Rationale
Pronunciation is a crucial aspect of language learning, as emphasized by scholars like Tench (1981), who argues that it is as essential as grammar and vocabulary Effective pronunciation is vital for ensuring that speakers are understood, making it a key component for learners aiming to communicate intelligibly in a new language.
To achieve accurate pronunciation in a language, speakers must first grasp the fundamental elements of sound, syllable, and word systems Understanding the factors that influence the acquisition of these systems in a second language is essential According to Avery and Ehrlich (1992), one of the most significant factors is the teacher's role, as they can positively impact students by setting clear objectives and realistic goals.
At Hong Duc University, students are expected to develop proficiency in four key English skills: reading, speaking, listening, and writing However, the lack of a dedicated pronunciation course significantly impacts their speaking and listening abilities Many students come from rural areas in Thanh Hoa province, where access to standard English pronunciation is limited Their secondary education primarily emphasized grammar and vocabulary for graduation exams, leaving pronunciation as an unfamiliar concept Consequently, achieving the necessary proficiency in pronunciation presents a considerable challenge for these students.
Despite my students' initial low pronunciation skills, their enthusiasm for practice and enjoyment of technology in the classroom inspired me to develop activities that would encourage and motivate them to improve their studies.
This study, titled "Using Video Recording Project to Improve Pronunciation for Non-English Major Students at a University in Vietnam," aims to enhance the pronunciation skills of students through targeted actions implemented in the English course.
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 aims to enhance motivation among non-English major students by utilizing video cameras for self-recording after each pronunciation learning session, which serves as a self-study activity This self-study component is a mandatory aspect of the English 3 syllabus.
English pronunciation encompasses various components, making it challenging to address all aspects in research Given that junior students typically possess a lower average English proficiency, this study specifically concentrates on individual sounds, words, sentences, word stress, and intonation in short sentences commonly found in everyday dialogues.
Recording equipment can range from a standard smartphone with a camera to digital cameras and other devices capable of capturing both audio and video of the speaker, allowing for easy uploading of the 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 landscape and motivate both teachers and students to improve their pronunciation skills.
The organization of the study
The study is organized into five chapters:
Chapter 1 serves as the introduction, outlining the rationale behind selecting the topic, the study's objectives, its scope, the research questions, and the methodologies to be employed.
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 nuances of spoken sound, including voice pitch variation, strategic pausing, and the grouping of words and phrases Additionally, pronunciation highlights certain syllables while minimizing others, contributing to the overall effectiveness of verbal communication.
Pronunciation, then, is itself a complex of sounds (consonants, vowels and diphthongs), syllables (word accent and rhythm) and intonation
According to Hewings (2004), the pronunciation of a language is formed by various components of speech, including individual sounds and the use of pitch, which involves the rise and fall of the voice to convey meaning.
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 a blend of two key elements: phonemes and suprasegmental features Phonemes encompass consonants and vowels, while suprasegmental features involve intonation and stress There are varying opinions regarding 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
The fundamental components of pronunciation are known as "sounds," which include the vowels and consonants that combine to form words These distinct sounds are called phonemes, and words that vary by just one vowel or consonant sound are known as 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," lack glide movement, while glide vowels, such as the /eɪ/ in "paper," feature an accompanying /y/ or /w/ Diphthongs combine 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 passing freely.
Consonant sounds can be categorized based on their voicing, place of articulation, and airflow characteristics Voiced sounds, like /v/, contrast with voiceless sounds, such as /f/ Additionally, consonants are produced at different locations in the mouth, exemplified by the sounds /ð/ and /θ/ Furthermore, the airflow is manipulated during pronunciation; for instance, the airflow is obstructed when articulating /p/, while it remains unobstructed for /m/.
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 one syllable, like "cat" or "own," or multiple syllables, such as "expensive." In multi-syllable words, one syllable is typically stressed, meaning it is pronounced with greater emphasis, while the other syllables are considered unstressed For instance, in the word "apple," the first syllable is stressed, whereas in "above," the second syllable receives the stress.
Word stress in English refers to the emphasis placed on one syllable of a multi-syllable word, making it stand out through increased loudness, extended vowel sounds, and clear consonant pronunciation According to Kenworthy (1987), this technique is essential for proper pronunciation and understanding in the English language.
