization It is essential for learners to interact with comprehensible contexts to grasp common expressions, grammatical structures, and language variations To accommodate diverse learning styles, input should be provided in various formats, including written, spoken, and audio-visual materials However, mere exposure is insufficient for language acquisition; learners must actively practice using the language in real-life situations.
Exercise allows learners to perform their language-exposed input into actual situations through pronunciation features (Dalton Seidlhofer, 1994) Swain’s
Comprehensive Output Theory suggests that language learners gain from both comprehensible input and producing understandable linguistic output Through the process of generating language, learners identify gaps in their abilities and test their hypotheses about the second language (Swain).
Repetition plays a crucial role in language learning by helping individuals consolidate their understanding of language frameworks through consistent exposure and practice (Schmidt, 2002) Engaging in regular practice activities enhances learners' familiarity and fosters automaticity in language use, facilitating a shift from conscious thought to automatic processing for more fluent communication Researchers like Dalton & Seidlhofer (1994), Ding (2007), and Morley (1991) emphasize the significance of imitation and repetition in improving pronunciation Additionally, repetitive cognitive reading-aloud exercises in a second language can activate brain functions and enhance language acquisition (Takeuchi et al., 2012).
Many learners excel at recognizing pronunciation features, yet many still need explicit guidance (Dalton & Seidlhofer, 1994) Cognitive psychology emphasizes that learning requires the process of "noticing," which involves a conscious effort to understand the target language's linguistic elements (Schmidt, 2002) The "Focus on Form" teaching approach underscores the importance of directing students' attention to language features during meaningful communication activities (Long, 1991, as referenced in Sheen, 2002) This method enhances language acquisition by helping learners notice and understand language structures in context When creating pronunciation training strategies, it's essential to consider factors such as age, motivation, and personal traits (Celce-Murcia, Brinton & Goodwin, 1996) While some factors are difficult to control, others can be adjusted to improve pronunciation training effectiveness (Schmidt, 2002).
Lightbown and Spada (1993) highlight that a learner's emotional and psychological state acts as a filter affecting their ability to absorb and process language input, with negative emotions like tension and anxiety hindering acquisition Schmidt (2002) emphasizes that motivation is crucial for language acquisition, as it drives learners' commitment to invest effort in acquiring a second language (Richards & Schmidt, 2002) Key factors influencing motivation include learners’ attitudes, self-confidence, and initial beliefs, while active participation in tasks enhances executive motivation, which is shaped by the learning process's appeal, the significance of objectives, and perceived coping abilities Additionally, a learner's performance, self-assessment, and feedback from instructors and peers play vital roles in developing retrospective motivation.
Technology plays a crucial role in enhancing the educational experience, particularly in language learning Defined as the integration of tools to improve educational environments, technology offers resources that significantly aid in language acquisition This study examines the effects of technology-enhanced language learning (TELL) on pronunciation skills, highlighting how digital tools can help learners produce accurate and natural sounds in a target language TELL provides immediate feedback on speech production through visual aids like sound waves and spectrograms, enabling learners to quickly identify and correct pronunciation errors This real-time feedback allows learners to monitor their pronunciation accuracy and work toward achieving a native-like accent by refining their articulation and intonation patterns.
Utilizing multimedia resources, such as videos and audio recordings, offers significant advantages for learners by providing authentic pronunciation models, surpassing traditional textbooks Engaging with native speakers through digital media enhances listening comprehension and allows learners to mimic natural intonation and rhythm Additionally, videos offer valuable cues like facial expressions, gestures, and contextual information, which facilitate understanding of word pronunciation and provide insights into the cultural aspects of the language.
Pronunciation
2.2.1 The importance of pronunciation in L2 acquisition
Pronunciation plays an important role in L2 communication for effectively conveying thoughts One cannot communicate without proper pronunciation (Lin,
Accurate pronunciation is essential for effective English communication, particularly for EFL students, as it plays a crucial role in making a positive first impression during speeches (Do, 2020) Firdaus (2019) highlights that clear pronunciation is vital for successfully conveying messages, while mispronunciation can result in misunderstandings and unintended consequences.
Clear pronunciation is essential for effective communication, as it not only conveys messages but also boosts learners' confidence and willingness to engage with native speakers Proper pronunciation and intonation enhance communication skills, even when vocabulary and grammar contain minor errors In daily conversations, pronunciation is often the first element noticed, playing a vital role in helping learners feel comfortable and confident when interacting with native speakers Those with strong English pronunciation are more easily understood, while those with poor pronunciation may struggle for comprehension, regardless of their grammatical accuracy.
Effective pronunciation enhances listening, reading, and overall communication skills by promoting accurate word articulation and awareness of language patterns Regular practice fosters familiarity with linguistic structures, thereby improving comprehension Consequently, daily pronunciation exercises are essential for EFL students to develop their English-speaking abilities Recognizing the importance of pronunciation is vital, as many learners link their communication difficulties to inadequate pronunciation skills (Jones, 2018).
