INTRODUCTION
Introduction
English has emerged as a global language essential for communication, commerce, and technological advancement, as noted by Richards (1991) In Vietnam, it is a compulsory subject in the educational system, with students focusing on improving their communicative skills The increasing emphasis on communicative approaches in English teaching has heightened the importance of correct pronunciation, particularly for students majoring in English at teacher training colleges Current research underscores that intelligible pronunciation is a crucial aspect of communicative competence, as it is often the most noticeable element when speaking English.
Vietnamese students face significant challenges in pronouncing English sounds due to the differences in sound systems between the two languages In Vietnamese, each letter typically corresponds to a single phoneme, while in English, the same letter can represent multiple sounds For instance, the letter 'a' can be pronounced in various ways in Received Pronunciation, such as /æ/ in "trap," /ɑː/ in "ask," /eɪ/ in "face," and /eə/ in "care." This inconsistency can lead to unintelligible pronunciation if learners are not aware of the different sounds associated with English letters.
As one of the oldest language teaching activities, dictation has been neglected by teachers For them, the word ‘dictation’ is synonymous with ‘old-fashioned’ and
‘teacher-centred’ In fact, with a number of studies and commentaries, dictation is regarded as a supportive learning technique It is thought that dictation can help develop
2 all language skills, that is, grammar, oral communication, listening comprehension, especially pronunciation
First-year students at Long An Teachers Training College are required to complete English courses using the "American English File" textbook Many students, despite having a solid grasp of grammar, struggle with pronunciation, leading to a lack of confidence in their communication skills and difficulties in listening and speaking This perception of pronunciation as unimportant and tedious hinders their learning To address this issue, I initiated a study on the benefits of dictation for enhancing pronunciation among EFL Vietnamese college students.
Rationale
Teaching pronunciation presents significant challenges, as educators frequently struggle to allocate sufficient class time to this crucial element of English instruction Repetitive sound drills, such as minimal pair exercises, often yield disappointing outcomes, leading both students and teachers to shy away from focusing on pronunciation Additionally, many students perceive English pronunciation as particularly difficult, while their strong emotional connections to their native language further complicate the learning process.
Dictation has a long-standing history as an effective language teaching and learning technique used globally Research indicates that it enhances various aspects of language proficiency, as noted by Davis and Rinvolucri (2002), who highlight that dictation offers activities suitable for diverse levels and ages, provides example texts, encourages students to create their own texts, and includes a variety of correction techniques Despite its numerous benefits, dictation remains underutilized in language education.
3 teaching English because some linguists/teachers consider it teacher-centered and old- fashioned
This study aims to enhance English pronunciation teaching by reintroducing dictation as an effective language learning tool As an English teacher, I propose innovative methods for utilizing dictation to engage EFL Vietnamese college students, ultimately helping them achieve clearer and more intelligible pronunciation.
Aims of the study
The aim of the thesis is to explore dictation and its benefits for teaching pronunciation to EFL Vietnamese college students.
Research questions
The thesis is designed to answer the two following research questions:
- What is the impact, if there is any, of dictation activities on EFL Vietnamese college students’ pronunciation?
- How often should dictation activities be used in order for EFL Vietnamese college students to achieve optimal results?
Scope of the study
Pronunciation is defined as the manner in which a word is spoken, particularly in a way that is widely accepted or understood, according to the American Heritage Dictionary (3rd edition, 1992) This definition serves as the foundation for the scope of this study on pronunciation.
In addition, this thesis was aimed at doing research among adult learners Young learners were not included in this research
The thesis is divided into five chapters:
Chapter 1 is an introduction to the whole thesis It includes the rationale of the study, aims of the study, research questions, scope of the study and thesis design of the study
Chapter 2 is about literature review This chapter consists of five parts It presents the definition and role of pronunciation in communication Factors affecting pronunciation learning, common pronunciation problems met by Vietnamese learners of English and methods to teach English pronunciation are also included in this chapter The next part of the chapter is about assessing EFL pronunciation ability, definition of dictation, history of dictation across foreign language methodologies, characteristics of dictation as well as different types of dictation and the use of dictation in teaching English pronunciation
Chapter 3 describes the methodology of the research which consists of research questions, participants, materials and procedure
Chapter 4, Findings and Discussions, presents a comprehensive analysis of how dictation influences participants' pronunciation and the impact of frequency The chapter concludes with a thorough discussion of the results and findings.