In connected speech, words often blend together, leading to common changes primarily due to the speed of speaking These adjustments facilitate smoother transitions between sound sequences, enhancing overall communication efficiency.
Sentence stress plays a crucial role in spoken language, as speakers can choose to emphasize or de-emphasize specific words based on their importance in the context A word may receive less prominence if it has already been mentioned, while a speaker may choose to highlight a word to draw attention to it (Kenworthy, 1987).
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, highlighting how speech utilizes pitch variations Speakers can intentionally alter their voice's pitch, making it higher or lower, and can even execute sudden pitch jumps similar to singers.
Rhythm is a crucial suprasegmental feature, defined by Kenworthy (1987) as the result of word stress and the emphasis placed on important items occurring on weak beats Dalton and Seidholfer (1994) further elaborate on this concept by contrasting stressed and unstressed syllables, noting that "utterances are continuous strings of syllables, with stressed syllables providing the foreground and unstressed ones forming the background."
Teaching pronunciation
Effective English pronunciation teaching relies on several key approaches According to Tench (1981), a fundamental strategy is imitation, where learners must replicate the teacher's pronunciation This includes not just the sounds of consonants, vowels, and diphthongs, but also the essential elements of rhythm and intonation.
When considering pronunciation goals for English learners, it is important to recognize that aiming for native-like pronunciation may not be practical for most While it was once thought that achieving native-like pronunciation should be the ultimate aim, it is now understood that only a small percentage of learners can reach this level Most learners pursue English for practical reasons and will not benefit significantly from striving for a native accent.
Some learners strive to achieve a native-like accent in English, particularly when their job involves interacting with native speakers in English-speaking countries or internationally.
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 be comfortably intelligible Setting high goals should not be discouraged, but focusing on clear communication is often more practical 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 accurate pronunciation, highlighting their importance in language learning.
In his 2004 book on pronunciation teaching, Hewings emphasizes the importance of identifying which pronunciation errors most significantly hinder communication Understanding the specific challenges faced by speakers of different first languages can help educators prioritize their teaching strategies effectively.
Hewings (2004) highlights that pronunciation often takes a backseat to grammar and vocabulary in language classes, frequently treated as a minor activity or a brief break from more intensive learning tasks This trend is particularly prevalent in English lessons throughout 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 correct pronunciation, including sounds and stress, as new words are introduced can significantly boost students' confidence in their speaking abilities This confidence encourages them to use new vocabulary more frequently, thereby enhancing their memorization and retention of the words.
According to Tench, effective pronunciation teaching should integrate with other language skills, including listening comprehension, reading, writing, and non-linguistic cues like gestures and facial expressions Additionally, it is essential to practice pronunciation in isolation, focusing on specific sounds such as the articulation of "th" and various vowel sounds.
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 be encouraged to actively monitor their own production of specific sounds by assessing their performance This process begins with reading aloud, progresses to conveying short messages, and ultimately advances to longer stretches of free speech.
- Encourage fluent students who are hard to understand to slow down their rate of speech
In teaching English, pronunciation deserves a significant focus, as it is often undervalued by many educators Implementing targeted pronunciation practice with specific sounds and words is essential Initially, students should learn the fundamental aspects of sound systems, word stress, and intonation Additionally, encouraging students to practice and recognize their mistakes will help them improve in future sessions.
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 during this process, it's common to lose sight of our progress To combat this, maintaining a record of achievements or a student's progress log can be beneficial.
2.3.2 Giving homework to motivate self - evaluation and monitoring
Avery and Ehrlich (1992) emphasize the importance of incorporating self-correcting and self-monitoring skills into the syllabus early in the learning process Teachers play a crucial role in the initial stages of pronunciation enhancement, while students are encouraged to take responsibility for their continuous improvement By fostering self-correction and self-monitoring, students can reduce their reliance on instructors and enhance their independence, enabling them to further develop their pronunciation skills outside the classroom.
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 opportunities follow, which may occur during "pronunciation clinics"—short sessions for discussing assignments—or within regular lessons where students can showcase their work and receive constructive comments from both the teacher and peers.