2.2.2 Factors influencing English pronunciation learning
Pronunciation is a crucial aspect of language learning, enabling learners to accurately produce and recognize the essential sounds of a language Mastering pronunciation is vital for effective communication and practical use of the language in real-life contexts.
The production of sound in English is influenced by various factors such as voice quality, speech rates, and volume With the rise in EFL learners, there is an increasing acceptance of diverse English varieties, which raises concerns about intelligibility among different dialects Effective communication in English necessitates proper pronunciation and articulation, and engaging with native speakers can significantly enhance pronunciation skills despite initial intimidation However, challenges in teaching and learning pronunciation persist, impacting learners' proficiency Key factors affecting pronunciation acquisition can be categorized into intrinsic and external factors.
Figure 2.1: Factors influencing pronunciation acquisition
The primary factor influencing learners' pronunciation in a second language (L2) is the interference of their native language (L1) Phonological elements and sound patterns unique to each language can create challenges, causing learners to struggle with producing sounds absent in their L1, resulting in mispronunciations To address these issues, it is essential for learners to understand the sound system of their native language and recognize the differences between it and English This awareness will facilitate their adaptation to the phonetic system of English, ultimately improving their pronunciation skills.
Children naturally absorb the sounds and tones of their mother tongue from an early age, often leading to an accent when learning English as a second language However, with continuous immersion in authentic language environments, they can develop fluent, native-like pronunciation Younger learners are generally more adaptable, making the pre-puberty period crucial for language acquisition Interestingly, adults can also achieve native-like pronunciation, challenging the critical period theory proposed by Singleton (2005), which suggests a limited timeframe for perfect pronunciation Despite ongoing debates, consistent exposure to real language contexts and regular practice are essential for improving L2 pronunciation skills, regardless of age.
Exposure to the target language is crucial for effective language learning, as it provides learners with essential comprehensible input necessary for developing speaking skills (Krashen, 1982) The success of second language (L2) learners significantly depends on their immersion in the target language, both in and out of the classroom (Saville-Trolke, 2006) Without regular opportunities to engage with authentic language, learners may struggle to produce sounds naturally In contexts where English is a second language, such as Japan, learners often adopt incorrect pronunciations due to limited exposure to authentic sounds and tones, leading to errors influenced by their native phonetic systems This challenge is particularly evident with sounds that do not exist in their first language, such as the “th” sound, making it difficult for them to articulate these correctly.
Innate phonetic ability, or phonetic coding ability, refers to the natural talent some language learners have for distinguishing and reproducing sounds accurately (Brown, 1992) It is commonly believed that individuals raised in English-speaking environments are more likely to develop foreign pronunciation features However, not all learners from these environments achieve native-like pronunciation due to variations in their phonetic skills, biology, and physiology Consequently, the ability to imitate native speakers largely depends on the amount of daily exposure to the target language.
Intrinsic motivation is a crucial factor in mastering pronunciation, significantly influencing learners' ability to achieve native-like skills Those with high intrinsic motivation tend to invest more time and effort into practicing pronunciation, leading to better outcomes Conversely, learners who do not prioritize pronunciation often lack the drive to excel Research indicates that motivation is a key element in acquiring proficient pronunciation, acting as a catalyst for improvement This internal drive fosters a positive attitude towards learning pronunciation, encouraging learners to aim for accuracy and fluency in their spoken language.
Video dubbing
Dubbing, as defined by Yu (2013), involves replacing the original soundtrack with a new one, either broadly or by syncing sound to video character lip movements Video dubbing specifically refers to substituting the original spoken language with a different language or adding a commentary track to correct errors or re-record dialogue (Thompson, 2023) The term "revoicing" is synonymous with dubbing, as it includes the addition of new voice-overs, soundtracks, sound effects, or music to a video, clip, or movie (Thompson).
The dubbing translation process, as outlined by Martinez (2004) and influenced by Weisshaupt (2017), involves several key steps Initially, decisions must be made about which parts of the original content to translate and which to retain in the original language, such as songs or on-screen text A professional translator then translates the video script, using either the film or a written script as a reference This translation undergoes careful review and revision to ensure accuracy and cultural relevance Synchronization is crucial, requiring the translated dialogue to align with the characters' lip movements and actions for a seamless viewing experience Finally, in dubbing sessions, voice actors perform the translated script, capturing the original content's emotions and nuances in the target language.
Research indicates that dubbing can significantly enhance speaking skills, translation abilities, and vocabulary acquisition Video dubbing, where students provide voice-overs for dialogues in target language videos, is particularly effective for practicing pronunciation Studies have shown that this technique encourages learners to focus on articulating sounds, intonation, and stress, ultimately improving their pronunciation fluency and confidence Additionally, the interactive and engaging nature of dubbing activities fosters a motivating learning environment, making pronunciation practice more enjoyable and increasing students' willingness to participate in language learning tasks.
Dubbing is a challenging process that involves several intricate steps Weisshaupt
Dubbing is a multifaceted transfer process that involves several steps, which can differ based on local preferences and situations (2017) It entails re-voicing by substituting the original voices of the actors (Requena, 2015).
