BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG --- A STUDY ON ENDING SOUND MISTAKES OF THE 2ND YEAR STUDENTS WHEN STUDYING SPEAKING SKILLS AT HAI PHONG UNIVERSIT
THEORETICAL BACKGROUND
THEORETICAL BACKGROUNDS OF SPEAKING
A theoretical background provides readers with key documents related to the topic under study, delivering the essential concepts needed to understand the aims of the subject This chapter clearly presents aspects of pronunciation, with a particular focus on ending sounds, and explains how these features influence intelligibility and speech accuracy It begins by outlining general concepts of speaking skills, moves to English pronunciation, and concludes with an analysis of English ending sounds.
I.1.1.The definition of speaking skill
Listening, reading, writing, and speaking are the foundational language skills every foreign language learner needs to master Speaking, in particular, is the ability to express ideas and aspirations through spoken words and nonverbal signals such as gestures and eye contact It is a distinctly human skill that is neither inherited nor innate, but formed and developed through real communication and ongoing practice.
Definitions of speaking skills vary among scholars, reflecting different perspectives on what constitutes speaking For example, the Oxford English Dictionary defines speaking as the act of conveying information or expressing one’s feelings through speech, while the Collins COBUILD English Dictionary for Advanced Learners (2001) describes speaking as the activity of giving speeches and talks.
Speaking, as defined by Nunan (as cited in Kayi, 2006), is the fluent use of language—spoken quickly and confidently with few unnatural pauses It is also the process of building and sharing meaning through verbal and nonverbal symbols across a variety of contexts (Chaney, 1998).
Speaking, as defined by Harmer (2007: 284), is the ability to speak fluently and presupposes not only knowledge of language features but also the capacity to process information on the spot, while Quianthy (1990: 7) defines speaking as the process of transmitting ideas and information orally in a variety of situations These perspectives together describe speaking as a dynamic oral communication skill that hinges on linguistic knowledge and the ability to convey messages effectively across diverse real-life contexts.
According to Merrian, the author of the book "Webster online dictionary"
"Speaking is uttering words or articulating sounds with the ordinary voice Speaking is the way to convey thoughts, opinions, and emotion orally or to express oneself"
People communicate and interact to express their individual ideas and desires Through clear communication, they can negotiate to resolve specific problems and maintain essential work and personal relationships.
Strong speaking skills are essential for exchanging ideas and expressing yourself, and they form a core part of language learning alongside listening, reading, and writing In any language—English or otherwise—developing spoken proficiency enhances overall communication, boosts confidence in conversations, and supports fluency across all four skills.
Statements participate directly or indirectly in communication processes
There are two types of speaking language, as follow: a) Monologue
A monologue is a form of speech delivered by a single speaker for any length of time, as found in speeches, lectures, readings, and news broadcasts, where the audience must process the information as it is presented and the talk continues regardless of whether listeners fully understand the speaker’s meaning; by contrast, dialogue is an interactive exchange between two or more participants that invites questions, clarifications, and shared understanding, shaping communication through back-and-forth responses.
Dialogue is the exchange of information between two or more people, encompassing both direct spoken conversation and indirect communication received through an audio channel In dialogue, participants take turns listening and speaking, ensuring a smooth flow of exchange and understanding They can request that the other person repeat a statement, speak louder, or slow down to improve clarity, making the conversation more effective Key elements of successful dialogue include active listening, clear articulation, and the ability to adjust pace and volume to achieve mutual understanding.
I.1.3.The function of speaking skill
Foreign language learning centers on the ability to communicate in the target language For English learners and students of other languages alike, mastering speaking skills is the top priority, shaping how courses are designed and how practice is approached Focusing on speaking proficiency helps learners achieve confident, real-world communication and accelerate overall language fluency.
According to Brown and Yule, there are three functions of speaking:
A three-part version of Brown and Yule’s framework (as drawn from Jones 1996 and Burns 1998) identifies talk as interaction, talk as a transaction, and talk as performance Each mode varies in form and function and thus calls for different teaching approaches: talk as interaction emphasizes social exchange and turn-taking in conversation, talk as a transaction concentrates on information exchange and achieving communicative goals, and talk as a performance centers on delivering content with clarity, control, and audience awareness.
Daily chats are interactions that can be face-to-face conversations or phone calls between two or more people, through which information, feelings, or requests are conveyed They rely on clear speaking skills to communicate effectively with others, with the primary aim of building and maintaining social relationships At times, daily chats also function as transactional exchanges, where the conversation centers on completing a task or achieving a specific outcome.