When assigning oral homework, teachers should offer clear guidelines for students to follow Prior to introducing the activity, it's beneficial to show a video sample featuring an unfamiliar group of learners to set expectations and provide a model for the students.
Summary
This chapter outlines fundamental concepts related to the theoretical framework of the research, including a definition of pronunciation and its classification from various perspectives It also explores effective methods for teaching pronunciation, specifically for Vietnamese learners, while emphasizing 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 having them record videos of their pronunciation at home as part of their assignments The reliability of the findings hinges on the quality of the research design, data collection, and analysis This chapter will outline the research methods and procedures employed to select data, as well as detail the analysis, interpretation, and evaluation of the intervention's effectiveness.
This chapter will outline key components including the research design and methodology, the subjects involved as recorded in the teacher's observation sheets, the data collection instruments utilized, and the subsequent data analysis.
Context of the study
This study was conducted at Hong Duc University in Thanh Hoa province, a public institution offering various faculties Regardless of their specific majors, students from non-English disciplines are required to complete English 1, English 2, and English 3 as compulsory subjects.
Pronunciation is integrated into English courses rather than taught as a standalone component In the third semester, English 3 follows the previous courses, English 1 and English 2, and spans 12 weeks with 5 sessions each week The primary textbook utilized is “English File Pre-intermediate.”
During the first week of the course, I noticed that many students struggled with pronunciation and some were too fearful to speak English at all Even simple words posed challenges for several learners, making it difficult for them to comprehend spoken sentences To address these issues and boost their confidence, I decided to incorporate technology into our lessons to 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 participants were required to take English 3 as a compulsory subject during the 2016-2017 academic year Most had previously completed English 1 and 2 and had taken an English test prior to being placed in English 3, indicating that they possessed a similar level of English proficiency.
Reasons for using action research
Prior to selecting action research as the methodology for this study, the researcher conducted a thorough examination of its characteristics, drawing on resources from reputable authors in the field.
Action research is defined by Wallace (1998) as the systematic collection and analysis of data aimed at improving specific aspects of professional practice Halsey (1972) describes it as a small-scale practical intervention in real-world settings, emphasizing the careful evaluation of the effects of such interventions.
Action research involves applying fact-finding methods to address practical problems within social contexts, aiming to enhance the quality of actions taken This process emphasizes collaboration among researchers, practitioners, and community members to achieve meaningful improvements.
Action research is a practical approach aimed at enacting change through professional strategies It involves collaboration between researchers and practitioners, with the research being conducted by practitioners, such as classroom teachers, rather than external researchers.
The study was designed using an action research model to enhance pronunciation through video recording, focusing on a small group of 40 students As the teacher in this class, the researcher was positioned to implement a new policy and necessary supportive actions to facilitate the improvement process effectively.
Procedures
There are four stages in the research as follow
The research focused on the relationship between pronunciation and listening skills, highlighting the significance of clear pronunciation in effective communication Participants in the study included language learners and educators, who provided valuable insights into their experiences Essential resources for the investigation included audio recordings, pronunciation assessment tools, and listening comprehension tests The study was conducted through a combination of surveys and interviews, allowing for a comprehensive understanding of the participants' perspectives Data collection involved analyzing responses to identify patterns and correlations between pronunciation proficiency and listening ability.
In the intervention, students practiced their pronunciation by recording videos and sharing them on an online forum During the subsequent lesson, each student received two assessment sheets: one for self-assessment and the other for peer evaluation, allowing them to review 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 space for narrative writing Each student's attitude towards the intervention was documented, and following each step, students were encouraged to provide feedback on whether the actions taken were appropriate or required improvement.
From the data, teacher monitored and evaluated the intervention, found the outcome of the intervention and prepared for the revised plan
The researcher identified specific pronunciation issues among students and concentrated recording activities on particular sounds and stress patterns Two research cycles were conducted to assess changes and uncover new insights by comparing the results with established theories.
Research instruments
To collect the essential data for the study, the researcher utilized a variety of research tools, including pre-test, mid-test, and post-test records, classroom observation sheets, interviews, and student documents These instruments were instrumental in gathering comprehensive data for the research.
