Statement of the problem and rationale of the study
In recent decades, the demand for English has surged, becoming essential for success in both academic and everyday life, particularly in Vietnam English serves not only as a global communication tool but also as a gateway to knowledge, prompting many Vietnamese to master the language for better opportunities Children in Vietnam begin learning English at an early age, as parents believe that younger learners acquire the language more effectively To cater to this growing need, numerous English centers have opened in Hanoi, where teachers implement innovative methods and resources to enhance learning Additionally, technology-integrated language teaching and online platforms have emerged as valuable tools for both students and educators, providing effective materials for language acquisition.
After three years of teaching at English centers in Hanoi and five months with the study participants, the researcher observed that many students struggle with poor pronunciation and incorrect word stress While their grammar, fluency, and ideas are generally strong, they face challenges in pronouncing specific consonants, vowels, and similar sounds in English Additionally, students often produce words and sentences with incorrect stress patterns or lack of stress altogether.
The researcher has observed that students show a lack of enthusiasm for learning pronunciation and struggle to correct their mistakes In contrast, many of these students are highly engaged in using the Internet on their computers or mobile phones, often playing games or watching films daily This disparity has sparked the researcher’s interest in exploring effective methods to enhance pronunciation learning.
Utilizing websites for pronunciation instruction offers a comprehensive approach to learning English sounds, featuring standard video clips alongside a variety of engaging exercises, games, quizzes, and illustrated activities that appeal to children These online resources not only enhance pronunciation skills but also allow students to revisit and practice words, phrases, and sentences at home, fostering a more effective learning experience.
Recent studies have explored the effectiveness of technology in English language teaching, particularly focusing on pronunciation For instance, Nguyen Thi Kim Dung (2014) identified the challenges faced by teachers when using IT tools, such as MS PowerPoint, to teach medical vocabulary to second-year students at Thanh Hoa Medical College, and offered recommendations for improving the effective use of these technologies.
In recent studies, such as Tran Thi Tuyet Mai's research at Duy Tien C High School (2010) and Trieu Ngoc Tuan's study on multimedia for teaching pronunciation at Crazy Ones English Center (2015), the effectiveness of using traditional English songs and multimedia tools to improve pronunciation has been highlighted These studies primarily focused on high school and college students who had extensive experience with English In contrast, the current research aims to enhance pronunciation skills among children aged 8-10 at various English centers, utilizing websites as a more targeted approach than previous studies.
Aims and objectives of the study
This research focuses on utilizing websites to enhance the pronunciation skills of children aged 8 to 10 at a designated English center The researcher outlines several key objectives to achieve this goal.
- Investigating how students in class Movers 6 at the English center improve
3 their pronunciation after using the pronunciation instruction websites in teaching and learning pronunciation
- Identifying class Movers 6 students‘ attitude towards the use of pronunciation websites for improving pronunciation
- Finding out class Movers 6 students‘ feelings about the activities applied to improve their pronunciation through using these websites
Research questions
In a nutshell, the researcher is going to answer three following questions:
1 To what extent does using pronunciation instruction websites in teaching and learning pronunciation contribute to the improvement of’ pronunciation of the students in class Movers 6 at the English center?
2 What is the attitude of the students in class Movers 6 at the English center towards the use of pronunciation instruction websites for improving pronunciation?
3 What do the students in class Movers 6 at the English center think about the activities applied to improve their pronunciation through using these websites?
Scope of the study
Vietnamese children face several challenges in learning English, including difficulties with grammar, vocabulary, and the four fundamental skills: listening, speaking, reading, and writing Among these, speaking is particularly crucial for effective communication Pronunciation plays a vital role, encompassing various elements such as vowels, consonants, stress, intonation, rhythm, assimilation, elision, linking, and tones However, this research will focus specifically on two key aspects of pronunciation: consonants and vowels, as well as word stress.
In terms of methods, there are a lot of methods to help children improve pronunciation; however, in modern society, using Information Technology in
Learning English is essential and increasingly convenient due to the rise of the Internet Numerous websites dedicated to English learning, especially in pronunciation, have become widely accessible Therefore, the researcher advocates for the enhanced and more effective use of information technology and online resources to improve English pronunciation in the future.
Significance of the study
Pronunciation plays a crucial role in assessing speakers' cohesion and fluency It is vital for individuals aiming to enhance their speaking and listening skills for effective communication This is especially important for children, as good pronunciation helps build their confidence in expressing ideas and motivates them to improve their English language learning.
This small-scale study aims to explore the effectiveness of using websites in teaching English pronunciation, with the goal of enhancing students' pronunciation, speaking skills, and confidence in communication Upon completion, the research is expected to provide valuable insights for teachers and researchers alike, serving as a useful resource for improving English pronunciation instruction for children.
Research methods
This research aims to explore the effectiveness of websites in enhancing students' pronunciation skills, utilizing action research as the primary method The researcher meticulously selected the study subjects and participants, employing both qualitative and quantitative methods for data analysis.
This research employs a quantitative method to analyze data from pre-tests and post-tests, drawing conclusions through inferential statistics Additionally, it examines survey questionnaire data to assess students' attitudes toward the use of pronunciation websites in their pronunciation learning.
Furthermore, qualitative method is used to analyze the tape recordings and teacher‘s observation and notes.
Organizations of the study
The minor thesis is composed of five following parts and chapters:
This part presents the statement of the problem and rationale of the study, aims and objectives, research questions, the scope, the significance and methods of the study.
LITERATURE REVIEW
Pronunciation
Pronunciation can be defined in several ways, but Hornby (2003) succinctly describes it as "the way in which a word or a particular sound is pronounced" (p 1015) Additionally, Dalton and Seidlhofer offer further insights into this essential aspect of language Understanding pronunciation is crucial for effective communication and language learning.