Video dubbing serves as an effective educational tool through various approaches Firstly, students can develop their own storyline and script for a muted video clip Secondly, by transcribing the dialogue, they ensure accuracy and create a script that supports pronunciation practice in context Thirdly, students can utilize dubbing applications or video editing software to produce a muted video Additionally, it is essential for students to watch and listen to the original video multiple times to enhance voice and video synchronization Finally, students should engage in several practice recordings to achieve optimal results.
Additionally, the dubbing process could be briefly summarized into four main technical steps (Obiso, 2019): creating a script; selecting voice talent; recording the dialogue, and finally layering or mixing the tracks
It can be inferred that the dubbing procedure needs several preparations, resources, and steps that must be completed
1 Scrip selection: Choose a short video clip with clear dialogue that matches the students’ level of language proficiency and learning objectives
2 Choose video editing software: Select software that students can comfortably use for editing video, especially have the necessary features for dubbing
3 Rehearsal: Students need to practice their lines and work on pronunciation, intonation, and expression before the recording session
4 Recording Session: Conduct the dubbing session where students use a microphone to record their voiceover while watching the video Ensure they deliver the dialogue with the appropriate emotions, tones, and timings to match the original characters
5 Editing and Mixing: Students may need to make adjustments to the dubbing, such as adjusting the volume levels, removing background noise, or ensuring smooth transitions between dialogue segments Use the editing tools in the video editing software to make these changes
6 Lip-Syncing and Timing: Edit the dubbed audio to synchronize it with the video, matching the lip movements and timing of the original characters
7 Review and Feedback: Have students watch the final dubbed video and provide feedback on their performances Offer constructive criticism and encouragement for improvement
8 Delivery and Distribution: Present the dubbed video to the class or school community for a screening Evaluate the students' pronunciation, fluency, and overall performance Celebrate their efforts and improvement in pronunciation skills.
Previous research on implementing video dubbing techniques
Numerous researchers worldwide have focused on leveraging video dubbing as a means to enhance oral skills (Ayu et al., 2024; Wei, 2022; Hoa, 2021; Albert, 2019) This section aims to present key insights and findings from several significant recent studies in this area.
Ayu et al (2024) conducted a study to investigate teachers' and students’ perceptions of dubbing in pronunciation practice classes, surveying first-year students and lecturers Utilizing questionnaires and interviews, the research gathered insights from twenty-six students and two teachers, focusing on the positive effects of dubbing on pronunciation, students’ challenges with dubbing projects, and potential solutions The findings indicated that most respondents viewed dubbing positively, noting improvements in pronunciation skills, including syllables, intonation, and fluency However, students faced difficulties with the dubbing process, such as selecting clips and editing videos To address these challenges, students suggested seeking teacher assistance and practicing recordings multiple times The authors acknowledged limitations in their study, particularly regarding leading questions in the questionnaires that restricted students' expression, highlighting that interviews provided more authentic insights, yet the data collected remained insufficient for comprehensive analysis.
A study conducted by Wei (2022) explored the effectiveness of English film dubbing on improving Chinese students' pronunciation skills, addressing their challenges in an authentic language environment The research involved two randomly selected first-year college classes, divided into a control group (CG) and an experimental group (EG) The EG participated in online dubbing activities during their phonetics course over eight weeks and completed a questionnaire afterward Results showed that the EG significantly outperformed the CG in both intelligibility and comprehensibility of pronunciation The findings suggest that English dubbing positively influences pronunciation proficiency, with most students expressing a favorable attitude towards the activity as beneficial for language acquisition However, the study's limitations included a small sample size and the absence of interviews to gain deeper insights into the effects of dubbing on pronunciation skills.
A study by Albert (2019) investigated fourth-year university students' attitudes toward video dubbing as a tool for enhancing speaking skills Data was collected through questionnaires and open-ended interviews, with questionnaire responses categorized into positive, neutral, and negative perceptions The interview data underwent transcription, coding, and analysis The results revealed that nearly all students had a positive attitude towards video dubbing, highlighting increased engagement and viewing the activity as enjoyable, challenging, and flexible regarding timing and location.
Nabylah (2023) conducted a study titled “The use of dubbing to improve students’ speaking skills,” focusing on enhancing ninth-grade students' speaking abilities through video dubbing Utilizing a quantitative approach, the research employed pre-tests and post-tests to assess students' accuracy, fluency, and comprehensibility in speaking The findings indicated a significant improvement in these areas after the implementation of dubbing videos, with students expressing a strong interest in this novel activity Despite the positive outcomes, students faced challenges such as anxiety about making mistakes and a limited vocabulary that hindered their ability to speak without relying on written text The study concluded with recommendations for students to build confidence in their speaking abilities and for teachers to incorporate video dubbing into their lessons to encourage active participation in speaking activities.