In my research, I employed two primary methods for data collection: a B1 listening test and a pronunciation test selected from the book "Ship or Sheep." These tests were administered to my students initially and then again after several weeks to assess their improvement and explore the relationship between 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 are designed to evaluate the effectiveness of the researcher’s interventions and determine if additional measures are necessary to enhance student performance.
Using the behavioral checklist types developed by Simpson and Tuson (1995), the researcher created a classroom observation instrument that includes observation sheets These sheets consist of a pre-prepared checklist for each lesson and a section dedicated to recording student behaviors.
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
Class observations involved detailed narrative notes to assess student reactions to a new intervention Following each research cycle, students were invited to share their feedback, which was transcribed and included in the classroom observations This process indicates that interviews served as an essential research tool in the evaluation.
Interview is one of very basic method to explore the focused area Burgess (1984, p
The study, as described in the article, defines an interview as a "conversation with a purpose," focusing on students' attitudes toward pronunciation and its connection to listening skills Researchers conducted structured interviews with randomly selected students at the beginning and end of each course cycle to gather specific insights Consistent question ordering across different interviewees ensured reliable data collection on their perceptions regarding pronunciation and listening.
Students engaged in self-assessment and peer-assessment by reviewing their recorded pronunciation exercises and videos of their partners at the beginning of each class They provided evaluations and constructive feedback on both their own performances and those of their peers The completed assessment documents were then collected, and students were motivated to offer clear and detailed comments through the incentive of small bonus marks for quality evaluation sheets.
Data collection
The teacher meticulously recorded all student test scores, including those from pronunciation tests where students identified distinct sounds, words, and sentences Additionally, the results of listening tests were documented in the teacher's blog, ensuring a comprehensive overview of student performance.
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 listening assessments, students engaged with the PET format, which is designed to prepare them for the final evaluation at the course's conclusion.
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 class structure consisted of two meetings per week, each lasting between 100 to 150 minutes, totaling 250 minutes weekly At the course's outset, students underwent a test to assess their listening skills and pronunciation errors The primary textbooks used were English File Pre-Intermediate and Target PET, allowing the teacher to dedicate approximately 30 minutes per session to pronunciation and speaking activities These sessions included vocabulary study and pronunciation aspects from supplementary materials like English Pronunciation in Use and Sheep or Ship Students recorded their pronunciation exercises at home and participated in self and peer assessments the following day The teacher provided example videos and maintained a journal to track progress At the course's conclusion, tests were administered to evaluate the effectiveness of the teaching methods and determine the need for additional support strategies.
The student interviews were systematically coded, categorized, and analyzed to identify common responses among participants This analysis also highlighted the differences in learners' opinions before and after the intervention.
The researcher gathered students' assessment sheets following each meeting for analysis, focusing on improvement rates and comments Additionally, the collected documents featured videos of students uploaded to the class page.
Data analysis
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 test scores from listening and pronunciation assessments By calculating these statistical measures, the researcher aimed to evaluate the progress made throughout the study Additionally, observation checklists were utilized to categorize the data, which was then expressed in percentage form for clearer analysis.
Summary
This chapter outlines the study's methodology, detailing the subjects, research instruments, and procedures employed It also describes the data collection methods and the analysis of the gathered data The insights presented here will serve as the basis for the findings and discussions in the subsequent chapter.
FINDINGS AND DISCUSSION
Finding from the pre – tests and the first recording
During the second week, students participated in a pre-test that required them to listen to a list of words and transcribe them onto an answer sheet The word 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 many students struggled with pronouncing the voiceless /t/, the middle /s/, and ending sounds Additionally, even basic words were frequently mispronounced due to 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 based on the PET format was administered to assess the correlation between improvements in pronunciation and listening scores The evaluation utilized a key to determine the participants' initial listening levels Following the intervention, all assessment tools were collected for analysis of the resulting 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 the next highest group had nearly half that number with 7 correct answers The remaining groups consisted of only 1 to 4 students each, and notably, no student scored fewer than 2 correct answers.
The initial assessment revealed that students had a low starting point in their English listening skills, with many lacking basic experience, as evidenced by several groups scoring below 6 out of 13.