Unlike interactive communication, transactional communication centers on delivering a clear, accurate message so others understand exactly the information you intend to convey The emphasis is on the content and its effective transmission, reducing ambiguity and improving comprehension c) Talk as performance—a reminder to treat speech as stagecraft: structure your points, use concise language, control tempo and volume, and highlight the core details to maximize impact and recall.
Introspection can outperform dialogue in certain settings, with speakers delivering a continuous, uninterrupted monologue and little direct interaction with the audience This approach suits speeches, lectures, readings, and news broadcasts, where listeners are expected to process and analyze the information themselves.
I.1.4.The component of speaking skill
Among the four key language skills—listening, speaking, reading, and writing—speaking is typically the most difficult to assess accurately This complexity arises from the fact that speaking blends elements from the other three skills, requiring real-time production, fluency, pronunciation, and interaction that are hard to measure with precision As a result, evaluating speaking often demands multifaceted approaches that capture both performance and communicative effectiveness.
(1977) states that four or five commonly recognized ingredients in process analysis say the following: a) Pronunciation
THEORETICAL BACKGROUNDS OF PRONUNCIATION
Pronunciation is how to read a word or a language This is one of the indispensable subjects of every English learner There are many definitions of pronunciation come from different scholars
According to definition in Oxford Dictionaries, pronunciation was defined as: “The way in which a word is pronounced”
“The way in which a language is spoken” (Oxford Advance Learner’s Encyclopedic, 1992:718)
The Oxford Advanced Learner’s Dictionary, 8th edition (2008) makes clear pronunciation is:
“The way in which a language or a particular word or sound pronounced”
According to Wikipedia Dictionaries, there was another definition of pronunciation:
Pronunciation is the ability to use the correct stress, rhythm, and intonation of words in spoken language People may pronounce the same word differently, influenced by factors such as where they grew up, where they live now, whether they have a speech or voice disorder, their ethnic group, social class, and level of education.
From these definitions, pronunciation is how a word is spoken in a language, and its accuracy is shaped by regional accents, social class, ethnicity, and the level of education a speaker has; together, these factors explain why pronunciation varies across communities and contexts.
Phonics is a set of spelling rules used in English that helps readers decode letter-sound relationships It is similar to learning Vietnamese spelling, since both systems teach how sounds map to written symbols, enabling you to read sounds, connect them, and pronounce any word correctly With a solid phonics foundation, you can decipher unfamiliar words by decoding their sounds and blending them into fluent speech.
In phonics, vowels are sounds produced with an open vocal tract that allows unobstructed air to flow from the larynx They can stand alone or appear behind consonants to form sounds in words For example, the English expression “ah!” corresponds to a vowel sound [a:], created with an open vocal tract and no buildup of air pressure above the glottis There are many scholars who define vowels in different ways, reflecting varied perspectives on vowel production and classification.
“Sounds in the production of which there is no obstruction to the flow of air as it passes from the larynx to the lips”
In English phonetics and phonology, the vowel was defined as below:
A vowel is a speech sound produced when the air flows freely through the mouth and throat with no narrowing or blockage, and it is typically voiced by the vibration of the vocal cords.
Vowels are sounds produced with an unobstructed path from the larynx to the lips, and they are essential for forming meaningful words when we connect sounds Without vowels or semi-vowels, no word can exist, because vowels provide the vocalic core that makes syllables possible and clarifies pronunciation Understanding how vowels function helps explain why speech sounds flow and how language stays intelligible.
According to the length of the sounds:
According to the height of the tongue body in the mouth:
High vowels: The tongue is high in the mouth
/ i, i: , ʊ, u: / Mid vowels: The tongue neither high nor low in the mouth
Low vowels: The tongue below its rest position
According to front / back position of the tongue:
Front vowels: The front of the tongue is
/ i, e, ổ, i: / Central vowels: Neither the front nor the back of the tongue is raised
/ ə, ɜ: , ʌ / Back vowels: The back of the tongue is raised
/ u: , ʊ , ɔ , a: , ɔ: / According to the degree of lip rounding
Rounded vowels: The corner of the lips are brought towards each other and the lips pushed forwards
/u:/, /ʊ/ , /ɔ/ , /ɔ: / Spread: The corners of the lips moved away from each other as for a smile
Neutral: The lips neither sounded nor spread
Hereunder is the vowel chart:
Figure 1: English Vowel (IPA chart)
A diphthong is a gliding vowel—literally two sounds—comprising two adjacent vowel sounds within the same syllable, with the tongue moving from one target to another during pronunciation In many English dialects, the phrase "no highway cowboys" contains five distinct diphthongs, showing how a single vowel can shift sound as it is spoken Diphthongs fall into two types: closing and centering diphthongs.