(1994) defined pronunciation as the production of significant sounds
What‘s more, according to Adult Migrant English Program Research Centre
Pronunciation encompasses the production of sounds essential for conveying meaning in a language It involves attention to specific sounds (segments) as well as suprasegmental features like intonation, phrasing, stress, timing, and rhythm Additionally, it considers voice quality and, in a broader sense, includes gestures and expressions that enhance verbal communication.
Pronunciation is widely recognized as a method of sound production that is accepted and understood within a language Otlowski (2004) emphasizes this concept, while Gilakjani (n.d) elaborates that pronunciation consists of habitual sound production acquired through repetition and correction of errors Both scholars agree that effective pronunciation involves focusing on specific language sounds (segments) as well as other speech elements, highlighting its importance in language education.
From the statements mentioned above, the author can conclude that pronunciation is the way of speaker to produce segmental and suprasegmental sound that is accepted or generally understood
Pronunciation plays a crucial role in language teaching and learning, as it is essential for effective communication While mastery of grammar and vocabulary is important, incorrect pronunciation can hinder understanding between speakers and listeners Therefore, focusing on pronunciation is vital for successful language acquisition.
Wong (1993) emphasizes the crucial link between pronunciation and listening comprehension in effective communication Speakers must use appropriate rhythm and intonation patterns, as listeners rely on these cues to understand spoken English accurately If the rhythm and intonation differ, it can lead to misunderstandings Additionally, listeners must grasp how speech is structured and the meanings behind various intonation patterns to interpret messages correctly Therefore, mastering pronunciation is essential for learners to enhance their comprehension of spoken English.
Pronunciation is a critical challenge for non-native English speakers, as highlighted by Hope Speak (2014) Poor pronunciation can result in negative perceptions, misunderstandings, and ineffective communication Even with a strong vocabulary and good grammar, a heavy foreign accent can lead others to view you as a poor English speaker Ultimately, having an extensive vocabulary is futile if you cannot pronounce words correctly, as it hinders understanding and effective interaction.
As mentioned above, it is surely that pronunciation plays a very important role in communicative competence because successful communication cannot take place without correct pronunciation (Celce-Murcia, Briton and Goodwin, 1996).
Pronunciation in language teaching
2.1 Pronunciation as an aspect of communicative competence
Numerous studies highlight the significance of pronunciation training in enhancing learners' communicative competence Pennington (1996) asserts that pronunciation is a crucial element in second language acquisition, a sentiment echoed by Morley (1998), who emphasizes its vital role in overall communicative effectiveness Additionally, Kelly (2006) points out that mispronouncing phonemes can severely hinder comprehension for listeners from different language backgrounds.
Learners with strong grammar and vocabulary may still struggle to understand and communicate effectively with native speakers, leading to frustration Additionally, improper use of suprasegmental features like stress and intonation can significantly hinder effective communication.
Fraser (1999) emphasizes that effective English speaking encompasses several sub-skills, with pronunciation being the most crucial She notes that a speaker with strong pronunciation can still be understood despite other mistakes, while poor pronunciation can hinder comprehension, even if the speaker is accurate in vocabulary, grammar, and pragmatics.
Hewings (2004) highlights that challenges in pronunciation can hinder students from effectively communicating their messages, even if they use the correct vocabulary Additionally, these pronunciation difficulties may lead to misunderstandings when trying to comprehend spoken language.
Yong (2004) highlights that traditional English learning methods have often overlooked essential speaking skills, which were previously adequate due to limited international communication However, with the rise of global interactions in the 21st century, effective oral communication has become increasingly vital He argues that mere reading and writing proficiency is insufficient for economic development, emphasizing the necessity of face-to-face and online communication Furthermore, Yong stresses that proper pronunciation is fundamental to speaking, as English serves as the primary global communication tool Mispronunciation can lead to misunderstandings, ultimately hindering learners' social, academic, and professional progress.
Dan (2006) asserts that language competence encompasses various elements, with phonetics playing a crucial role Both theoretical and practical understanding of phonetics forms the foundation of effective speaking, making pronunciation essential for clear communication.
Good pronunciation might make the communication easier, more relaxed and more useful Almost all learners rate pronunciation as a priority and an area in which they need more guidance
Pronunciation is essential in today's world, especially for effective oral communication Therefore, mastering pronunciation is crucial for learners of foreign languages, particularly for those studying English.
According to Celce-Murcia (1987), the field of modern language teaching has developed two general approaches to the teaching pronunciation: Intuitive- imitative approach and Analytic- linguistic approach
The intuitive-imitative approach relies on the learner's capacity to listen and mimic the rhythms and sounds of the target language, without explicit instruction This method necessitates the availability of audio resources such as phonograph records, tape recorders, language labs, and, more recently, audio and video cassettes and compact discs.
In 1995, it was suggested that teachers adopt an intuitive and communicative approach to teaching pronunciation at the outset This method allows students to engage with pronunciation in a natural way before delving into a more analytical examination of phonological elements.
The analytic-linguistic approach enhances language learning by employing tools like a phonetic alphabet, articulatory descriptions, and charts of the vocal apparatus It emphasizes the importance of segmental features, such as sounds and rhythms, by encouraging learners to focus on these elements through listening, imitation, and production This method is designed to complement the intuitive-imitative approach rather than replace it, providing a structured framework for understanding the target language.
Two other common approaches to teaching pronunciation stated by Tench
(1984), Pennington (1989), Jones and Evans (1995), Dalton and Seidlhofer (1994) are approaches of Bottom-up and Top-down
The bottom-up approach emphasizes accuracy from the outset of a course, guiding teachers to focus on the smallest, most concrete elements of pronunciation By starting with individual sounds and gradually progressing to more abstract concepts like intonation and thought groups, educators effectively enhance learners' pronunciation skills.
The top-down approach emphasizes the importance of contextualized sounds in connected speech, guiding teachers to progress from larger elements of pronunciation, such as intonation and thought groups, down to individual sounds.
The integrated approach to language teaching, as discussed by Hewings and Goldstein (2004), emphasizes the importance of pronunciation alongside grammar and vocabulary In this method, teachers prioritize pronunciation by incorporating it into various aspects of language learning, such as linking vocabulary with pronunciation and highlighting the relationship between grammar and pronunciation.