In Vietnam, research on video dubbing has focused on improving pronunciation and speaking skills, particularly among non-English major students A 2021 study by Hoa examined students' perceptions of video dubbing in English-speaking classes at the Academy of Policy and Development, utilizing a mixed-methods approach that included questionnaires and in-depth interviews Data analysis was conducted using SPSS 20 software for quantitative data, while qualitative responses were organized over a month The study revealed that most students found video dubbing to be a valuable resource for English learning, with video quality deemed suitable for their level However, students encountered minor challenges related to video duration and time allocation The author emphasized the need for further research on the difficulties teachers face when integrating dubbing videos into their teaching, suggesting that future studies could explore the use of dubbing to enhance various language skills, including writing.
A recent study by Anh (2023) utilized both quantitative and qualitative methods to assess the effects of video dubbing on high school students' pronunciation skills, mirroring the approach of Hoa (2021) To validate the findings, the research included pre-tests, post-tests, and teacher observations Results indicated that video dubbing significantly improved the pronunciation abilities of Luu Nhan Chu students, who expressed a positive attitude towards this learning method The study underscored the importance of English language acquisition and provided students with effective tools to enhance their speaking skills, particularly in pronunciation These findings may serve as a valuable reference for future research in this field, exploring diverse materials and participant groups.
Research consistently shows that video dubbing benefits EFL students by improving their pronunciation and enhancing speaking and listening skills However, these studies face limitations, including a small sample size that may affect the validity of the conclusions Additionally, there is a lack of research focusing on students' challenges and learning strategies during video dubbing activities Furthermore, the time allocated for these studies was inadequate to fully evaluate students' overall comprehension outcomes.
Limited research has explored the integration of video dubbing techniques in Vietnamese universities, particularly among English-major undergraduates at the Banking Academy of Vietnam Consequently, it is essential for the researcher to investigate this topic to develop a study that can serve as a valuable reference for other scholars in the field.
The second chapter presents a theory on effective pronunciation learning, examining factors that influence pronunciation acquisition It introduces the concept of video dubbing, offering comprehensive definitions and an overview of the dubbing process Additionally, this chapter summarizes key findings and emphasizes areas identified by previous studies that require further exploration, establishing a foundation for the current research.
Research methods
Setting of the study
The study focused on students majoring in English at BAV, who gain comprehensive knowledge in both the English language and banking and finance Many colleges and universities now incorporate English for Specific Purposes (ESP) into their training programs, which teaches English tailored to specific fields like banking, finance, medicine, and tourism (Galina).
In 2016, students engaged in intensive English instruction focused on essential skills like listening, speaking, writing, and reading, alongside theoretical modules covering grammar, phonetics, and semantics Additionally, they received training in their majors, such as banking and finance, which often felt overwhelming This study seeks to explore students' perceptions of using video dubbing as an effective method for improving pronunciation, aiming to collect their feedback and suggest practical strategies for enhancing speaking and listening proficiency.
Research design
This study utilized a quantitative research survey to gather insights into students' attitudes and opinions regarding the use of video dubbing for pronunciation enhancement Quantitative research is advantageous as it streamlines the process of collecting statistical data from diverse respondents (Eyisi, 2016) Researchers employing this method aim to illustrate current contexts and explore relationships among various factors (Mertler et al., 2021) Additionally, the scientific characteristics inherent in the quantitative approach enable researchers to draw generalizations and ensure that the findings are not merely coincidental (May & William, as cited in Eyisi).
In 2016, research highlighted that ensuring respondents' anonymity is easier with Internet and telephone questionnaires, leading to more candid responses than traditional interview methods (Mujis, 2004).
Participants
This study involved freshmen in an advanced training program (AP) and senior English-major (EM) students, focusing on the integration of video dubbing activities in the Pronunciation exam The first-year AP curriculum officially introduced this method, allowing students to express their perspectives and experiences Additionally, senior EM students participated in video dubbing for their final Pronunciation exam in their second year, a change prompted by the COVID-19 pandemic This approach contributes to the overall research by validating the effectiveness of video dubbing after two years of implementation.
Table 3.1: Sample of the study Academic year The number of participants
Research methods
The study utilized a questionnaire to collect data on students' perspectives regarding video dubbing in pronunciation courses, focusing on their improvements, challenges, and strategies for project completion Questionnaires provide a standardized approach to data collection, ensuring uniformity and minimizing bias (Kothari, 2004) Compared to interviews and focus groups, they are more cost-effective, allowing access to a wider participant pool with fewer resources This method enables the researcher to gather diverse insights, enhancing the generalizability of the findings Google Forms was the sole online tool employed for conducting the web-based questionnaire.
The study's questionnaire features a combination of close-ended and open-ended questions, primarily assessing respondents' agreement with statements about video dubbing using a five-point Likert scale This scale ranges from "strongly disagree" to "strongly agree," along with multiple choice options The open-ended questions encourage participants to share their personal insights and experiences related to video dubbing By incorporating both types of questions, the research aims to provide a comprehensive understanding of the results Although the survey was conducted in English, all statements were translated into Vietnamese to ensure participants fully understood the content, thereby facilitating a smoother completion process The questionnaire is organized into five main sections.