Chapter 5 is the conclusion of the research It presents summary of the findings, conclusions, limitations of the study and suggestions for further research
In the last part of the thesis, references and appendices are given in order to assure that the study is really valid
LITERATURE REVIEW
Pronunciation
Mastering pronunciation is crucial for students to communicate fluently and effectively It involves the accurate production of sounds that convey meaning and encompasses the accepted ways of uttering words Proper pronunciation not only enhances clarity in speech but also ensures that communication is understood by others.
Pronunciation refers to the manner in which a language, word, or sound is articulated As defined by the Oxford Learners Dictionaries, it encompasses the specific way in which words are pronounced Similarly, Wikipedia describes pronunciation as the method of speaking a word or language, highlighting the importance of how words are uttered.
Pronunciation, as defined by Ur (2001) and Richard (2002), refers to the sound of a language It is also described as the manner in which a word is spoken, particularly in a way that is widely accepted or understood, according to the American Heritage Dictionary (1992).
Cobbett emphasized in his 1831 work, "A Grammar of the English Language," that pronunciation is acquired in a natural way, similar to how birds learn to chirp and sing This insight highlights the importance of immersive learning for individuals, particularly soldiers, sailors, apprentices, and young learners.
2.1.2 Role of pronunciation in communication
Pennington in 1996 found out that the most important part of learning a second language rests on pronunciation Pronunciation is the foundation of speaking According to Yong
Since 2004, English has emerged as the dominant global means of communication, yet misunderstandings often arise from improper pronunciation Achieving intelligible pronunciation in English is essential for learners to effectively convey their messages and avoid confusion.
6 more likely to be understood even if they make errors in other areas Good pronunciation can make the communication easier and more relaxed and thus more successful (Dan,
In a study by Willing (1993), it was found that nearly all learners prioritize pronunciation, highlighting the need for extensive authentic conversation practice According to Burns and Joyce (1997), this practice is crucial for learners, as they often require additional guidance in this area to improve their speaking skills effectively.
Pronunciation is the first aspect noticed by listeners during conversations, making it crucial for effective communication In everyday interactions, a limited vocabulary suffices, but clear pronunciation is essential, as it can impact understanding from the very first words spoken According to Celce-Murcia et al., pronunciation is vital for communicative competence, ranking alongside other language skills It enhances verbal communication, making it more engaging and effective To succeed in communication, particularly in a foreign language, good pronunciation is essential Hismanoglu (2006) emphasizes that pronunciation instruction is key for successful oral communication, highlighting its importance in achieving communicative competence.
Learning correct English pronunciation can be challenging, as most speakers have accents influenced by their regional backgrounds British English learners often encounter RP (Received Pronunciation), commonly featured in BBC broadcasts and language learning resources However, it is important to recognize the diversity of regional English accents spoken globally, with two prominent accents being widely understood: General American and Received Pronunciation.
American (GenAm) and Received Pronunciation (RP), spoken in Britain If you speak
General American and Received Pronunciation are widely recognized accents that ensure clear communication with both native and non-native English speakers globally These accents are commonly featured in television, films, and educational resources for English learners.
Received Pronunciation (RP) is recognized as the standard accent of English in the United Kingdom, particularly in the south of England, according to the Concise Oxford English Dictionary While it is primarily associated with this region, RP can also be heard among native speakers across England and Wales.
General American English Pronunciation (GAEP) serves as the standard pronunciation referenced in American dictionaries like Merriam-Webster It represents a broad category of American English This research focuses exclusively on American English, utilizing the course books "American English File" by Oxenden, Latham-Koenig, and Seligson, which are grounded in General American pronunciation.
Received pronunciation (RP) was historically chosen as the standard model for English pronunciation in educational materials However, as societal attitudes evolve, it is increasingly appropriate to view RP as a reference point rather than the ideal pronunciation While RP is widely understood, many other accents also possess significant intelligibility.
Teaching and learning English pronunciation
Pronunciation plays a significant role in various language teaching methodologies, ranging from minimal emphasis in the grammar-translation method to a central focus in the audio-lingual method The audio-lingual approach prioritizes traditional pronunciation techniques, including the use of minimal pairs, drills, and short conversations, highlighting the importance of correct pronunciation in language acquisition (Castillo, 1990).