Three ending in ‘ɪ’: /eɪ/, /aɪ/, /ɔɪ/
Two ending in ‘ʊ’: /əʊ/, /aʊ/
Three ending in ‘ɪ’: /eɪ/, /aɪ/, /ɔɪ/
Two ending in ‘ʊ’: /əʊ/, /aʊ/
/eɪ/: paid, pain, face, shade, age, wait, taste, paper
/aɪ/: tide, time, nice, buy, bike, pie, eye, kite, fine
/ɔɪ/: void, loin, voice, oil, boil, coin, toy, Roy
/əʊ/: load, home, most, bone, phone, boat, bowl
/aʊ/: loud, gown, house, cow, bow, brow, grouse
Three ending in ‘ə’: /ɪə/, /eə/, /ʊə/
/ɪə/: beard, weird, fierce, ear, beer, tear
/eə/: aired, cairn, scarce, bear, hair,
/ʊə/: moored, tour, lure, sure, pure b) Consonant sounds
Consonants are the speech sounds that contrast with vowels, produced by a constriction or closure of the vocal tract, often involving the larynx and other articulators such as the tongue and lips They encompass a wide range of articulatory concepts, including place and manner of articulation and voicing, which account for the diverse classifications and sounds of consonants in spoken language.
In Wikipedia Dictionary, it is said that:
“The number of consonants in the world’s languages is much greater than the number of consonant letters in any one alphabet.”
In English phonetics and phonology (Roach, 2000:10), the term consonant can be defined as:
“Sounds in which there is obstruction to the flow of air as it passes the larynx to the lips”
Consonants produce audible sound in speech only when they are combined with vowels For example, the /p/ sound is lip-pronounced, and when paired with the vowel /ei/ it becomes /peis/ as in “pace.” Similarly, /t/ is articulated with the front part of the tongue, /k/ with the back of the tongue, and /h/ originates at the glottis The /f/ and /s/ sounds are fricatives produced by guiding air through a narrow outlet, while /m/ and /n/ are nasal sounds created by releasing air through the nose This relationship between consonants and vowels underpins basic pronunciation and the categorization of sounds by place and manner of articulation.
Consonant sounds are produced when air from the larynx is constricted in the oral cavity during articulation This obstruction occurs as the articulators—such as the tongue, teeth, and lips—come into contact or near contact, blocking the airflow as the sound is formed In other words, consonants arise from a momentary constriction of the airway between the larynx and the lips, shaped by the active involvement of the mouth’s structures.
Earlier, we defined consonants using the authors’ definitions and established the core concept In this section, we explore the consonant system itself, which Marianne, Donna, and Janet (1996: 42–43) describe as being categorized by position and pronunciation.
According to Hai Ha Do's shared slide (February 2013), the pronunciation position is determined means:
“The obstructive position of the airflow during consonant pronunciation
It describes the point where the joints are actually in contact or closest to them."
Here is the description of consonants by place of pronunciation:
Bilingual: is the sound made when lips are pressed against each other or come together There are / b/, /p/, /w/, /m/
Labio-dentals: The sound made when the lower lip touches the upper front teeth
Dentals: are the sounds which are produced with the tip or blade of the tongue touching the upper front teeth There are / θ, ð/
Alveolars: are the sounds which are produced with the tip or blade of the tongue touching or approaching the alveolar ridge There are /t/, /d/, /s/, /z/, /n/, /l/
Retroflex: is the sound which is produced with the tip of the tongue curling back towards the back of the alveolar ridge There is /r/
Palato-alveolar sounds are produced when the tongue tip or blade comes close to the area between the back of the alveolar ridge and the front of the hard palate This class includes the IPA phonemes /ʃ/ (as in “ship”), /ʒ/ (as in “measure”), /tʃ/ (as in “chip”), and /dʒ/ (as in “judge”).
Palatal: is the sound which is produced with the front of the tongue coming close to the hard palate There is /j/
Velars: are the sounds which are produced with the back of the tongue touching the soft palate There are /k/, /g/, /ŋ/
Glottal: are the sounds which are produced without the active use of the tongue and other parts of the mouth There is /h/
Figure 2: Place of articulation(Amber N:2009)
As can be seen from the above figure, the place of articulation has clearly shown, so what about the manner of articulation?
According to Do (2013), manner of articulation is:
Articulatory phonetics explains how the air flow is obstructed during the production of speech sounds This obstruction occurs when the articulators—lips, tongue, teeth, and palate—narrow or close, creating different degrees and kinds of constriction that define the manner of articulation and shape consonants.