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
In the initial mini pronunciation test, 20% of students, equivalent to 8 individuals, failed to write any correct words, while only 2 students, representing 37% of the total examinees, managed to write down 2 correct words.
The initial assessment revealed that students entered the course with a significantly low level of pronunciation knowledge, lacking fundamental experience in English pronunciation and word recognition.
1.3 Features of students’ pronunciation in the first video - recording
Initially, students recorded themselves to identify key pronunciation issues, allowing for a comparative analysis with subsequent videos to track improvements in their English pronunciation following the research process.
The recorded videos indicated that students struggled with distinguishing between short and long vowels, which was their most frequent error Additionally, they mispronounced initial consonants, such as voicing the /t/ sound incorrectly Middle consonants, particularly /s/ in "interesting" (/ˈɪntrəstɪŋ/), were also commonly mispronounced Furthermore, the final consonant /k/ in "look" was often either omitted or pronounced as /s/ The table below provides detailed statistics on students' correct pronunciation.
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 indicates that the overall number of students demonstrating correct word stress is low Words 1 and 4, which feature primary stress on the first syllable, show the highest correct pronunciation rates at just over 50% In contrast, words 2 and 3, both containing more than two syllables, exhibit significantly lower correctness rates of 15% and 33%, respectively.
The study aims to enhance the pronunciation of non-English major students by analyzing fundamental intonation patterns Specifically, it 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
According to the data, 27 out of 40 students, representing 67.5%, successfully produced statements with the correct patterns Additionally, 65% of the students demonstrated proper intonation for wh-questions with a falling tone, indicating that most were comfortable using this intonation pattern However, only 7 students, or 17.5%, accurately pronounced the rising tone for yes-no questions, with many reporting a lack of knowledge regarding the appropriate tone for English sentences.
The study reveals that students began with a significantly low proficiency in listening skills, struggling to recognize English words and lacking fundamental knowledge of pronunciation, including sound and word stress To address these challenges, targeted interventions will be implemented to enhance their listening abilities.
The first intervention
During the initial five weeks of the English 3 course, the first circle of intervention was implemented The researcher introduced pronunciation exercises based on class observations and a pre-test, encouraging students to practice individually at home and record their progress Time was allocated for peer reviews, and feedback was provided after each recording session Additionally, a marking scheme was distributed to help students self-correct according to the 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
In the second listening test following the first intervention, students demonstrated a notable increase in their median scores, with groups 6 and 7 showing correct answers rising from 4 to 9 and from 9 to 14, respectively Additionally, there was a complete elimination of scores below 4, indicating that after five weeks of intervention, no student scored fewer than 4 correct answers However, it is important to note that the number of students achieving 8 and 9 correct answers significantly decreased, with no students scoring 9 and the number of students scoring 8 halving 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 4 correct words rising from just 2 in the pretest to 12 in the second test Additionally, while no students scored more than 4 correct answers in the pretest, a total of 17 students exceeded this mark in 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 errors with individual sounds following the intervention Initially, only 19 students could differentiate between short and long vowels in the pretest, but after five weeks, this number increased to 23 students demonstrating proper pronunciation Additionally, the ability to produce the initial /t/ consonant correctly improved, with only 19 students pronouncing /t/ accurately in the pretest.
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/ proved challenging, as the number of students who pronounced "ice cream" (/ais'kri:m/) correctly decreased from 12 to 9.
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 posttest results show a significant improvement in students' stress pronunciation compared to the pretest The percentage of students correctly stressing two-syllable words with primary stress on the first syllable rose from 57.5% to 75% Notably, three-syllable words demonstrated the most substantial progress, with correct pronunciation increasing from just 15% in the pretest to 60% in the posttest, marking a nearly fourfold enhancement in student performance.
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 Notably, while the accuracy for yes-no questions improved, most other tones either maintained similar correctness levels or saw a decline Particularly concerning was the suggestion tone, where the number of students producing correct sentences halved, dropping from 16 to just 8 learners.