The initial section contained a greeting, the research objective, a privacy disclaimer, and an expression of gratitude
The second section gathered basic personal details from the participants, including academic year, and gender
In the third section, the researcher explored students' dubbing experiences by first assessing their self-evaluation of pronunciation's importance in language comprehension using a Likert scale, alongside an open-ended question about their pronunciation practice methods The subsequent questions focused on students' prior dubbing activities, including whether they had dubbed videos and the types of accents they preferred for voice-over work Additionally, eight Likert scale statements were utilized to gauge students' attitudes toward engaging in video dubbing projects within the Pronunciation course.
The fourth section examined the effectiveness achieved through video dubbing projects and the challenges faced during the dubbing process The researcher formulated eight statements to assess effectiveness and seven statements to identify difficulties, organizing them logically according to a five-point Likert scale.
The study examined students' strategies for completing video dubbing by utilizing a tick box method for various choices Additionally, it assessed students' future decision-making and willingness to adopt this method through Yes-No questions For more information, the questionnaire survey sample is included in the Appendix section.
Data collection procedure
To collect data through questionnaires, the researcher followed a systematic approach Initially, contact information for first-year AP monitors was obtained from the researcher’s instructor, and surveys were distributed via Zalo on April 9th Due to a low response rate, the researcher expanded the participant pool to senior EM students who had previously engaged in dubbing activities during their second year From April 13th to April 23rd, 2024, surveys were sent individually through Zalo, Messenger, or Instagram To enhance response rates, personalized messages were utilized, acknowledging the students' busy schedules with internships and coursework Data collection continued for nearly two weeks until a sufficient number of responses were gathered, with all contributions kept confidential and used solely for research purposes.
Data analysis procedure
The survey data will be visually presented using tables, bar graphs, and pie charts The statistics are automatically processed through Google Forms, which link to Google Sheets, allowing for the organization of responses into detailed charts and graphs that display precise percentages and the total number of responses.
The results of the five-point Likert scale questions were summarized in tables for clarity, aiding both the researcher and readers in easily interpreting the data This visual organization enhances the understanding of the findings and allows for more effective analysis of overall insights.
The collected data from the multiple-choice questions were visually represented using bar graphs and pie charts, facilitating a clear comparison and analysis of the distribution of responses across different options.
The research utilized a quantitative methodology, employing questionnaires to collect data from two primary groups: students enrolled in an advanced program and English majors at BAV The gathered data will be visually analyzed through tables and charts, offering a clear representation of the comparison and distribution among the respondents.
Findings and Discussions
Findings
Table 4.1: Personal information of respondents
Table 4.1 indicates that male participants comprised 21.8% of the total with 22 individuals, while female participants made up 78.2% with a total of 79, nearly tripling the number of males.
The survey targeted two primary groups of respondents: first-year AP students, who comprised 48.5% of the participants, and senior EM students from the Faculty of Foreign Language, making up 51.5% of the total respondents.
Table 4.2: Students’ attitude towards video dubbing in the Pr onunciation class
Disagree Disagree Neutral Agree Strongly
Be unfamiliar to video dubbing activities 5 24 29 34 10
Be motivated when the teacher uses video dubbing as teaching material
Be interested in integrating technology into learning languages
Make learning pronunciation more enjoyable 1 6 17 57 21
Easier to practice pronunciation through video dubbing technique
Feel more confident in pronunciation 2 9 24 44 23
Receive enough guidance and support from the instructor
Would rather do a video dubbing project in groups than individually
This table demonstrates the overview of students’ perceptions of implementing video dubbing in the Pronunciation course
Recent findings indicate that video dubbing is still a relatively novel concept for many participants, with 43.1% of students approving of it, while an equal percentage expressed confusion This lack of familiarity is understandable given that English language institutions in Vietnam have only recently begun integrating video dubbing into their curricula, particularly in language-focused universities Although video dubbing is increasingly used for pronunciation practice, it involves complex steps and is not prioritized like other essential skills such as reading and writing Consequently, some English learners may be aware of the technique but have not yet practiced it, leading to their confusion and indecision regarding its application.
In a Pronunciation class, a survey revealed that 55.9% of students were highly motivated by the video dubbing activity, while 8.8% expressed disagreement, and 35.3% remained uncertain about their feelings towards it.
A significant majority of students (68.7%) reported that learning pronunciation through video dubbing was easier and more enjoyable, while only 6.9% expressed disinterest This indicates a strong willingness among students to incorporate this method into their learning, which contributes to improved academic performance Many L2 learners, including Vietnamese freshmen, struggle with native pronunciation due to first language interference, as they often prioritize grammar and vocabulary for university entrance exams The video dubbing technique provides consistent exposure to authentic accents, and repetitive practice enhances their speaking fluency, with 66% of students confirming increased confidence in their pronunciation.
Technology integration plays a crucial role in engaging students in their education, with 80.4% of students expressing enthusiasm for using technology as a learning tool.