Hereunder are the description of consonants according to manner of articulation:
Nasal consonants are produced by blocking the airstream in the oral cavity while the soft palate remains lowered, directing airflow through the nose and creating nasal airflow instead of oral pressure The primary nasal sounds in many languages are /m/, /n/, and /ŋ/ (as in "mom," "no," and "sing").
Plosives, or stop consonants, are produced when the airflow is briefly halted in the oral cavity as the soft palate blocks the nasal cavity; the articulators then part quickly, allowing the air to burst through the oral tract This rapid release creates the distinctive sound of the plosive, and in English the common examples include /p/, /b/, /t/, /d/, /k/, and /g/.
METHODOLOGY
Survey research
One of the most important methods used in survey research
Survey research involves collecting data by asking individuals questions—whether in person, on paper, by phone, or online As a form of primary research, it gathers data directly from its source, and the information collected can later be accessed by others for secondary research.
II 1.1 The stages to conduct a survey
Conducting a survey involves outlining clear progress steps, typically four stages: defining participants, designing the survey form, selecting data collection methods, and analyzing the collected data Defining participants means identifying the target population, specifying sampling criteria, and choosing a representative sample that matches the study objectives Designing the survey form focuses on creating concise, unbiased questions and a logical flow that improves response quality Selecting data collection methods entails choosing online or offline instruments, scheduling, and protocols that maximize validity and reach Analyzing the data includes cleaning, coding, and applying appropriate statistical or thematic techniques to extract actionable insights.
The first step is to select survey participants, who may come from groups of people such as students or workers who know or work in the field being studied In this survey, the participants are the second-year English major students at Hai Phong University of Management and Technology The next step is to organize the survey form.
Once participants for the survey are selected, the researcher organizes the survey form and chooses the questions that will appear in the questionnaire, since the questionnaire is the central instrument for data collection Effective questionnaire design means selecting relevant, clear, and unbiased questions that align with the research objectives and make it easy for respondents to answer The next step covers data collection methods, deciding whether to collect data online, via phone, in person, or through mixed modes, based on the target population and resource constraints A well-structured questionnaire and appropriate data collection methods together enable reliable data gathering and facilitate robust analysis.
Data were collected from second-year English majors at Hai Phong University of Management and Technology using a mix of methods: questionnaires to gather background information, interviews and direct observations to capture pronunciation mistakes and conversational difficulties, and audio recordings to document errors for detailed analysis The questionnaires provided quantitative data on learners’ self-assessment and language use, while the interviews and observations yielded qualitative insights into real-time pronunciation in context and speaking performance Data analysis integrated descriptive statistics with thematic coding to identify common pronunciation errors and patterns in interaction, informing targeted instructional recommendations.
To analyze data from the survey, the researcher needs to compile, summary and describe data
II 1.2 Design of the survey questionnaire a) Design of the survey questionnaire
Questionnaires are used as the primary data-collection tool for this study This type of survey is cost-effective and time-saving, enabling the collection of a wide range of data—from facts and behaviors to attitudes—from a large number of respondents across diverse contexts The aims of the survey questionnaire are to efficiently capture diverse information, including factual data, behavioral patterns, and attitudes, to inform analysis and findings.
Highlighting students’ pronunciation difficulties and mistakes helps learners clearly understand where they go wrong, provides actionable guidance to correct those errors, and supports ongoing improvement in pronunciation By pinpointing specific mispronunciations and recurring patterns, teachers can tailor targeted practice, feedback, and drills that address the most impactful issues, enabling students to build confidence and speak with clearer, more natural pronunciation over time.
The questionnaire is designed to clarify:
Student’s attitude toward English pronunciation
Students’ solutions about English pronunciation errors.
Survey questionnaires
All the related data used to analyze for this research were collected from
Thirty second-year English majors at Hai Phong University of Management and Technology completed seven survey questionnaires for this study The sample consisted of roughly equal numbers of male and female students of similar ages The study focuses on ending sounds errors, so these students were selected specifically to investigate pronunciation issues with English ending sounds The first rationale is that second-year English majors often lack broader knowledge of ending sounds, which leads to mispronunciations A second rationale is that the introductory level of pronunciation represents a foundational base for progression to higher levels Since most participants originate from Hai Phong, local dialect variation is minimal and unlikely to affect their English speaking and pronunciation.
II.2.2 Purposes of the survey questionnaires
In this study, survey questionnaires were used to achieve three main objectives: first, to gauge students’ attitudes toward English pronunciation and identify their difficulties with pronouncing ending sounds; second, to capture the real-world conditions of learning and teaching pronunciation in the classroom; and third, to determine students’ expectations of teachers in pronunciation classes.