Pronunciation classes are approached differently by various researchers Colin Mortimer (1985) identifies key elements such as weak forms, clusters, linking, contractions, and stress In contrast, Gerald Kelly (2000) expands on this by emphasizing the importance of vowels, consonants, word and sentence stress, intonation, connected speech, and spelling Furthermore, Jennifer Jenkins (2004) offers a more comprehensive view, highlighting that effective pronunciation teaching encompasses consonant and vowel sounds, their alterations in connected speech, word stress patterns, rhythm, and intonation.
In short, because of the scope of this study, among aspects mentioned above, the researcher chose consonant and vowel sounds and word stress to teach to children
English learners must accurately pronounce letter sounds, as they form the foundation for word formation It is crucial to understand that English pronunciation often does not align with spelling, leading to confusion due to the irregular sound and spelling patterns Additionally, the language has incorporated numerous words from languages like Latin and Greek, further complicating these correspondences.
Ideas on pronunciation teaching and learning
Changing outlooks on language learning and teaching have influenced the view of language competence, which leads to a shift from specific linguistic
In Morley's 1991 framework, 12 competencies were identified to enhance communicative skills for both teachers and students Historically, pronunciation instruction primarily concentrated on segmental features, beginning with phonetic alphabets during the Reform Movement (Celce-Murcia et al., 1996) Phonetic training aimed to cultivate effective speech habits, with minimal pair drills extensively employed to help learners differentiate phonemes in both listening and speaking activities (Celce-Murcia et al., 1996).
Research by Anderson-Hsieh in the early 1990s shifted the focus of pronunciation teaching from segmentals to suprasegmentals, emphasizing their crucial role in enhancing intelligibility for speakers of English as a foreign language This shift has led to numerous studies exploring the impact of suprasegmentals on intelligibility and teaching methodologies Consequently, many instructional resources have emerged, advocating for the integration of suprasegmental teaching at the production level to help learners improve their communicative clarity.
Morley (1991) emphasizes the importance of integrating pronunciation with oral communication, shifting focus from segmentals to suprasegmentals This approach highlights the need to address individual learner needs, implement meaningful task-based practices, develop innovative teaching strategies, and encourage peer correction and group interaction.
Teaching phonemes alone is insufficient for effective communication, as highlighted by Cohen (1977) Emphasizing meaningful communication, Morley (1991) asserts that intelligible pronunciation is crucial for communication competence, urging educators to incorporate pronunciation into their curricula and hold students accountable for their progress Without strong pronunciation skills, a learner's ability to communicate is significantly hindered, and neglecting these needs is a failure of professional responsibility, according to Morley.
Pronunciation websites
A website consists of a single page or a collection of interconnected pages that appear when a domain name is entered into a web browser It serves as the platform through which your audience engages with your online content, exemplified by this article hosted on the Hover website.
Pronunciation websites offer a range of resources, including images, videos, lessons, conversations, exercises, and quizzes, all focused on enhancing the pronunciation of English consonants, vowels, words, phrases, and sentences These platforms are designed to support both teaching and learning, making them valuable tools for improving pronunciation skills.
Theoretical background of technology and websites application in language
The advancements in international science and technology have significantly transformed teaching and learning methods each year It is essential to evaluate the role of technology in foreign language classrooms, also known as educational technology (Harmer, 2001).
The grammar-translation method has long been the most widely used approach to language teaching, relying on traditional tools like chalk, blackboards, pens, paper, and textbooks, all of which are enhanced by educational technologies According to Warschauer and Carla Meskill (2000), nearly every type of foreign language classroom instruction is supported by specific technologies The blackboard, in particular, serves as an excellent tool for the grammar-translation method, allowing teachers to utilize it for various purposes such as note-taking, providing explanations, and displaying visuals However, despite the advantages of these educational technologies, they do not always function effectively.
In Vietnam and globally, traditional educational technologies are still prevalent among teachers and educators However, modern media such as radios, cassette players, recorders, movies, and television have significantly enhanced teaching and learning experiences As noted by Nguyen Lan Trung (2002), these advancements have transformed classroom dynamics and facilitated learners' knowledge acquisition, making foreign language classroom activities more engaging and effective.
Modern media enhances the learning experience for both teachers and students by making foreign language acquisition more accessible and engaging Learners can effectively grasp new languages through various mediums, such as listening to CDs and tapes, watching films and programs, or viewing images displayed on computer screens.
The computer has become an invaluable multipurpose tool for foreign language education, revolutionizing traditional methods through the innovative advancements introduced by the emerging field of Information Technology (IT).
Teachers and students can effortlessly access language teaching and learning resources through CD/DVD-ROMs and the Internet The continuous production and programming of foreign language CDs/DVDs cater to the growing demand for effective educational materials.
Foreign language (FL) teaching and learning are significantly enhanced by two key resources: encyclopedias and FL dictionaries Comprehensive encyclopedias like Encarta, Grollier, and Hutchinson provide extensive knowledge across various fields, complete with maps, photos, and films For educators and learners of foreign languages, FL dictionaries serve as invaluable reference tools, readily accessible in both CD-ROM formats and online Undoubtedly, the Internet has emerged as the most convenient source for educational materials in this domain.
The Internet serves as a vast virtual library, offering an extensive array of topics in one convenient location (Dede & Peta, 2001, p.36) Popular search engines like Google, Yahoo, and Alta Vista enable teachers and students to easily find a wealth of related information using simple keywords Foreign language students and educators particularly benefit from utilizing websites as authentic resources for research and reference Each webpage is assigned a unique URL (Uniform Resource Locator), and many sites are specifically designed for foreign language learners, providing opportunities to search for information, exchange emails, complete exercises, and play educational games.