Following the intervention, the medium score of the listening test showed a slight increase, while the higher scores tended to decrease Pronunciation test results improved significantly, though individual components of pronunciation exhibited varying changes, both positive and negative While separate sounds and stress were produced more accurately than in the initial test, the correctness of intonation pronunciation decreased, indicating a need for further intervention after the initial five-week process.
The next cycle of intervention
From weeks 6 to 11 of the English 3 course, the researcher implemented a second circle of intervention 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 was to enable students to self-correct their intonation and to verify the correlation between improved pronunciation and overall 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 charts indicate a significant increase in the medium scores for the listening test, rising from 2 to 7 for group 5 and from 4 to 19 for group 6 However, the highest scores showed no improvement and even declined, particularly noted by the drop in mark 8, which fell from 16 to 8 and then to 3.
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 in the third test, 12 students collectively scored more than 7 correct words, with one student achieving a perfect score of 10 This upward trend was clearly illustrated in the chart 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 accurately pronouncing sounds significantly increased 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 improvement was consistent across all components, particularly with 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 data indicates that out of 40 students, 27 demonstrated correct use of falling tone in the pretest, representing 67.5% However, this number slightly decreased to 26 after five weeks of research While yes-no questions showed an improvement in correctness, most other tones either remained the same or declined Notably, the number of students correctly using suggestions halved, dropping from 16 to 8 This suggests that further intervention is necessary following the initial five-week period.
Following the second intervention, there was a noticeable increase in the average scores of the listening test Although the pronunciation test scores also improved significantly, the primary objective of enhancing intonation patterns was not fully realized, with the exception of a marked improvement in the rising intonation of Yes/No questions Achieving further progress in this area 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 significant improvement at each stage, with the average number of correct 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.
Table 11: Results of listening tests
A slight improvement in pronunciation test scores coincided with a minor decrease in average listening test scores, both in terms of mean and mode Nevertheless, the central score for the listening test increased 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 observation sheet checklist is organized in a table format to compare student behavior before and after interventions, focusing on participation and pronunciation awareness Observations were conducted during class when the teacher engaged students in practice or monitored their work in pairs or groups.
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 significant changes in student behaviors, with a notable decrease in negative behaviors such as slow standing and pronunciation Conversely, there was an increase in positive behaviors, including attention to the sound /s/, which rose from 7.5% to 32.5%, and word stress awareness, which increased from 10% to 37.5%.
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 ability to produce sounds, words, and sentences Additionally, these methods revealed students' evaluations of self-recording and their perceptions of its helpfulness The findings are detailed below.
Initially, students felt embarrassed about recording themselves for the first time, but they were reassured by their teacher that the Facebook group would remain private, accessible only to classmates and the teacher This encouragement led to enthusiastic participation, with nearly all students joining the recording group Although they initially hesitated to read English sentences aloud, most students eventually volunteered to speak with the teacher's guidance While early attempts featured many mispronounced words and sounds, by the end of the process, students were able to produce sounds closely resembling those of native English speakers.
During class, students showed 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 helped students identify and correct common mistakes.
An informal interview with students highlighted their excitement about the video recording activity, which they found to be innovative and unique This activity significantly motivated them to improve their speaking skills, as they shared a common fear of making mistakes and being judged by others As a result, they dedicated themselves to practicing extensively in order to capture their best performances on video.
Many students struggle to apply their knowledge of intonation types during conversation practice, often feeling shy about using correct intonation, particularly rising intonation However, this situation improved when students practiced and recorded conversations in pairs, boosting their confidence as they interacted in a more realistic setting After two intervention sessions, students reported significant improvements on their evaluation sheets, indicating a positive shift in their intonation skills.
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 correctness percentages, particularly in separate word pronunciation, which rose from 15% to 25% Additionally, word stress accuracy improved dramatically from 35% to 90% The percentage of correct sentence stress also increased from 27.5% to 52.5%, while intonation accuracy improved from 0% to 32.5%.
Conclusion
This chapter discusses the data and findings from the two intervention circles Notably, the listening tests revealed that students showed improvement in their center scores following two rounds of pronunciation intervention.
In the initial phase of the study, students recorded themselves individually, leading to significant improvements in pronunciation over five weeks However, intonation, particularly rising patterns, showed no notable progress 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 and enhance their intonation patterns.