8 students (7.8%) were not interested, and 15 students (14.7%) were undecided
4.1.2 Students’ perspectives on the effectiveness of the video dubbing method
Table 4.3: Students’ perspectives on effectiveness of video dubbing
Disagree Disagree Neutral Agree Strongly
1 Increase awareness of intonation and word stress 3 4 12 58 25
2 Pay more attention to the linking sounds 1 4 17 51 29
3 Learn many expressions and daily dialogues 1 5 13 55 28
6 Regularly exposed to authentic speakers 5 4 25 46 22
7 Help to express ideas more flexibly through body language
The study highlights the positive impact of video dubbing on pronunciation practice, revealing that 81.4% of students (83 out of 102) believe it improves their awareness of intonation and word stress In contrast, 6.8% (7 students) disagreed, while 12 students remained uncertain about the effectiveness of video dubbing in enhancing these pronunciation aspects.
A significant majority of students, accounting for 78.43%, reported an increased awareness of linking sounds while speaking English In contrast, 16.7% of the students remained neutral on the issue, while a small minority of 4.9% expressed disagreement with this observation.
After recording processes, 83 students (81.4%) agreed that they could acquire many common vocabulary and daily expressions of foreign language settings Meanwhile, 6 students (5.8%) disagreed and 13 students (12.7%) had ambivalent attitudes to this
After implementing the dubbing procedures, 88 students (87.1%) reported a reduction in mispronunciation, while 5 students (4.9%) noted no improvement and 9 students (8.9%) were uncertain Additionally, the students' speaking fluency improved, with 80 students affirming they could speak English more fluently; however, 5 students (4.9%) disagreed, and 16.8% remained unsure about the impact of video dubbing on their fluency and mispronunciation reduction.
A significant majority of students, 73 (71.6%), affirmed that video dubbing enhanced their exposure to native speakers, which greatly assisted them in utilizing body language effectively by visualizing the gestures and movements of video characters In contrast, a minority of respondents expressed differing views, with 6 students (7.3%) disagreeing and 23 students (22.5%) remaining uncertain in their responses.
A recent survey revealed that 68.6% of students believe their video editing skills improved through dubbing activities, while 8.8% disagreed, and 21.6% were uncertain about the benefits of dubbing on their editing abilities.
4.1.3 Students’ difficulties in deploying the video dubbing method
Table 4.4: Students’ difficulties in deploying the video dubbing technique
Disagree Disagree Neutral Agree Strongly
1 Not catch up with the actor's talking speed 2 8 31 47 14
2 Not adjust voice to video characters' lip movements 2 16 28 38 18
3 Find it hard to pronounce unfamiliar words 2 2 16 63 19
4 Record the dubbing many times to fit the video 1 3 10 48 40
5 Take time to choose the appropriate video 3 4 20 45 30
6 Struggle with editing a dubbing video 1 11 28 37 25
7 Require a lot of technical preparation 1 3 14 46 38
According to Table 4.4, a significant portion of students, specifically 59.8%, reported difficulty keeping up with the speaking pace of characters during dubbing In contrast, only 9.8% of students found the speed manageable, while 30.4% remained neutral on the issue.
A significant challenge faced by 56 students (55%) was their difficulty in synchronizing their voices with the characters' facial expressions and lip movements In contrast, 18 students (17.6%) successfully adjusted their voices to match these visual cues, while 28 students (27.4%) remained neutral on the issue.
New vocabulary presents significant challenges for students in dubbing, with a notable 80.4% struggling to pronounce unfamiliar words, which negatively impacts their overall performance In contrast, only 3.9% of students reported no difficulties, while 15.7% expressed uncertainty regarding their pronunciation challenges.
A recent study revealed that a significant majority of students, 88 individuals or 86.3%, struggled to synchronize their voices with the actors in the dubbing process, requiring multiple recording attempts In contrast, only 4 students (3.9%) managed to achieve a good match without needing to redo their recordings, while 10 students (9.8%) chose not to comment on their experiences.
Discussions
4.2.1 Research question 1: What are students’ perspectives on theeffectiveness and difficulties when implementing video dubbing in Pronunciation class? 4.2.1.1 Effectiveness
In the effectiveness aspect, it is concluded that video dubbing is a useful method in assisting students’ pronunciation learning
Dubbing techniques enable students to focus on word stress and linking sounds in English, which differ from their native languages First-year students often struggle with word stresses, impacting their intonation and overall pronunciation (Bailey, 2005; McDonough & Shaw, 2003; Cook, 2001) Engaging in dubbing activities allows students to hear original speakers, understand word emphasis, and practice sound linking This approach aims to help students develop speech patterns that closely resemble those of authentic English speakers.
Video dubbing significantly boosts students' speaking speed and confidence in pronunciation through repetitive practice Fluency is characterized by a quick pace with few pauses and filler words (Harris, as cited in Ayu et al., 2024) Additionally, Danan (2010) highlights that dubbing improves vocabulary acquisition, speaking proficiency, and fosters creativity and productivity in learning Furthermore, engaging in video dubbing helps reduce mispronunciation by allowing students to practice independently.