Advantages and disadvantages of using pronunciation websites in pronunciation
There are certainly lots of advantages of using websites for pronunciation instruction First of all, students have chance to access to authentic voice since there
Native speaker video and audio clips are valuable resources that enable teachers to save time and energy, allowing them to focus on guiding students in their self-study and monitoring their progress Additionally, websites provide students with the opportunity to practice pronunciation at home without teacher assistance These platforms also enhance motivation and relaxation through engaging illustrations, clips, games, and quizzes that make studying enjoyable Furthermore, students can assess their pronunciation skills using recording functions, tests, and quizzes available on these sites.
When utilizing websites for language instruction, teachers must ensure optimal conditions, including reliable power, stable internet connection, and functional audio-visual equipment, as any technical failure can disrupt the lesson Additionally, finding pronunciation websites that cater to both students' levels and interests while being user-friendly for teachers can be challenging Teachers must also vigilantly monitor students to prevent distractions from unrelated websites and confirm that they are accurately imitating sounds from the provided audio or video materials.
Websites evaluation
In today's digital landscape, countless websites offer resources for English teaching and learning, making it crucial for both educators and students to identify valuable tools The overwhelming influx of information online often leads to an abundance of irrelevant content, raising concerns about the educational quality and applicability of web resources As noted by Luhmann (1996) in Sofos & Kostas (2009), the accumulation of information on the Internet tends to follow a non-systematic approach, differing significantly from the structured organization found in traditional media This highlights the need for careful navigation and selection of online educational materials.
In the online environment, users act as both content producers and consumers, resulting in a vast amount of raw information generated by numerous individuals without educational context, which fails to support effective classroom learning design Consequently, evaluating information resources becomes essential for any content published on the web.
In the context of the learning and teaching process, it is essential to evaluate through a pedagogical approach and media-didactic theory Web resources play a crucial role in supporting active learning by incorporating diverse media elements, which are recognized as quality content.
Numerous scholars and organizations have established criteria for evaluating educational websites, focusing on aspects such as platform requirements, goals, content, pedagogy, usability, and costs Kapoun (1998) identified five key criteria: accuracy, authority, objectivity, currency, and coverage, while Jackson (2000) expanded this to six, emphasizing the need for personal assessment based on established standards He encouraged adapting existing criteria to align with individual organizational priorities or creating new ones Hsu, Yeh, and Yen (2006) noted that standardized and objective design criteria are essential for distinguishing the quality of web-based learning platforms, ultimately enhancing learning outcomes.
The two websites chosen for this research were meticulously evaluated against various criteria, including authority, purpose, accuracy, currency, content, functionality, cost, and accessibility Overall, both selected websites effectively meet these standards, demonstrating their reliability and usefulness for pronunciation resources.
The first selected website is http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vowel_sh ort_1.shtml
This English learning website, created by the reputable BBC, offers a comprehensive resource for students to master vowel and consonant pronunciation through a series of instructional video clips It features quizzes and interactive activities that allow learners to practice and assess their pronunciation skills The platform is designed by a team of experienced native teachers and professionals, ensuring an engaging and user-friendly experience with easy navigation Regular updates maintain its functionality, with no broken links, while the site incorporates various media formats, including videos, PDFs, and audio, along with links to external resources like YouTube and encyclopedias Furthermore, this valuable educational tool is consistently available for free and provides quick accessibility for all users.
The second website is http://www.shiporsheep.com/
This website is an excellent resource for students to practice minimal pairs, focusing on English pronunciation and speaking skills Created by Tim Bowyer, an experienced English teacher and founder of the British Institute schools in Indonesia, it features American English pronunciation and aligns with other reliable language resources The site is regularly updated and includes engaging animated illustrations and audio sounds for easy access and practice While many entries are free, some require a membership fee.
METHODOLOGY
The context of the study
Founded in 2013, the young English center in Hanoi focuses on training English skills for students aged 4 to 17 The center is equipped with modern teaching facilities, including five classrooms that facilitate the use of IT in education, featuring projectors, computers, and speakers Additionally, most students have access to information technology at home through smartphones or computers, ensuring they are proficient in using computers and navigating the Internet.
In terms of courses, all classes are taught 4 main English skills including listening, speaking, reading and writing; however, there is no specific course for pronunciation only
The researcher has worked as a part-time teacher for 3 years Class Movers 6 was selected for the subjects of the study because the researcher has taught them for
5 months and realized that they are really in need of help with speaking, especially pronunciation.
Action research
Action research is defined as an inquiry aimed at understanding, evaluating, and ultimately improving educational practices (Bassey, 1998) It involves individuals within a social situation conducting a study to enhance both their practices and their comprehension of the context (Winter & Munn-Giddings, 2001) This dual focus on improvement and understanding embodies the core philosophy of the action research approach.
This study aimed to investigate the effectiveness of pronunciation websites in enhancing learners' pronunciation skills It explored the specific activities that teachers employed in the classroom using these websites and assessed whether these resources contributed to building students' confidence in their speaking abilities.
The study aims to enhance English speaking skills post-training, with a focus on promoting effective pronunciation teaching and learning in the classroom Achieving these objectives requires a commitment to action and reflection, which inspired the pursuit of action research The insights from McNiff and Whitehead (2005) have further motivated and supported this initiative.
Action research is an effective method for personal and professional development, allowing practitioners to investigate and evaluate their work while formulating their own theories of practice According to Whitehead (1989) and McNiff (1993), it addresses questions that concern us and seeks solutions As Stenhouse (1983) notes, teachers assume dual roles as educators and researchers, which enables them to enhance their professional competence and improve student learning outcomes through action research (McNiff, 2003).
According to Glen Doyle (n.d), there are three types of action research which are individual teacher research, collaborative action research and school wide action research
Individual teacher research involves a single educator conducting a study focused on a specific classroom issue, such as classroom management, instructional strategies, or student learning This process may include gathering data or observing student participation, often with support from supervisors, instructors, or parents However, a significant drawback is that findings may remain unpublished unless the teacher shares them through faculty meetings, conferences, or written submissions to journals or newsletters Consequently, multiple teachers might address the same problem independently, unaware of each other's efforts.