After two cycles of intervention involving extensive practice and imitation of a standard model, along with self-evaluation through video recording, students demonstrated significant improvements in their pronunciation However, certain 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 students self-recording after receiving instruction on pronunciation rules and assessment criteria, with emphasis on 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 analysis revealed common pronunciation errors, particularly with the production of certain sounds After five weeks, students were encouraged to record in pairs to enhance intonation practice Findings indicated that while self-recording significantly improved pronunciation and boosted students' confidence, it did not effectively enhance listening skills, as evidenced by a rise in the highest listening scores without a corresponding 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 activity that enhances students' confidence and pronunciation skills To maximize its benefits, it should be accompanied by clear instructions and an understanding of common mistakes Teachers can encourage students to review their videos, allowing them to reassess their pronunciation in class.
Many students, particularly those not majoring in English, often feel embarrassed and hesitant to record their voices for the first time To address this, teachers should create a supportive environment by ensuring that recordings are kept private and only accessible within the classroom 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 characterized by its situational nature, meaning that findings from one specific context, such as a non-English major class, may not be applicable to other classes in different settings.
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 limited in scope, involving only 40 students over a brief 10-week period, with each intervention cycle lasting just 5 weeks, which restricted the comprehensive analysis of the changes observed.
The research suggests several avenues for further study, particularly its successful implementation among non-English major students at Hong Duc University, indicating potential for application in English major programs and other institutions However, the use of video recording requires careful testing before integration into the curriculum Additionally, while the intervention led to an increase in the highest listening scores, the medium scores remained unchanged, warranting further investigation into these variations and the relationship between pronunciation and listening test performance.
This research has transformed learning styles, making pronunciation engaging for students and enhancing the overall learning environment Additionally, it has significantly impacted the modernization of teaching methods at Hong Duc University.
1 Avery, P & Ethrlich, S (1992), Teaching American English Pronunciation,
11 th edition, New York: Oxford University Press
2 Baker, A & Goldstein, S (1990), Pronunciation pairs: an introductory course for students of English, Cambridge [England] ; New York: Cambridge
3 Bowen, T & Marks, J (1992), The pronunciation book: student - centered activities for pronunciation work, Harlow : Longman
4 Burns, R B (1994) Introduction to Research Methods Melbourne
5 Grant, L (2014) Prologue to the myths: What teachers need to know In L Grant (Ed.), Pronunciation myths Ann Arbor: University of Michigan Press, 1–33
6 Hancock, M (2003), English pronunciation in use, 3 rd edition, New York: Cambridge University Press
7 Hewings, M (2004), Pronunciation Practice Activities, 4 th edition, New York: Cambridge University Press
8 Jones, D (1998), The pronunciation of English, New York: Cambridge University Press
9 Kemmis & Mc Taggart (1988) Action Research Universidad Autónoma De Madrid
10 Kenworthy, J (1987), Teaching English Pronunciation, 7 th edition, London, New York: Longman
11 Pennington, M C (1996), Phonology in English language teaching: an international approach, London, New York: Cambridge University Press
12 Halsey, A.H (1972) Educational priority EPA Problems and Policies Volume 1
13 Hancock, M (1995),Pronunciation games,Cambridge: New York:
14 Hewings, M & Goldstein, S (1998), Pronunciation plus: practice through interaction: North American English, Cambridge, U.K ; New York : Cambridge
15 Kelly, G (2000), How to teach pronunciation, London: Longman
16 Macneil, D (1987), Teaching pronunciation to Vietnamese students
Australia : A program support group research
17 Macneil, D Into speech, bilingually : An individual pronunciation course for
Vietnamese learner, Adult Migrant Education Services
18 Maurer Smolder, C (2012), Be understood! :a pronunciation resource for every classroom, Cambridge: Cambridge University Press
19 Meyers, C M & Holt, S (2001), Pronunciation for success: student workbook, Burnsville, MN : Aspen Productions
20 Nguyen, Quoc Hung (2009), Ky thuat luyen phat am tieng Anh My,
NXB Tong Hop Thanh Pho Ho Chi Minh
21 O'Connor, J D (1990), Better English pronunciation, 2 nd edition, New York: Cambridge University Press
22 Roach, P (1983), English Phonetics and Phonology, New York: Cambridge University Press
23 Tench, P (1981), Pronunciation skills.3 rd edition, London: Macmillan
24 Trim, J L.M (1975), English pronunciation illustrated, New York: Cambridge University Press
25 Underhill, A (2005), Sound foundations: learning and teaching pronunciation, Oxford : Macmillan
26 Wallace, M.J (1998) Action research for language teachers Cambridge
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
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
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 that findings are not universally applicable 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 limited in scope, involving only 40 students over a brief 10-week period, with each intervention cycle lasting just 5 weeks, which restricted the comprehensive analysis of the changes observed.