(1991) insisted that it is necessary to teach English pronunciation in the ESL or EFL classroom However, according to Wong (1993), in the United States, many students and
Many teachers argue that focusing on pronunciation is futile, as students may struggle to distinguish subtle differences in sounds, such as those between "ship" and "sheep." Research by Wei and Zhou (2002) highlights that English pronunciation is often overlooked in the curricula of certain universities in Thailand.
Scarcella and Oxford (1994) emphasized the importance of incorporating pronunciation instruction into all second language classes through diverse activities Despite this, many language teachers struggle with effective pronunciation teaching strategies and often lack the knowledge needed to address specific challenges As Dalton (2002) points out, while educators may feel confident teaching skills like reading, writing, and listening, they frequently fall short in pronunciation due to insufficient understanding of articulatory phonetics, leading to inadequate guidance for their students.
Over the past 50 years, the teaching of pronunciation in ESL/EFL classrooms has significantly declined in importance compared to the four core English skills (Nunan, 2003) Morley (1991) highlights that the 1940s to 1960s represented a peak period for pronunciation instruction, where it was a crucial element of English language teaching, particularly within the audio-lingual methodology During this era, the primary focus was on attentive listening and repetition, emphasizing the foundational role of pronunciation in language acquisition (Nunan, 2003).
"pronunciation is taught from the beginning, often by students working in language laboratories on discriminating between members of minimal pairs"(Larsen-Freeman,
In the late 1960s to the 1980s, significant questions emerged regarding pronunciation within the ESL curriculum, as highlighted by Richards and Rodgers (1986) This period prompted a critical evaluation of the effectiveness of both the focus of ESL programs and their instructional methods, marking a pivotal shift in the approach to language teaching as noted by Nunan.
In 2003, a renewed focus on pronunciation in the ESL curriculum for adults emerged, echoing trends from the mid-1980s to the 1990s Nunan emphasized the importance of integrating sounds into activities promptly, offering cues and feedback to enhance learners' performance This shift marked a transition from targeting specific linguistic skills to fostering broader communicative competencies for both teachers and students, as highlighted by Morley.
1991), the need for the integration of pronunciation with oral communication is clearly realized
In the late 1980s, there was a renewed focus on L2 pronunciation, which became increasingly significant for a diverse group of international learners in both ESL and EFL contexts This shift was driven by the needs of immigrants, refugees, and students seeking employment opportunities that required effective pronunciation skills As international communication became essential, new approaches to pronunciation teaching emerged, emphasizing communicative meaning and the individual needs of ESL learners By the 1990s, pronunciation was recognized as a crucial component of effective communication, leading to a transformative change in language education where the role of the student became more central, moving away from traditional teacher-led instruction.
Teaching pronunciation enhances students' awareness of various sounds and significantly improves their speaking skills In today's world, the rising need for global competence and effective international communication highlights the importance of achieving proficiency in a second or foreign language, which encompasses not just vocabulary and grammar, but also proper pronunciation.
Effective pronunciation of a foreign language can be mastered by all students when both teachers and students actively engage in the learning process Achieving success hinges on setting individual teaching and learning goals for each participant.
According to the insights from 1984, listening comprehension and pronunciation skills are interdependent If learners struggle to hear English clearly, they become disconnected from the language Similarly, if they cannot be easily understood, they miss out on meaningful conversations with native speakers.
Non-native speakers often struggle with English pronunciation due to various factors, particularly their native language's influence Research highlights significant differences between the sound systems of English and other languages, which can complicate pronunciation for learners Kenworthy (1987) suggests that the more challenges learners face, the harder it becomes for them to pronounce English correctly Studies by Munro (1993), Flege et al (1997), and Derwing (2008) indicate that increased exposure to and use of the target language can lead to pronunciation that closely resembles that of native speakers.
The relationship between a learner's age and their success in second language acquisition is a topic of ongoing debate, particularly in relation to the Critical Period Hypothesis, which posits that there is a specific developmental window when the brain is most receptive to language learning Research on age-related limits in mastering pronunciation has yielded mixed results due to varying assessment methods However, Bongaerts et al (1995) highlights that adult learners can achieve native-like pronunciation through targeted pronunciation training, ample exposure to the second language, strong motivation, and a conducive learning environment.