Collaborative action research involves two or more teachers, along with other stakeholders, working together to address specific classroom or departmental issues These issues can range from challenges faced by a single classroom to common problems encountered across multiple classrooms Support may come from external partners such as universities or community organizations, and participants can include teachers, principals, university professors, and school board officials The study group typically convenes every 2-4 weeks for a few hours over the course of a year, focusing on a topic chosen based on the needs of the school.
2.2.3 The school wide action research
The school-wide action research process engages the entire faculty alongside a school consortium, committing to a three-year program aimed at long-term renewal in a specific academic area This collaborative effort is driven by the collective actions of the group, beginning with a school-site study group composed of 6-10 members, including the principal, teachers, counselors, media specialists, and other staff This study group convenes regularly to facilitate the research process.
Every two weeks, a study group dedicates two hours to focus on a specific academic area where teachers can make a significant impact The group learns to implement the action research process, enabling them to collect, organize, and analyze data about students and their learning environments This collaborative effort enhances their understanding of effective teaching practices, identifies staff development needs, and formulates action plans to improve the learning environment Participants are encouraged to attend training sessions on the action research process to broaden their skills As the study progresses, the insights gained are shared across the school community, clarifying objectives for school improvement Ultimately, the action research serves as a tool for ongoing assessment and monitoring of the school improvement plan.
23 significant whole school reform, schools should continue the study in one focus area for a minimum of three years
Each of these types of action research has its own benefits When choosing the type of action research that suits your group best you must consider the following points:
2) Support provided by outside agencies such as universities, intermediate service agencies
The researcher chose to conduct individual teacher research to directly assist her students in improving their pronunciation, as she wanted to personally engage in the research process to achieve this goal effectively.
Kemmis and McTaggart (1988) introduced a straightforward model illustrating the cyclical nature of the action research process, which consists of four key steps: planning, acting, observing, and reflecting This model effectively captures the essence of action research, as depicted in Figure 1.
Figure 1 Simple action research model
According to Susman (1983), the research cycle consists of five distinct phases First, a problem is identified, followed by the collection of data for a thorough diagnosis Next, various potential solutions are gathered, leading to the implementation of a chosen action plan After the intervention, data on its results is collected and analyzed, allowing for interpretation of the findings based on the action's success Subsequently, the problem is re-evaluated, initiating another cycle of the process, which continues until the issue is resolved.
Figure 2 Detailed action research model
Action research is primarily aimed at addressing real-world problems, making it particularly useful in practical settings Typically, practitioners utilize this approach to enhance their understanding of their own practices However, effectively addressing problems through action research requires specific methodological knowledge, which may not always be readily available (O'Brien, 2001) This approach emphasizes a holistic perspective on problem-solving, rather than relying on a single method for data collection and analysis It permits the use of various research tools throughout the project, employing techniques commonly associated with qualitative research, such as maintaining detailed records.
25 research journal, documenting data collection and analysis, participant observation recordings, self-assessment tools such as reflective report etc, structured and unstructured interviews and case studies
In this study, the researcher opted for a simplified model from Kemmis and McTaggart due to the constraints of a small scale and limited time The first cycle was conducted in four key steps: planning, acting, observing, and reflecting.
2.4 The reasons of choosing action research for this study
Action research is a practical approach that enables teachers to enhance their teaching methods within a specific classroom context By engaging in action research, educators can directly influence their teaching practices to achieve positive outcomes, which are often more effective than merely observing or analyzing existing data Each classroom presents unique challenges based on factors such as learner levels, course objectives, and student motivation To effectively improve students' English proficiency, teachers must conduct research within their own classrooms to identify issues and propose viable solutions.
The researcher aims to improve her students' pronunciation by assessing the effectiveness of using websites as a learning tool in her classroom She believes that enhancing English pronunciation positively motivates students, fostering a greater love for learning the language.
The participants of the study
The study involves 15 children aged 8 to 10 years old from the Movers 6 class at an English center, consisting of 8 girls and 7 boys who have completed the "Incredible English 3" course by Oxford University Press These participants were selected due to their pre-elementary level of English proficiency and limited knowledge of pronunciation, making it crucial to address potential errors early in their learning journey Additionally, as all participants are directly taught by the researcher, this facilitates a more convenient approach for conducting the study.
Data collection instruments
The research employed a mixed-methods approach, utilizing both quantitative and qualitative techniques Key instruments included pre-test and post-test assessments focused on pronunciation, alongside a questionnaire assessing students' attitudes toward the use of websites after the course Additionally, classroom observations by the teacher provided valuable insights into students' attitudes and the overall classroom environment.
4.1 Pre-test and post-test
Before training in pronunciation, learners were assessed on forty-four English sounds and stress through a pre-test consisting of forty-four words and ten sentences After ten weeks of training, students took a post-test identical to the pre-test, which is acceptable for pronunciation evaluation since the primary goal is to check the accuracy of sound pronunciation, making retention issues less relevant It is important to note that while vocabulary and grammar assessments should ideally use different items to prevent memorization, the consistency in testing pronunciation allows for valid comparisons between the pre- and post-tests.
4 months; therefore, preventing memorization was feasible
All the students‘ tests were recorded to use in data analyzing step The contents of the tests were taken from the book ―Incredible 3‖ and the two selected websites
To enhance the reliability and validity of the study, the researcher developed marking schemes for the pre- and post-tests, which were subsequently reviewed by a native English teacher for accuracy Each test has a maximum score of 10, with a penalty of 0.25 points deducted for each error in consonant pronunciation, vowel pronunciation, or word stress.
According to Bell (1993), questionnaires serve as an effective tool for rapidly gathering specific information This particular questionnaire aims to assess students' attitudes towards the use of websites in teaching and learning pronunciation.