(2012), the dubbing approach has a beneficial effect on improving students’ pronunciation to some extent, including reducing students’ mispronunciation.
Video dubbing activities enhance students' immersion in foreign language contexts that traditional Vietnamese teaching methods may lack This engagement allows students to learn everyday expressions, dialogues, cultural nuances, and the body language of native speakers Exposure to a second language (L2) is crucial for language acquisition, enabling students to produce the language in a more natural and interactive way (Samer, 2018).
Incorporating video dubbing in the classroom significantly boosts students' motivation to learn pronunciation This innovative technique enhances not only English language skills but also overall enthusiasm for learning (Christina et al., 2021) By watching video clips and mimicking character dialogues, students engage in a fun and interactive way to practice pronunciation Furthermore, the ability to listen to their recordings and compare them with the original speakers provides immediate feedback, allowing students to recognize and correct pronunciation errors effectively.
Engaging in video dubbing tasks allows students to immerse themselves in foreign language contexts while gaining practical experience in video editing This process involves intricate steps such as sound adjustment, audio mixing, and video synchronization, which require precise timing and attention to detail By focusing on these technical aspects, students enhance their editing skills and acquire valuable hands-on experience in video production Ultimately, video dubbing helps students develop proficiency in video editing, equipping them with essential skills for creating and manipulating multimedia content effectively.
Video dubbing is a complex process that necessitates significant time and dedication to complete According to Weisshaupt (2017), dubbing involves a multifaceted transfer procedure with various steps, which may differ based on local circumstances and preferences.
Students often face challenges in choosing appropriate video clips that match their language proficiency, personal interests, audio clarity, and length requirements According to Ayu et al (2024), this difficulty in video selection is common Without teacher guidance, students may spend excessive time sifting through the vast array of available video options.
Students often struggle with pronouncing unfamiliar words and idiomatic expressions in the target language, as highlighted by Ayu et al (2024) Their research reveals that during the dubbing process, students faced significant challenges in articulating vocabulary correctly, requiring extra time to adapt This difficulty can be attributed to differences in phonetic systems between their native language and English, limited exposure to native speakers, and unfamiliarity with specific pronunciation rules Furthermore, individual factors such as accents or speech sound disorders can also play a role in these pronunciation challenges (Charlie, 2022).
Students face significant challenges in dubbing, particularly in matching the actor's speaking speed and synchronizing their voices with the original speaker's facial expressions and lip movements This intricate task demands precise timing and coordination to ensure that the dubbed dialogue seamlessly aligns with visual cues on screen Students must focus on delivering lines with correct pronunciation and intonation while paying close attention to the timing of their delivery to match the original performance's pace Additionally, they need to synchronize their voices with the actor's expressions to create a natural and authentic dubbing experience Achieving this level of detail requires high concentration and technical skill, prompting students to invest considerable time and effort in multiple recordings, mastering editing software, and seeking guidance from peers.
Video editing encompasses various essential tasks for producing a final video, and students lacking familiarity with editing software may face significant challenges A deficiency in video editing skills can impede project completion (Albert, 2019) Beginners often find tasks like cutting, splicing, adding transitions, adjusting audio levels, and incorporating visual effects complex, resulting in a steep learning curve that complicates the creation of polished videos As a result, students without prior experience or training may struggle with the editing process, ultimately affecting their ability to generate high-quality video content.
4.2.2 Research question 2: What are students’ recommendations and suggestions for improving pronunciation practice?
From the difficulties described above, students addressed various strategies to deal with the challenges
Selecting the appropriate video clip for dubbing is crucial for the success of the overall performance Students often seek assistance from instructors or experienced individuals who provide valuable guidance and suggestions based on their experiences By learning from the mistakes of their seniors, students can avoid repeating errors, saving time and gaining essential lessons Improvements in video dubbing activities could include selecting videos that better match English learners' language proficiency and offering guidance on supra-segmental aspects of English pronunciation prior to the dubbing activity (Wei et al., 2022).
To effectively synchronize their voices with the original speakers' facial expressions and lip movements, students often replay videos, practice unfamiliar words, and record their voices multiple times to match the actors' speaking pace This process is essential in language learning through video dubbing, as it allows students to absorb native sounds through repetition and listening, which enhances speaking fluency, listening skills, vocabulary acquisition, and confidence Additionally, repetitive reading-aloud exercises in a second language can stimulate brain activation and improve overall language acquisition (Takeuchi et al., 2012).
Mastering the technical aspects of video dubbing poses a significant challenge for students, who invest considerable effort in learning various editing software like Capcut, Adobe, and Camtasia for tasks such as cutting, trimming, and rearranging clips Many students seek help from peers to navigate these platforms, fostering a collaborative environment that enhances their technical skills while building a supportive community According to Albert et al (2019), students' lack of video editing skills can hinder their ability to complete projects successfully.