The role of attitudes and motivation in second language learning has been studied The overall findings show that positive attitudes and motivation are related to success in
Research by Crookes and Schmidt (1991) highlights that effective pedagogical practices, including engaging students, diversifying activities, and promoting cooperative goals, can significantly enhance motivation in second language learning Moyer (1999) further emphasizes that high motivation to achieve specific goals in learning L2 pronunciation is crucial for learners to develop good pronunciation and attain a native-like accent.
Prior pronunciation instruction significantly influences learners' ability to enhance their pronunciation skills By leveraging their existing knowledge, learners can achieve more accurate sounds and stress patterns It is essential to consider the quantity and type of previous pronunciation training to identify and address any pronunciation challenges effectively (Celce-Murcia et al., 2010).
Recent developments in language teaching have significantly altered approaches to pronunciation instruction Various methods, such as Dalton's bottom-up and top-down approaches (2003), Celce-Murcia's intuitive-imitative and analytic-linguistic approaches (1996), and the communicative or integrated approach proposed by later researchers, highlight this evolution However, many EFL teachers lack effective strategies for teaching pronunciation and often feel unsure about which techniques to apply to specific challenges, leading them to neglect pronunciation instruction in their classrooms.
Assessing EFL pronunciation ability
Pronunciation teaching reveals that learners exhibit varying levels of pronunciation skills influenced by multiple interconnected factors Research indicates that focusing on a single factor in isolation yields ineffective results, as all elements impact one another and collectively shape pronunciation ability Baker & Haslam (2013) highlight that motivation, stemming from higher aptitude, plays a crucial role, with motivated learners utilizing pronunciation more frequently Moreover, pronunciation is assessed in various classroom contexts, including conversations, interviews, and reading aloud, emphasizing its importance in language acquisition.
Audio recorders serve as valuable tools for evaluating students' pronunciation skills by capturing their voice recordings Once reviewed by an expert, learners receive feedback on their errors, enabling them to enhance their pronunciation abilities.
Pronunciation achievement is influenced by various factors, including learners' individual needs, exposure to the target language, learning context, and future goals While attaining native-like proficiency is not necessary, accurate pronunciation is essential for intelligibility, especially as English has become the global lingua franca.
Teachers are essential in developing students' pronunciation skills To prevent challenges and monotony associated with pronunciation practice, educators should incorporate diverse activities that cater to various learning styles in their classrooms.
Dictation
Dictation has been a longstanding teaching method in language classrooms, effective across all educational levels Defined by the Cambridge English Dictionary, dictation involves a test where students listen to and transcribe dictated writing, assessing their listening and writing skills in a foreign language Teachers provide words, phrases, or sentences for students to write down, reinforcing language acquisition and comprehension.
“being dictated to: passage that is dictated”
Oller (1979) defines dictation as a task that necessitates the processing of time-sensitive sequences of spoken language This involves breaking down the flow of speech and comprehending the meaning of the material being heard.
Dictation is a language teaching and testing technique defined by Richards and Schmidt (2002) as the process where a passage is read aloud to students, who must write down what they hear with accuracy during designated pauses Similarly, Davis and Rinvolucri (2002) describe dictation as the act of decoding sounds from auditory input and recoding them in written form.
From the definition above, we may come to a conclusion that dictation is an activity that a learner transcribes word(s), phrase(s), sentence(s) or passage(s) that he/she hears
2.4.2 History of dictation across foreign language methodologies
Traditional dictation involves teachers reciting words or sentences for students to write down, often leading to perceptions of it being 'boring' and 'teacher-centered,' with little focus on improving pronunciation In his insightful book, "Twenty-Five Centuries of Language Teaching," Kelly highlights the historical context of dictation in language education.
Dictation, once a staple in the early Middle Ages due to limited pedagogical resources, was primarily utilized in the Grammar-Translation method and for teaching pronunciation and spelling in the Direct Method While many contemporary teachers view dictation as outdated and a remnant of past teaching practices, it has begun to regain popularity in recent years Despite its resurgence, the mention of dictation often elicits negative reactions from educators, who associate it with traditional methods that clash with modern communicative language teaching approaches.
Historically, dictation was considered a common method for assessing language skills; however, it was later argued that it fails to effectively evaluate vocabulary and word order since the words and their sequence are predetermined (Lado, 1961) In 1985, Stansfield expressed his opposition to using dictation as a measure of foreign language proficiency, citing its close ties to the Grammar Translation Method.