After the final lesson of the pronunciation training series, a questionnaire was administered to the students This questionnaire is divided into three sections: the first part includes eight items rated on a 1-5 Likert Scale to assess students' attitudes towards using pronunciation websites for enhancing their pronunciation skills, while parts two and three provide additional supportive data.
31 for answering the question related to the students‘ feelings about activities used in pronunciation lessons
Observation is a fundamental method for understanding our surroundings, as highlighted by Anis (2015) This technique enables researchers to gather reliable information through direct visual analysis of events and processes, making it an essential tool for information acquisition.
Observation was selected as a key research tool to analyze participants' attitudes towards activities in pronunciation lessons utilizing pronunciation websites Due to the researcher’s role as the primary teacher, direct observation during class was not feasible To address this challenge, video recordings were utilized, allowing the researcher to review and take notes from home.
RESULTS AND DISCUSSIONS
The improvement of students‘ pronunciation by using the pronunciation
1.1 Scores of pre-test and post-test
Table 1: Scores of pre-test and post-test
Students’ code Pre-test Post-test
To assess the enhancement of students' pronunciation, the researcher will compare pre-test and post-test results Initially, the overall test outcomes will be analyzed, followed by a detailed discussion of individual performance improvements.
The difference in scores between the pre-test and post-test was presented in the following charts
Chart 1: Overall mean score of students’ pre-test and post-test
The post-test results revealed a significant improvement in students' pronunciation, with an average score of 7.4 compared to the pre-test score of 5.6 This increase indicates that students have likely enhanced their pronunciation skills.
Overall mean score of pre-test and post-test
Table 2: The percentage of students’ scores
Score Pre-test (%) Post-test (%)
Chart 2: Scores of students’ pre-test and post-test
The analysis of student performance revealed significant changes between the pre-test and post-test scores In the pre-test, scores ranged from 3 to 7.5, with 33.3% of students achieving a score of 7, yet a notable 46.6% scored 5 or lower, indicating poor pronunciation skills, as no students reached a score of 8 or above In contrast, the post-test results showed an improvement, with scores varying from 5.5 to 9, and none of the students scoring below 5.5 Remarkably, the percentage of students achieving scores of 8 and above surged from 0% in the pre-test to 46.6% in the post-test, reflecting a substantial enhancement in their pronunciation abilities by the end of the course.
1.2 Pre-test and post-test analysis
After pre-test, the researcher has summarized some common problems that students encountered and put them in the analysis as follow:
Students faced challenges with both vowel and consonant sounds, particularly with the pronunciation of the vowel sound /ổ/, which is absent in the Vietnamese language As a result, they often substituted it with more familiar sounds like /e/ or /a/ Additionally, many students struggled to differentiate between short and long vowel sounds, such as /i:/ and /i/ When it came to diphthongs, students tended to pronounce them as a single sound rather than as two distinct vowel sounds; for example, /ei/ was pronounced similarly to "ây."
Students faced greater challenges in pronouncing consonant sounds compared to vowel sounds, with a frequent mistake being the omission of ending consonants, as these are not pronounced in Vietnamese Additionally, many students substituted specific English sounds with their Vietnamese equivalents, notably /θ/, /ð/, /ʃ/, /ʧ/, /ʒ/, and /ʤ/.
Vietnamese speakers often struggle with English pronunciation, leading to common errors such as replacing the /θ/ sound with "th," mispronouncing /ʒ/, /ʤ/, and /j/ as /z/ or "d," and confusing /ʃ/ with /s/ Additionally, the consonant cluster /tr/ is often pronounced like the Vietnamese "tr," resembling /ʧ/ Distinguishing between /n/ and /l/ can also be challenging for some students due to dialectal influences Furthermore, many students face difficulties with consonant clusters, frequently inserting an /ə/ sound between two consonants, and often add /s/ to the end of nearly every word they pronounce.
Many students struggle with stressing multi-syllable words, often pronouncing each syllable with equal effort This approach not only slows their speaking pace but also makes their speech difficult to understand While some students recognize the importance of stressing multi-syllable words, they often fail to emphasize the correct syllables As a result, their pronunciation of these words can sound awkward and challenging to comprehend.
At the conclusion of the course, students demonstrated increased awareness of the distinctions between long and short vowel sounds, leading to more careful pronunciation However, many still struggled with the vowel sound /ổ/ and did not pronounce diphthongs sufficiently long Additionally, sounds such as /θ/, /ʧ/, /k/, /ʤ/, /ʃ/, /ʒ/, and /ð/ remained challenging, even during final lesson activities Throughout the course, students consistently emphasized the last syllable in their speech, resulting in unnatural pronunciation, particularly with adjectives ending in –ese and -ous Despite these challenges, the post-test revealed significant improvement in pronunciation for most students, although some maintained the same level of intelligibility as in the pre-test.
The students‘ attitude towards the use of pronunciation instruction websites for
The table below summarizes the results of the questionnaire answers of students
The data collected were counted in frequency and then computed into percentage
Table 3: The results of students’ questionnaire answers
Code: SA= Strongly agree, A= Agree, N= Not sure, D= Disagree, SD= Strongly disagree
1 I like studying with the pronunciation websites
2 I made great progress in pronunciation after studying with the pronunciation websites
3 The pronunciation websites are easy to use at home
4 I have chance to listen to the authentic voice
5 I feel interested in practising pronunciation with the pronunciation
6 I can learn new words when studying with the pronunciation websites
7 I can learn pronunciation with with the pronunciation websites without teacher‘s help
8 I can test my pronunciation when practising with with the pronunciation websites
A recent survey revealed that all students (100%) appreciated using pronunciation websites, noting significant progress in their pronunciation skills and the opportunity to listen to authentic voices while learning new vocabulary Additionally, a vast majority (93.3%) found these websites user-friendly, and 80% expressed a genuine interest in studying with them.
A recent survey revealed that 70% of students felt confident in learning pronunciation using online resources, indicating a strong preference for self-directed learning Only four students expressed uncertainty about their ability to learn independently, while just one student indicated a need for teacher assistance This highlights the effectiveness of pronunciation websites in supporting student learning.