There were several helpful suggestions as well as feedback from students contributing to dubbing activity improvement in the Pronunciation course
Due to the complexities of the dubbing process, first-year students expressed a desire to either extend the submission deadline for their final assignment or reduce the length of the video clip This adjustment would allow them to dedicate more time to self-study and collaborative learning with peers.
Students emphasized the importance of receiving detailed feedback from instructors to identify pronunciation errors and understand their weaknesses Effective feedback is crucial in education and training, as it helps learners recognize their strengths and areas for improvement, ultimately guiding them in adopting the right strategies for enhancing their pronunciation skills (Obilor, 2019).
Conclusion
Summary of the findings
Students recognize the significance of pronunciation in learning English, employing self-learning techniques such as shadowing, habitual conversations, and engaging with US-UK media Many students hold a positive view of video dubbing as an effective pronunciation practice tool, despite facing challenges like technical issues and varying linguistic skills This method enhances oral fluency, reduces mispronunciation, improves intonation, broadens vocabulary, and boosts confidence in speaking and listening, while also refining editing skills However, the demands of dubbing projects, including the need for thorough preparation and practice, can be daunting, necessitating students to invest time and effort in mastering pronunciation, intonation, facial expressions, and video editing for a convincing performance.
In 2024, the process of mastering dubbing requires ongoing rehearsal and refinement to ensure accurate delivery Consistent practice over an extended period allows students to internalize the techniques and gain proficiency in dubbing A commitment to continuous learning and improvement is essential for achieving long-term success in this field.
Limitations of the study
The research study has notable limitations, including a two-month time frame and a small sample size, which hinder the ability to assess the effectiveness of the dubbing technique among all students at BAV Consequently, the responses gathered may not represent the wider student population's opinions on this method Additionally, the exclusive use of a questionnaire as the research instrument may fail to capture the complete range of student perspectives on video dubbing.
Implications
Students are encouraged to engage in video dubbing activities to enhance their pronunciation and boost their confidence in speaking foreign languages By mimicking native speakers, they can achieve a more authentic accent, improve their speaking fluency, and refine their body language Regular exposure to native speakers, along with constructive feedback from instructors or peers, is essential for correcting pronunciation errors and advancing their language skills.
Students should choose videos with clear dialogue that align with their language learning goals, such as daily conversations for natural speaking or business communication for formal contexts Before recording, employing the shadowing technique can significantly improve their repetition and fluency skills During practice, it's essential to focus on linking sounds, maintain pace with the speakers, and mimic the intonation and stress of the dialogue For optimal results, students should repeatedly watch the video until they can recall the characters' expressions and gestures without a script Those with technical skills can record segments of the clips and edit them to synchronize with the original audio, adjusting volume and timing as necessary.
Students should not fear making mistakes while speaking, as this can negatively impact their self-confidence and academic growth Utilizing video dubbing as a language practice tool offers an engaging method for students to enhance their foreign language skills while also developing technical abilities.
5.3.2 For teachers of the Faculty of Foreign Language
The study highlights important pedagogical implications for teaching pronunciation, suggesting that teachers can enhance their instructional strategies by incorporating innovative multimedia resources This approach fosters a more interactive and dynamic learning environment Additionally, it is recommended that the dubbing activity be officially integrated into the pronunciation course for English-major students at the Faculty of Foreign Languages at BAV.
To enhance the learning experience for freshmen, educators should allocate more time for video dubbing activities and provide personalized feedback on each student's performance This approach will not only improve the quality of language education but also motivate students to pursue self-improvement Instructors should prepare suitable video clips, recommend free editing tools, and offer clear instructions to help students navigate the dubbing process effectively, minimizing past mistakes and time wastage Additionally, this activity can be integrated into other English courses, such as Speaking or Listening in the second year, to evaluate students' pronunciation skills.
Students will independently complete dubbing tasks by directly dubbing videos in front of the class, which will boost their confidence in public speaking and improve their oral communication skills.
Further research is essential to validate the effectiveness of video dubbing in enhancing students' pronunciation skills, particularly through observational and experimental methods over an extended period Expanding the study's reach to include a larger population of EFL learners will provide a more comprehensive understanding of the challenges and strategies related to dubbing Additionally, to gather genuine insights, future researchers should incorporate open-ended questions or conduct individual interviews, as close-ended questions may limit students' ability to express their true feelings Future studies should also explore the long-term effects of video dubbing techniques on pronunciation proficiency and identify the best strategies for integrating multimedia tools into language education curricula.
Video dubbing methods present both advantages and challenges Students generally exhibit positive attitudes towards dubbing, recognizing it as an effective tool for improving pronunciation However, the complex preparation involved in the dubbing process can pose difficulties for learners.
Incorporating dubbing techniques into English training is highly beneficial, particularly for first-year students, as it allows L2 learners to actively engage in authentic language contexts.
The concluding chapter summarizes the key research findings and discussions from Chapter 4, highlighting their significance for both students and teachers at BAV It also outlines practical implications derived from the study results and presents recommendations for future research directions.
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