Valette (1964) emphasized that dictation practice can significantly aid language learning, while Morris (1983) identified it as both a testing method and a valuable learning activity that enhances students' listening and writing accuracy, as well as their vocabulary and structural knowledge Rahimi (2008) also found that employing dictation as a teaching technique boosts learners' overall language proficiency Additionally, Rinvolucri and Davis (1988) introduced innovative dictation variations aimed at improving pronunciation by allowing students to take on the role of the dictator, thereby focusing on correct pronunciation rather than solely on spelling and grammar.
Dictation can be described as a technique where the learners receive some spoken input, hold this in their memory for a short time, and then write what they heard
Dictation was firstly associated with the Grammar Translation Method and was neglected with the dominance of Audio Lingual Method in the
The 1960s saw a decline in the popularity of holistic language assessment; however, it later regained traction due to its strong correlation with overall language proficiency tests and its comprehensive approach to evaluating language as a whole, rather than isolating individual components (Afsharrad & Sadeghi Benis, 2014, p 2204)
Dictation has long been a contentious tool in the realms of testing and teaching within Second Language Acquisition (SLA) (Afsharrad & Sadeghi Benis, 2014) Despite the debate, it has remained a widely used method for assessing general language proficiency for many years (Farhady & Malekpour).
1997) Oller (1972), have even claimed that dictation is more reliable and more valid than any other types of traditional methods of testing language proficiency
Dictation plays a crucial role in enhancing language skills, including grammar, oral communication, pronunciation, and listening comprehension (Kavaliauskienė & Darginavičienė, 2009) According to Afsharrad and Benis (2014), the ability to take dictation significantly boosts learners' overall language proficiency.
According to Farhady and Malekpour (1997), dictation is a rigorous assessment that evaluates various linguistic components and language skills simultaneously It engages learners' internalized grammatical expectations and offers significant insights into their overall language proficiency Additionally, dictation aligns with the principles of pragmatic testing when the materials are chosen from authentic contexts and are of suitable length to effectively assess learners' short-term memory.
Zhiqian (1989) summarizes the characteristics of dictation as a technique serving both the teacher and the students efficiently as follows:
*Dictation can be used with a class of any size
*Dictation ensures attentive listening When the students are doing a dictation, their attention will totally be focused on the exercises
*Dictation gives the students a chance to get practice in the sort of note taking that many courses require
*Dictation requires the students to make the transfer from the spoken to written language
Properly varied dictation exercises can enhance listening comprehension, expand vocabulary, boost reading speed and understanding, and improve fundamental skills in handwriting, punctuation, spelling, and composition.
Running dictation is a highly engaging form of dictation that promotes active participation among students This dynamic activity encourages learners to move around the classroom, making it suitable for various educational contexts.
Before starting the lesson, the teacher prepares a text featuring words that have been taught for pronunciation, alongside similar words This text is then displayed on the board or outside the classroom The teacher organizes the students into pairs, with one student taking on a specific role.
In this activity, a 'reader' reads a text and then relays the information to a 'writer,' who transcribes it without any aids such as spelling assistance or recording devices The teacher establishes a specific time for this task, after which students submit their written texts for comparison with the original This exercise promotes memory recall and writing skills while allowing for evaluation of accuracy.
METHODOLOGY
Research questions
The thesis is designed to answer the two following research questions:
- What is the impact, if there is any, of dictation activities on EFL Vietnamese college students’ pronunciation?
- How often should dictation activities be used in order for EFL Vietnamese college students to achieve optimal results?
Participants
The study focused on K40 classes, consisting of approximately 40 non-English major students, predominantly from rural backgrounds who have had little exposure to foreigners Additionally, the college's limited resources for reference materials further hinder the quality of English learning, particularly in pronunciation These factors contribute to the overall challenges faced by students in mastering the English language.
Materials
Prior-, and post-dictation activities tests and observation are used in this study.
Procedure
Three classes, consisting of one control group and two treatment groups, were selected for the study, all of which had equivalent English proficiency levels Previous semester English scores were obtained from the Department of Testing and Quality Assurance to ensure accurate assessment.
The study involved three classes that followed an identical syllabus, with one treatment class receiving a total of 10 dictations and another treatment class receiving 20 dictations throughout the experiment Each week, the dictation procedure remained consistent across all classes.