Suggestions for further study
The research has provided several recommendations for future studies, particularly highlighting its successful implementation among non-English major students at Hong Duc University This approach could potentially be adapted for English major students and those at other institutions However, the use of video recording requires careful testing prior to its application in educational systems Additionally, while the results indicated an increase in the highest listening scores post-intervention, the medium scores did not show improvement This discrepancy suggests further research could explore the relationship between pronunciation and the highest scores on listening tests.
This research has transformed the learning style, making pronunciation more engaging for students and enhancing the overall learning environment Additionally, it has significantly influenced the modernization of teaching methods at Hong Duc University.
1 Avery, P & Ethrlich, S (1992), Teaching American English Pronunciation,
11 th edition, New York: Oxford University Press
2 Baker, A & Goldstein, S (1990), Pronunciation pairs: an introductory course for students of English, Cambridge [England] ; New York: Cambridge
3 Bowen, T & Marks, J (1992), The pronunciation book: student - centered activities for pronunciation work, Harlow : Longman
4 Burns, R B (1994) Introduction to Research Methods Melbourne
5 Grant, L (2014) Prologue to the myths: What teachers need to know In L Grant (Ed.), Pronunciation myths Ann Arbor: University of Michigan Press, 1–33
6 Hancock, M (2003), English pronunciation in use, 3 rd edition, New York: Cambridge University Press
7 Hewings, M (2004), Pronunciation Practice Activities, 4 th edition, New York: Cambridge University Press
8 Jones, D (1998), The pronunciation of English, New York: Cambridge University Press
9 Kemmis & Mc Taggart (1988) Action Research Universidad Autónoma De Madrid
10 Kenworthy, J (1987), Teaching English Pronunciation, 7 th edition, London, New York: Longman
11 Pennington, M C (1996), Phonology in English language teaching: an international approach, London, New York: Cambridge University Press
12 Halsey, A.H (1972) Educational priority EPA Problems and Policies Volume 1
13 Hancock, M (1995),Pronunciation games,Cambridge: New York:
14 Hewings, M & Goldstein, S (1998), Pronunciation plus: practice through interaction: North American English, Cambridge, U.K ; New York : Cambridge
15 Kelly, G (2000), How to teach pronunciation, London: Longman
16 Macneil, D (1987), Teaching pronunciation to Vietnamese students
Australia : A program support group research
17 Macneil, D Into speech, bilingually : An individual pronunciation course for
Vietnamese learner, Adult Migrant Education Services
18 Maurer Smolder, C (2012), Be understood! :a pronunciation resource for every classroom, Cambridge: Cambridge University Press
19 Meyers, C M & Holt, S (2001), Pronunciation for success: student workbook, Burnsville, MN : Aspen Productions
20 Nguyen, Quoc Hung (2009), Ky thuat luyen phat am tieng Anh My,
NXB Tong Hop Thanh Pho Ho Chi Minh
21 O'Connor, J D (1990), Better English pronunciation, 2 nd edition, New York: Cambridge University Press
22 Roach, P (1983), English Phonetics and Phonology, New York: Cambridge University Press
23 Tench, P (1981), Pronunciation skills.3 rd edition, London: Macmillan
24 Trim, J L.M (1975), English pronunciation illustrated, New York: Cambridge University Press
25 Underhill, A (2005), Sound foundations: learning and teaching pronunciation, Oxford : Macmillan
26 Wallace, M.J (1998) Action research for language teachers Cambridge
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
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
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 ………