II.2.3 Design of the survey questionnaires
The survey questionnaires consist of 7 questions that were raised to the second -year English majors at Hai Phong University of Management and Technology It was designed as below:
The first three questions 1, 2, and 3 aim to give out and discuss the students’ attitudes toward English pronunciation and their difficulties of pronouncing ending sounds
Question 4 and 5 were designed to get information about the reality in these classes, the situation of learning, and teaching pronunciation
The last two questions 6 and 7 aim to find out the students’ expectations toward teachers in pronunciation classes
Data were collected using a survey questionnaire and tape recordings The survey questionnaire served as a fundamental instrument for data collection, with emphasis on English pronunciation, particularly ending sounds and learners’ difficulties Participants were second-year English majors, so the questions were designed to be simple to elicit straightforward responses To strengthen the data, several students were asked to pronounce items, and these productions were recorded for analysis The study collected data from 30 second-year English majors at Hai Phong University of Management and Technology The findings on students’ pronunciation errors will be classified and presented in charts and tables for analysis.
Data were collected through a survey questionnaire and from a tape recorder, with tapes recorded from students sent home to analyze and identify errors The final findings on ending-sound errors were presented in tables and charts From these findings, a solution will be developed for second-year English majors at Hai Phong University of Management and Technology who have ending-sound errors.
Students’ attitudes toward their English ending sound pronunciation
Chart 1: Students’ attitudes toward English pronunciation
Very Important Important Not Important
Among second-year English majors at Hai Phong University of Management and Technology, attitudes toward pronunciation, especially ending sounds, are clearly positive The survey reveals that 80% of respondents consider the pronunciation of final sounds important, 16.6% view it as moderately important, and 3.4% regard it as unimportant This distribution highlights the perceived importance of mastering final pronunciation in foreign language learning for these students and points to a priority for pronunciation-focused instruction at the university.
II.3.2 Students’ frequency of pronouncing ending sounds
Chart 2: Students’ frequency of pronouncing ending sounds
Chart 1 shows that around 80% of students consider English pronunciation very important By contrast, Chart 2 reveals that the frequency with which students pronounce English ending sounds is low The results suggest limited attention to ending sounds, with 53.3% of students only sometimes pronouncing them, and only 5 students who pronounce endings very often.
Very OftenOftenRarelyNever often pronounce Meanwhile, 33.3% (equivalent to 10 students) of them often pronounce ending sounds and 3,3% of them rarely do that
II.3.3 Problems related to ending sounds faced by the second -year English majors at Hai Phong University of Management and Technology
The collected data of ending sounds that students have difficulties with will be presented in table below:
Ending sounds Percentage Ending sounds Percentage
Table 1: The percentage of the ending sounds that students have difficulties with
Results from question 3 of the survey show that when students were asked to select the English ending sounds they find hardest to pronounce, the underlined sounds /ð/, /θ/, and /dʒ/ were chosen by more than 70% of respondents This pattern indicates a shared pronunciation challenge for these final sounds among learners Notably, /ð/ was rated the most difficult by 83.3% of participants, followed by /dʒ/ and /θ/, each selected by about 70%.
73,3%) For instance, the word “breath”, “cloth” … Students could not figure out how to pronounce this
II.3.4 Students’ perceptions about reasons for their difficulties related to ending sounds
Identifying the reasons behind students’ difficulties with pronouncing ending sounds is central to developing effective instructional strategies Question 4 of the questionnaire presents a list of potential causes and asks students to indicate their level of agreement or disagreement Analyzing these responses reveals the key factors affecting mispronunciation of final consonants and informs targeted solutions for improving pronunciation.
Chart 4: Students’ perceptions about reasons of those difficulties
No existence of the sound in mother tongue
No perception of how to pronounce these sounds
No habit of practicing English pronunciation
Pronouncing the sounds as the way I hear
Shyness in making mistakes when pronouncing
The chart shows that students have varied ideas about the causes of their difficulties pronouncing English ending sounds More than 80% of respondents agreed that a lack of practice in English pronunciation is a major factor In addition, over 65% attributed these difficulties to the absence of such ending sounds in their mother tongue By contrast, about 20–40% of students could not identify any specific cause and were uncertain about whether they agreed with the listed factors.
Meanwhile, the percentage of students who disagreed occupied the smallest proportion They were about 5 to 20%.