At the beginning of the term, students underwent a pre-test to assess their competence, followed by a post-dictation activities test to evaluate their improvement Both tests required each student to read aloud 40 identical words, carefully chosen from the course book, allowing for a direct comparison of their progress.
+Different types of dictation were employed for students’ engrossment Each type of dictation activity has its own influence to the learners’ pronunciation competence
To ensure students were comfortable with the recording process, most dictation activities were recorded This familiarity is crucial, as any embarrassment during test recordings could negatively impact their accuracy Subsequently, the recordings were submitted to an expert for analysis based on American standards.
FINDINGS AND DISCUSSION
Results and findings
4.1.1 The effects of dictation on the participants’ pronunciation
4.1.1.1 The results of the General English (General Test)
With my supervisor's approval, we analyzed the General Test results for three classes, including one control and two treatment groups, based on the English subject marks from the previous semester The data was sourced from the Department of Testing and Quality Assurance.
The school implemented a writing-only testing policy, resulting in satisfactory outcomes that met expectations Notably, all three classes demonstrated comparable proficiency levels in English.
Table 4.1: The test result of the previous semester (before the treatment time)
Based on the results of the tests in the previous semester, it can be presumed that the English level of the participants is almost equivalent
Chart 4.1: Result description of the General test - the Control class
Chart 4.2: Result description of the General test - the Treatment class A
General test - The Control class
From 4.1 to 6.0 marks From 6.1 to 8.0 marks From 8.1 to 10.0 marks
General Test - The Treatment class A
From 4.1 to 6.0 marksFrom 6.1 to 8.0 marksFrom 8.1 to 10.0 marks
Chart 4.3: Result description of the General test - the Treatment class B
4.1.1.2 The results of the Pre-test
At the beginning of the term, a pre-test was administered to students in both the control and treatment classes, where each student pronounced 40 selected words from the American English File 2B course-book This assessment aimed to evaluate the overall pronunciation competence of the students prior to the implementation of dictation in the lessons.
Although the scores that the participants got from the previous semesters were quite commendable, a large numbers of words were pronounced ineligibly
Table 4.2: The test result of the pre-test
Number of correct words 0 to 10 11 to 20 21 to 30 31 to 40
General Test - The Treatment class B
From 4.1 to 6.0 marksFrom 6.1 to 8.0 marksFrom 8.1 to 10.0 marks
Chart 4.4: Pre-test results of the control class
Chart 4.5: Pre-test results of the treatment class A
Pre-test - The control class
Pre-test - The treatment class A
Chart 4.6: Pre-test results of the treatment class B
The data indicates that many participants correctly pronounced nearly half of the words, revealing a significant deficiency in pronunciation skills among students in the three classes Consequently, it is essential to provide support to these students to improve their pronunciation competence.
In addition, table 4.3 presents mean scores on pre-test of the control class and the two treatment classes:
Table 4.3: Mean scores on pre-test of the control class and the treatment classes
Control class Treatment class A Treatment class B
The data indicates that the mean total score for treatment class A was 16.90 (SD = 7.06), while treatment class B scored 16.50 (SD = 6.41), and the control class had a mean total score of 16.60 (SD = 6.80) Notably, the average scores for the treatment classes were marginally higher than that of the control class, with a difference of 0.30 points between the control class and treatment class A.
Pre-test - the treatment class B
36 the average total score difference between the treatment class A and the treatment class
Table 4.3 indicates that the means of the three classes are quite similar, with nearly equal standard deviation values This suggests that the pronunciation competence across the classes is approximately the same, indicating a generally low level of proficiency.
The similarities in pronunciation and key social variables among participants in the three classes indicate their compatibility, making it suitable to conduct an experiment This study aimed to determine whether the teaching methodology treatment would lead to statistically significant differences in pronunciation between the control class and Treatment A, as well as between the two treatment classes.
4.1.1.3 The results of the Post test
Table 4.4: The result of the post-test
Number of correct words 0 to 10 11 to 20 21 to 30 31 to 40
Table 4.5 presents mean scores on post-test of the control class and the two treatment classes:
Table 4.5: Mean scores on post-test of the control class and the treatment classes
Control class Treatment class A Treatment class B Mean 16.70 18.50 20.80
In the form of pie chart, the results of the post-test for the three classes are as follow:
Chart 4.7: Post-test result of the control class
Chart 4.8: Post-test result of the treatment class A
Post-test - The control class
Post-test - The treatment class A
Chart 4.9: Post-test result of the treatment class B
4.1.1.4 The effects of dictation on the participants’ pronunciation
After completing four units of the New American File 2B, students in treatment class A participated in weekly dictation activities, while control class students did not Following this, both groups took a post-test designed to assess their progress in pronunciation The post-test required students to pronounce forty words identical to those in the pre-test, allowing for an evaluation of the impact of dictation on pronunciation skills.