From the result and the analysis above it can be concluded that the students have positive attitudes towards teacher‘s use of pronunciation websites to help them improve pronunciation.
The students‘ feelings about the activities applied to improve their pronunciation
There are two more questions in the questionnaire about students‘ evaluation of class activities discussed below
Table 4: Students’ evaluation of class activities Scale:
1= Very interesting and useful 2= Interesting and useful
3= Rather interesting and useful 4= Uninteresting and useless
1 Matching the symbols and the words
Based on table 3 above, most of activities used in the pronunciation lessons were supposed that they were (very) interesting and useful In details, among these
Among 46 activities, "Stress Snap" was the most favored, with 93.3% of students expressing enjoyment, while "Matching the Symbols and the Words" received only 13.3% approval, making it the least popular Additionally, 53.3% of students found four other activities interesting: "Odd One Out" (6.7%), "Silently Mouthing" (13.3%), "Running Dictation" (20%), and "The Tongue Twisters Game" (26.7%) Notably, none of the students deemed any activities uninteresting or useless This analysis indicates that the teacher effectively selected engaging activities from various sources to enhance students' pronunciation skills.
Table 5: Students’ answer about their favourite activity used in the lessons
8 Matching the symbols and the words
A recent survey revealed that students favored specific class activities to enhance their practice, with Stress Snap, Odd One Out, and Minimal Pairs Bingo being the top choices, selected by 93.3%, 86.7%, and 80% of students, respectively Conversely, the least motivating activity was Matching Symbols and Words, which garnered only 33.3% of student responses.
Furthermore, the the information taken from the observation also helped the researcher analyze students‘ attitude more deeply
The research revealed that student participation in class activities was generally positive, with many displaying enthusiasm, particularly during competitive pronunciation practices However, some students exhibited shyness and self-consciousness, which hindered their confidence to engage for fear of making mistakes, while others were dominant and eager to participate Additionally, during pronunciation games, students expressed disappointment when they did not win, but they quickly bounced back and showed increased effort in subsequent activities.
The research highlights students' performance during class, noting initial difficulties in articulating vowel and consonant sounds and issues with word stress, as identified in the pre-test analysis Over time, these challenges diminished for many, with some students showing significant improvement However, a portion of the class continued to struggle despite varying levels of effort, with some working diligently while others did not Notably, most students consistently completed their homework and tended to perform better in homework presentations compared to their participation in class activities.
Discussion
This study examined the impact of pronunciation websites on the pronunciation skills and attitudes of Class Movers 6 students The analysis of test scores, questionnaires, and lesson video clips clearly indicates that incorporating pronunciation websites significantly enhances students' pronunciation abilities.
Additionally, the students responded positively to the use of websites in pronunciation instruction Almost all of them agreed on some advantages of this
Utilizing effective methods can save time and energy for teachers while significantly boosting student motivation and fostering autonomy in self-study By providing opportunities for students to engage with authentic voices, these strategies create a more enjoyable and relaxed learning environment, ultimately reducing study-related stress Observations from video analysis indicate that incorporating websites into lessons captivates students' attention, enhances their motivation for learning pronunciation, and promotes independent learning.
Major findings of the research Error! Bookmark not defined 2 Implications
To assess the enhancement of students' pronunciation, the researcher will compare pre-test and post-test results Initially, the overall test outcomes will be analyzed, followed by a detailed discussion of individual performances that show significant improvement.
The difference in scores between the pre-test and post-test was presented in the following charts
Chart 1: Overall mean score of students’ pre-test and post-test
The post-test results show a significant improvement in students' pronunciation, with an average score of 7.4 compared to the pre-test score of 5.6 This increase indicates that students have likely enhanced their pronunciation skills.
Overall mean score of pre-test and post-test
Table 2: The percentage of students’ scores
Score Pre-test (%) Post-test (%)
Chart 2: Scores of students’ pre-test and post-test
The comparison between pre-test and post-test scores revealed significant improvements among students Pre-test scores ranged from 3 to 7.5, with 33.3% of students achieving a mark of 7, yet 46.6% scored 5 or lower, indicating poor pronunciation skills, as no students reached scores of 8 or above In contrast, post-test results showed scores from 5.5 to 9, with none of the students scoring below 5.5 Remarkably, the percentage of students achieving scores of 8 and above surged from 0% in the pre-test to 46.6% in the post-test, highlighting the effectiveness of the course in enhancing students' pronunciation abilities.
1.2 Pre-test and post-test analysis
After pre-test, the researcher has summarized some common problems that students encountered and put them in the analysis as follow:
Students faced challenges with both vowel and consonant sounds A significant issue was their inability to correctly pronounce the vowel sound /ổ/, likely due to its absence in the Vietnamese language, leading them to substitute it with the more familiar sounds /e/ or /a/ Additionally, many students struggled to differentiate between short and long vowel sounds, such as /i:/ and /i/ When it came to diphthongs, they often failed to pronounce them with the necessary length and treated them as single sounds, as seen in their pronunciation of /ei/ as "ây."
Students face greater challenges in pronouncing consonant sounds compared to vowel sounds, with a common error being the omission of ending consonants, as these are typically not articulated in the Vietnamese language Additionally, many students tend to substitute certain English consonant sounds, such as /θ/, /ð/, /ʃ/, /ʧ/, /ʒ/, and /ʤ/, with their Vietnamese counterparts.
In Vietnamese, the pronunciation of certain English sounds often poses challenges for students For instance, the sound /θ/ is frequently replaced with "th," while /ʒ/, /ʤ/, and /j/ are often mispronounced as /z/ or "d." Additionally, /ʃ/ is commonly pronounced as /s/, and the consonant cluster /tr/ is articulated similarly to the Vietnamese "tr," resembling /ʧ/ Furthermore, some students struggle to differentiate between /n/ and /l/ due to dialectal influences Consonant clusters present another hurdle, as many students tend to insert an /ə/ sound between two consonants, disrupting the flow Lastly, it's noteworthy that numerous students have a tendency to add an /s/ sound to nearly every word they pronounce.