Teachers’ techniques in teaching pronunciation in class
The frequency and effectiveness of teachers' classroom pronunciation techniques will be detailed below thanks to the results of survey question 5
Frequently Sometimes Never Watching English films and listening to English songs
Doing exercises of pronouncing ending sounds
Table 3: The frequency of teachers’ techniques in teaching pronunciation in class
These techniques are popular in pronunciation classes, and the author chose them for the survey questionnaires According to Table 3, watching English films and listening to English songs, along with exercises to pronounce ending sounds, are the most used in their classes, at 63.3% and 50% respectively Discussion and practicing in pairs were less consistently applied, at 60% and 70% respectively Notably, teachers rarely use tape recording in pronunciation teaching, at 56.6% In fact, tape recording is one of the most effective techniques for students to improve pronunciation.
The table 4 has shown the percentage of the frequency of techniques that teachers use in class The table below will point out its effectiveness
Normal Not very effective Watching English films and listening to English songs
Doing exercises of pronouncing ending sounds
Table 4: The effectiveness of teachers’ techniques in teaching pronunciation in class
Table 4 reveals the effectiveness of the teaching techniques used in the classroom, and the data indicate that tape recording, chosen by 80% of students, is the most effective technique for learning pronunciation.
Students identified two effective strategies for improving English pronunciation: watching English films and listening to English songs (73.3% effectiveness) and practicing the pronunciation of ending sounds through targeted exercises (60% effectiveness) These two approaches were the most frequently chosen by learners and are regarded as practical, accessible ways to enhance pronunciation.
Students’ expectations toward teachers in the pronunciation class
II.5.1 Students’ preferred techniques by teachers in the pronunciation class
Chart 5: Students’ preferred techniques in class
Tables 3 and 4 show which English class techniques are used most regularly and how effective they are perceived to be The most frequently used methods are watching English films, listening to English songs, and exercises that practice pronouncing ending sounds The techniques deemed most effective by students are these same activities, along with tape recording From question 6 of the survey, tape recording is students’ favorite skill at 46%, followed by watching English films at 33% and listening to English songs at 13% Practicing in pairs and discussions are comparatively less popular These findings point to a potential alignment of teaching with student preferences and suggest incorporating tape recording, film viewing, and song listening into English classes to meet student expectations.
5% 3% Watching English films and listening to English songs Tape recording
Doing exercises of pronouncing ending sounds
Practicing in pairs or a small team
II.5.2 Students’ expectations toward teachers in class
Chart 6: Students’ expectations toward teachers in class
The chart illustrates students' expectations of their teacher in this subject, showing that students want teachers to devote substantial time to pronunciation practice (46.6%), with a further 26.6% seeking more emphasis on the final pronunciation, 16.6% aiming to improve their pronunciation more generally, and a smaller 10.2% wanting to contribute their own ideas, such as immediate correction of mispronunciations and pronunciation-related games.
TAPE-RECORDING
Most of them made mistake with this sound during tape recorded To be more persuasive, the results of tapes recorded will be shown in table below:
Teaching more about ending sounds pronunciation
Giving support to the students to improve pronounciation.
Having more time to practice pronunciation in classOthers
Sounds Insertion Substitution Omission Total
Table 2: The percentage of types of errors collected from tape recorder
Data from the survey questionnaires and tape recordings show five common ending-sound errors among second-year English majors at Hai Phong University of Management and Technology A total of 120 ending-sound errors were identified, with the sounds /ð/, /θ/, and /dʒ/ appearing 34, 25, and 22 times respectively Of these error types, omission was the most frequent Table 2 and the tape-recorded data indicate patterns similar to the questionnaire findings, and the chart below presents the percentage distribution of each error type observed in the recordings.
As the results of the survey questionnaires and tapes recorded, the author found that when students meet the difficult ending sounds, such as /ð/, /θ/,/d ʒ /, they often delete the final consonants or they replace by another consonants
As can be seen from the chart, most of the students (68 %) committed errors with omission, out of 81 mispronunciation in total Besides, substitution error ranked the second with 31% and the number is 38 Lastly, insertion occupied the smallest proportion of errors with 01 % Some of the students was likely to insert unnecessary sounds to the final position of words
The replacement of final sounds in a word can seriously change its meaning It makes listeners feel confused and do not understand, especially English native speakers.
Discussion
By comparing the survey questionnaire results with the actual recording data, we gain a practical view of ending-sound errors The data analysis highlights the most common ending-sound mistakes, the problems students encounter, and their expectations of classroom teachers The findings indicate that the most common pronunciation errors relate to the production of final sounds and point to targeted instructional needs in pronunciation practice.