To evaluate the improvement in participants' pronunciation, we calculated the difference between the average scores of the post-test and pre-test, comparing the outcomes of experimental class A with the control group The results are presented in Table 4.6.
Table 4.6: Mean and standard deviations of participants’ pronunciation increases (post- test minus pre-test) for the control class and the treatment class A
Post-test - The treatment class B
Both the control group and treatment class A showed improvements in pronunciation competence, with the treatment class A demonstrating a significant increase of 1.60, compared to a modest rise of 0.10 in the control group While both classes made progress, the advancement in the treatment class A was notably greater than that of the control group.
Based on these results, one can say that these students improved their pronunciation competence as compared with the previous tests This is clearly illustrated by the following chart:
Chart 4.10: Result description for the pre-test and post-test of the control class and the treatment class A
The chart indicates that students' pronunciation skills have improved following the implementation of dictation exercises However, this improvement is minimal, as the number of students achieving fewer than 10 correct words has not changed, and there is no variation in the number of participants scoring above 30.
The change in the means of the pre- test and post-test for each class is shown in Chart 4.11 below:
From 0 to 10 correct wordsFrom 11 to 20 correct wordsFrom 21 to 30 correct wordsFrom 31 to 40 correct words
Chart 4.11: Comparison the means of the pre- test and post-test for the control class and the treatment class A
The statistical analysis clearly indicates a significant difference in performance between the two groups, with the treatment class A showing notably better results than the control class Specifically, participants in treatment class A demonstrated a marked improvement in pronunciation compared to those in the control class.
At the same time, after finishing teaching four units (16 lessons) of the New American
File 2 with two dictations per week, the students in the treatment group B which holding
16.50 for Mean and 6.41 for SD in the pre-test were also given the same post-test with an aim of checking their progress after applying dictation more frequently
To evaluate the impact of frequency on pronunciation improvement through dictation activities, we calculated the difference between the average post-test scores and pre-test scores of participants in both experimental class A and experimental class B The findings are presented in Table 4.7.
Pre-test and post-test means of the control class
Pre-test and post-test means of the Treatment class A
Table 4.7: Mean and standard deviations of participants’ pronunciation increases (post- test minus pre-test) for the treatment class A and the treatment class B
Treatment class A Treatment class B Mean 1.60 4.31
This article analyzes the results of tests conducted on treatment class A and treatment class B, focusing on the changes observed after implementing a specific strategy To provide a clearer understanding of these differences, we will examine the means and distribution of scores for each test.
Chart 4.12: Result description of the pre-test and post-test for the treatment class A and the treatment class B
The change in the means of the pre- test and post-test for each class is shown in Chart 4.13 below:
From 0 to 10 correct wordsFrom 10 to 20 correct wordsFrom 20 to 30 correct wordsFrom 30 to 40 correct words
Chart 4.13: Comparison the means of the pre- test and post-test for the treatment class
Chart 4.13 above indicates a light increase from the pre-test mean of 16.50 to the post- test one of 20.80 for the treatment class B Obviously, this implies that after twenty dictations with two dictations per week, the participant’s pronunciation of this group gained some progress due to their development over time That is to say, with the intervention of frequent dictation, in the same duration of time, the pronunciation of this class obtained more encouraging and striking progress with a large number of accurate words in the treatment class B increased considerably Thus, it is possible to conclude that there was the role of frequency in dictation in the increasing of students’ pronunciation competence.
Discussion
The study found no significant improvement in the pronunciation competence of treatment class A after ten weeks of dictation activities This lack of progress may be attributed to the limited number of dictation exercises, suggesting that more extensive practice is necessary for noticeable advancements in pronunciation skills Language learning, particularly in pronunciation, is a gradual process that requires time to yield substantial results in learners' performance.