Many students struggle with the correct pronunciation of multi-syllable words, often applying equal stress to each syllable This approach not only slows their speaking pace but also makes their speech challenging to understand While some students recognize the importance of stressing certain syllables, they frequently place emphasis incorrectly, resulting in mispronounced words that sound strange and are hard to recognize.
At the conclusion of the course, most students demonstrated increased awareness of the distinctions between long and short vowel sounds and improved their pronunciation of these sounds However, challenges remained, particularly with the vowel sound /ổ/ and the length of diphthongs Additionally, many students struggled with specific consonant sounds such as /θ/, /ʧ/, /k/, /ʤ/, /ʃ/, /ʒ/, and /ð/, even during final lesson activities Throughout the course, a persistent issue was the tendency to emphasize the last syllable in pronunciation, leading to unnatural speech, especially with adjectives ending in –ese and -ous Despite these challenges, the post-test revealed significant improvement in pronunciation for most students, although some still exhibited the same level of intelligibility as in the pre-test.
2 The students’ attitude towards the use of pronunciation instruction websites for improving pronunciation
The table below summarizes the results of the questionnaire answers of students
The data collected were counted in frequency and then computed into percentage
Table 3: The results of students’ questionnaire answers
Code: SA= Strongly agree, A= Agree, N= Not sure, D= Disagree, SD= Strongly disagree
1 I like studying with the pronunciation websites
2 I made great progress in pronunciation after studying with the pronunciation websites
3 The pronunciation websites are easy to use at home
4 I have chance to listen to the authentic voice
5 I feel interested in practising pronunciation with the pronunciation
6 I can learn new words when studying with the pronunciation websites
7 I can learn pronunciation with with the pronunciation websites without teacher‘s help
8 I can test my pronunciation when practising with with the pronunciation websites
A recent survey revealed that all participating students (100%) found pronunciation websites beneficial for their learning, with 15 out of 15 agreeing they made significant progress and enjoyed the opportunity to listen to authentic voices while learning new vocabulary Additionally, 93.3% of students reported that these websites are user-friendly, and 80% expressed a genuine interest in using them for their studies.
A recent survey revealed that 70% of students felt confident in improving their pronunciation using online resources, indicating a strong preference for self-directed learning Only one student expressed a need for teacher assistance, while four others were uncertain about their requirements for support This highlights the effectiveness of pronunciation websites in fostering independent learning among students.
From the result and the analysis above it can be concluded that the students have positive attitudes towards teacher‘s use of pronunciation websites to help them improve pronunciation
3 The students’ feelings about the activities applied to improve their pronunciation through pronunciation instruction using websites
There are two more questions in the questionnaire about students‘ evaluation of class activities discussed below
Table 4: Students’ evaluation of class activities Scale:
1= Very interesting and useful 2= Interesting and useful
3= Rather interesting and useful 4= Uninteresting and useless
1 Matching the symbols and the words
Based on table 3 above, most of activities used in the pronunciation lessons were supposed that they were (very) interesting and useful In details, among these
In a recent survey of 46 activities, "Stress Snap" emerged as the most favored, with an impressive 93.3% of students expressing their enjoyment In contrast, only 13.3% appreciated the "Matching the Symbols and Words" activity, which had the lowest approval rating Other activities that garnered interest included "Odd One Out" at 6.7%, "Silently Mouthing" at 13.3%, "Running Dictation" at 20%, and "The Tongue Twisters Game" at 26.7% Notably, none of the students found any of the activities uninteresting or useless This analysis suggests that the teacher effectively selected engaging activities from various resources to enhance students' pronunciation skills.
Table 5: Students’ answer about their favourite activity used in the lessons
8 Matching the symbols and the words
A survey of student preferences for class activities revealed that the top three engaging activities were Stress Snap, Odd One Out, and Minimal Pairs Bingo, with 93.3%, 86.7%, and 80% of students selecting these options, respectively In contrast, the least motivating activity was Matching the Symbols and Words, which garnered only 33.3% of student responses.
Furthermore, the the information taken from the observation also helped the researcher analyze students‘ attitude more deeply
The research highlighted a positive trend in student participation, with many showing enthusiasm for classroom activities Notably, students were particularly attentive and motivated during competitive pronunciation practice However, the researcher observed a disparity in confidence levels; some students were shy and hesitant to engage due to fear of making mistakes, while others were eager participants Additionally, during pronunciation games, students expressed disappointment when they did not win, but they quickly bounced back and put forth greater effort in subsequent activities.
The research highlights student performance during class, noting initial challenges with articulating vowel and consonant sounds and issues with word stress as identified in pre-test analyses Over time, these difficulties diminished, with some students showing significant improvement, while others struggled to make progress by the course's end Among those who did not improve, a mix of effort levels was observed; some worked diligently, while others did not Notably, most students consistently completed homework and often performed better in their assignments than in class activities.
This study examined the impact of pronunciation websites on the pronunciation skills and attitudes of Class Movers 6 students Analysis of test scores, questionnaire responses, and lesson video clips clearly demonstrates that utilizing pronunciation websites significantly enhances students' pronunciation abilities.
Additionally, the students responded positively to the use of websites in pronunciation instruction Almost all of them agreed on some advantages of this
Limitations of the study
This study was conducted with a limited sample size of only 15 students, which may not be sufficient to draw conclusions that are representative of the entire population As a result, the findings may lack persuasive inference due to the small scope of the research.
The research was conducted towards the end of the school year, a time when many students were preoccupied with exam preparations, which limited their opportunities for practicing pronunciation at home.
Moreover, the study covered only two aspects of pronunciation that are consonant and vowel sounds and word stress
The evaluation of students' pronunciation in both the pre-test and post-test was subjective, as the researcher designed the assessments herself, with assistance from a native teacher for the grading process.