English learners often struggle with the interdental and affricate sounds /ð/, /θ/, and /dʒ/, with the /ð/ sound being especially difficult to read because many students cannot pronounce it while reading words Pronunciation practice through recorded readings yields results similar to those from survey questions, indicating consistency between perceived difficulty and actual performance The recordings show that most sounds judged as hard to read are either skipped or substituted with another sound, revealing a gap between recognition and articulation These findings suggest a need for targeted instruction on /ð/, /θ/, and /dʒ/ to improve reading accuracy and overall pronunciation.
In this study of second-year English majors at Hai Phong University of Management and Technology, the most persistent pronunciation challenge is the omission of ending sounds, with the sound /ð/ occurring 34 times as a typical negative error and related substitutions such as /θ/ and /dʒ/ replacing the correct final consonants The findings show that students tend to erase final sounds when they find them difficult to pronounce, making it hard for native speakers and other listeners to fully understand their speech This chapter is central to the study, with survey results and audiotape data addressing the research question: what are the ending-sound errors made by second-year English majors at Hai Phong University of Management and Technology? The analysis proceeds in two ways: first, a survey to identify the final sounds students struggle with and to capture attitudes toward English pronunciation and teacher expectations, and second, a tape analysis that corroborates the observed end-sound errors To structure the results, the author focuses on three main error types—insertions, substitutions, and omissions—and the next chapter will present techniques and practical tips for students to correct final ending sounds.
SUGGESTIONS FOR STUDENTS TO CORRECT ENDING
Suggested tips to 3 common ending sounds errors /ð/, /θ/, /dʒ/
Tip: To make the /ð/sound, you need to do 3 things:
2 Tongue forward: touch upper teeth
3 No vibration in throat tongue + teeth SOFT contact sound can be long : / ð ð ð ð /
Words to practice: bathe /beɪð/ , breathe /briːð/ b) With the sound /θ/
Tip: To make the /θ/sound, you need to do 3 things:
2 Tongue forward: touch upper teeth
3 NO vibration in throat tongue + teeth SOFT contact sound can be long : /θθθθ/
Words to practice: math /mổθ/, tenth /tenθ/, earth /ɝːθ/ a) With the sound /dʒ/
Tip: To make the /dʒ/ sound, you need to do 4 things:
1 Lips rounded and slightly forward tongue back and sides curled ( same as /ʃ/)
2 Tip of tongue pushed up /d/
3 Vibrate throat and build up pressure
4 Release tongue quickly “explosion” strong vibration in throat tongue + lips : same as /tʃ/ sound
Words to practice: bridge /brɪdʒ/, knowledge /ˈnɑː.lɪdʒ/
Suggested techniques for students to correct ending sounds errors /ð/, /θ/, 1 Game
4 Divide the class into two teams Line up the players If there's an odd number of players, one can be the teacher's "helper"
5 The teacher or his helper whispers a message to the first person of both group A and group B The game only starts when both players know the message
6 Then each player whispers the message to the next player in his group successively until the last player gets the message
7 The team which can repeat the message first and correctly receives a point
8 Start the game over with the second student of each group becoming the first ones in line b) The Memory Game
1 In this game, students can play in small groups They have to find out the person to be a judge
2 There will be a big paper including 12 words Each word will be matched with a number
3 The judge will show the front side of the paper for students to see in 2 minutes
4 After that, the judge will turn over the paper and he/she will say a word Students have to say the number matched with that word teach
5 The fastest and the most accurate group will be the winner
Here are the sample words: c) Connecting words
1 In this game, students can play in small groups or big groups
2 You just need to take the last letter of the posted word as the first letter for your word
Teeth- Teach, Large- Laugh, Bridge- Breech, Both- Boat
III.2.2 Practice speaking through the website
Nowadays, practicing English pronunciation by website is very popular and this is one of the methods I highly recommend Below are some good websites I would recommend to you a) TalkEnglish
TalkEnglish is a platform designed to support you as you practice English speaking, guiding you every step of the way Beyond speaking practice, it delivers additional benefits like improving listening skills, expanding vocabulary, and learning slang terms The site is clear, user-friendly, and easy to navigate, making it accessible for learners of all levels.
On the home page, you will see several options as follows:
Speaking English Lessons - Practice speaking English
English Listening Lessons - English Listening Practice
Extra English Lessons - Lessons to expand knowledge
A few other "Extras" - a few more lessons
I highly recommend this website because:
Videos on the site are presented at a moderate speed, not too fast, so you can hear the ending sounds of words clearly This pacing also lets you imitate the speakers’ pronunciation and rhythm, helping you improve your own pronunciation and language listening skills.