Pre-test and post-test means of the Treatment class A
Pre-test and post-test means of the Treatment class B
Vietnamese learners often struggle with pronunciation due to interference from their native language, leading to common errors For instance, the word "child" is frequently mispronounced as /tʃɪld/ instead of the correct /tʃaɪld/, stemming from the Vietnamese pronunciation of the letter "i." Similar mispronunciations include "eye" pronounced as /eɪ/ instead of /aɪ/, "spider" as /ˈspɪdər/ instead of /ˈspaɪdər/, and "exam" as /ɪɡˈxổm/ rather than /ɪɡˈzổm/ Other examples are "extremely" pronounced /ɪkˈstremli/ instead of /ɪkˈstriːmli/, "mind" as /mɪnd/ instead of /maɪnd/, "lion" as /ˈlɪən/ instead of /ˈlaɪən/, and "college" pronounced /kɒˈled/ instead of /ˈkɑːlɪdʒ/.
In a recent study, participants exhibited distinct pronunciation patterns, such as saying "ginger" as /ˈɡɪnɡər/ instead of /ˈdʒɪndʒər/, and "aunt" as /aʊt/ rather than /ổnt/ Additionally, they pronounced "northern" as /ˈnɔːrθərn/ instead of /ˈnɔːrðərn/, and "chemistry" as /ˈchemɪstri/ instead of /ˈkemɪstri/ Interestingly, the reason behind the pronunciation of "promise" as /prəʊˈmaɪs/ instead of /ˈprɑːmɪs/ remains unclear, despite the presence of the letter "i" in its spelling.
Students often mistakenly applied the common pronunciation rule for "ea," pronouncing words like "bread" as /briːd/ and "really" as /ˈriːli/ This led to incorrect pronunciations of words such as "great," "bear," and "jealous." After ten weeks of targeted dictation activities addressing this issue, there was a slight improvement in the pronunciation competence of the treatment group A, as evidenced by the post-test results.
The study revealed a significant difference in pre-test and post-test dictation results between the two classes Students in treatment class B showed marked improvement due to the frequency of dictation practice However, correcting poor pronunciation among college students proved challenging, as many errors were fossilized Consequently, frequent dictation was crucial in enhancing the participants' pronunciation skills.
The analysis of dictation tests reveals that various types of dictation can significantly enhance students' pronunciation skills Regular application of dictation is recommended for optimal results, as students actively engage and participate during these activities The effectiveness of dictation in improving pronunciation is well-recognized, making it a valuable tool in English lessons Additionally, dictation activities are straightforward to design and implement, benefiting both experienced and novice teachers alike.
Managing large classes presents a challenge for teachers, particularly in ensuring all students engage in learning activities and benefit from dictation exercises To facilitate cooperation among students of varying skill levels, implementing group work during dictation is advantageous Utilizing software such as Express Dictate and Balabolka allows teachers to create native-voice recordings, aiding students in achieving accurate pronunciation Additionally, it is crucial for teachers to select dictations that align with lesson topics, the learners' proficiency levels, and the complexity of the language.
Incorporating dictation into English lessons for non-English college students can significantly enhance their pronunciation skills Teachers should recognize dictation as an effective teaching strategy that fosters active and enthusiastic participation among students By engaging in dictation activities, students not only improve their language abilities but also become more involved in the learning process.
The importance and frequency of applying dictation to amend students’ pronunciation should be fully apprehended Based on the analyzed results of the tests, one can easily
Research shows that students' pronunciation skills significantly improve following dictation interventions Dictation activities are simple to design and implement, making them accessible for both experienced and novice teachers By preparing these activities in advance, educators can tailor them to match the proficiency levels of their learners, ensuring effective pronunciation practice.
In a study involving college students, it was evident that their pronunciation test scores did not align with their previous writing test scores High marks in writing did not guarantee clear pronunciation, as many students struggled to recall the correct sounds during tests This challenge was exacerbated by fossilized mispronunciations, making significant improvements in pronunciation competence within a short timeframe difficult Therefore, when designing dictation activities, educators should focus on the common pronunciation issues faced by Vietnamese learners of English to enhance their pronunciation skills effectively.
The post-test results for treatment class B, which implemented two dictation activities per week, indicate a significant impact of frequency on dictation practice Students had opportunities to practice and refine their pronunciation, leading to an increase in their mean score from 17.6 to 20.80 after completing twenty dictations This improvement suggests that incorporating regular dictation exercises is an effective method for teaching and learning English.