- The content of stories is very interesting, you will not be bored while studying and practicing pronunciation
Website: https://www.talkenglish.com b) Recording yourself
A tape recorder is a practical and useful tool for learning pronunciation Students can record themselves and listen back to hear how their ending sounds compare with native speech, making it easier to identify pronunciation problems By recording a sample of speech and comparing it with a native speaker's pronunciation, learners can accurately recognize where their pronunciation diverges and focus on improving the ending sounds Try recording your speech on a tape and comparing it with a native speaker's pronunciation to guide targeted practice and steady progress.
Many ESL learners don’t have access to a tape recorder, especially students who are not majoring in English; you can record yourself online using these free tools: Audioboo (audioboo.fm), Vocaroo (vocaroo.com), and SoundCloud (soundcloud.com).
In two websites audio boo and sound cloud, students have to sign up first After that, there will be a symbol of record, like this:
Students should click the microphone icon, position the microphone close to their mouth, and begin recording On vocaroo.com, no signup is required—students can simply click to record immediately c) BBC Learning English
BBC Learning English has long been known as a global English-learning channel, with a vast library of audio files for listening practice now available on mobile platforms The official website has been significantly enhanced as well, with multi-level courses added to support learners at every stage.
The English pronunciation section, which is an integral part, and of course, ranks alongside the others, right above the navigation bar of this website
On the BBC pronunciation section, you’ll find numerous videos, each focusing on a specific pair of English sounds to help learners compare and master pronunciation At the very top, a comprehensive phonetic table lists all 44 English sounds—vowels, consonants, and compound sounds—providing a clear reference for study, practice, and SEO-friendly learning.
This basic tutorial emphasizes practical, hands-on learning, with the instructor delivering clear explanations alongside illustrations and on-screen captions Learners build skills through listening and imitation, following Ms Alex's pronunciation cues to master accurate speech By listening carefully and repeating aloud, you enhance spoken fluency through consistent pronunciation practice.
For each sound, Ms Alex presents several words that contain the target sound, helping learners recognize and practice the phoneme In addition to listening and reading along as Alex reads, students can also read along themselves to reinforce sound-letter relationships and boost engagement and excitement during the lesson.
Mastering pronunciation starts with the mouth shape In the video, focus on the two split images: the left side offers a horizontal view of the face to reveal changes in the cheek area and chin as they move up and down, while the right side shows how the lips, tongue, and teeth adjust during articulation These paired visuals illustrate both facial mechanics—cheek and chin movement—and oral configuration—lips, tongue, and teeth—for clear pronunciation cues.
You can also refer to the official BBC Learning English channel on Youtube: youtube.com/channel/UCHaHD477h-FeBbVh9Sh7syA d) Shadowing on Ejoy Go
Shadowing is the practice of listening to a sentence and immediately imitating it to achieve the closest possible likeness, making it highly effective for improving pronunciation, intonation, and sound matching The Speak feature in EJOY GO supports this technique by letting you watch videos, select Speak, and record your imitation as you repeat each sentence EJOY GO then lets you compare your speech with the dialogue in the video, so you can train against real-style pronunciation When shadowing, imitate how people speak—match rising and falling pitches, place emphasis on key words, connect sounds smoothly, and pause naturally.
With regular practice in this technique, you will soon see your speaking skills improve – your speech becomes more natural, fluent, not fragmentary, and hesitant as before d) Elsa speak
Elsa speak is a very useful application that helps us detect and correct basic errors in pronunciation, helping to perfect the user's Ending Sound pronunciation skills
ELSA is a smart English pronunciation app that uses advanced speech recognition to listen to your voice and compare it with correct pronunciation It shows your pronunciation mistakes and guides you on how to move your tongue and lips to correct each sound, helping you practice and improve every sound The app displays what it hears on your phone screen with color cues—red, yellow, and green—to indicate pronunciation accuracy When reading vocabulary, it scores your performance, points out mistakes such as lip curling, tongue spreading, incorrect accent, and speaking too long or too short, and provides concrete corrections Since using ELSA, my ability to stress words correctly and place sentence stress has improved significantly.
ELSA offers over 800 rich conversations across 21+ topics—business, life, travel, love, family, IELTS, entertainment, and education—designed to help you tackle English pronunciation problems and steadily improve your speaking The app acts as a personal tutor, nudging you to study for 10 minutes a day at a time you pre-set, while tracking your progress and re-practicing the words you struggle with most Download it at https://download.com.vn/elsa-cho-android-93030.
Using tongue twisters to practice speaking English is an effective way to build fluency For clear and natural English, your tongue muscles need to be flexible to enable precise pronunciation of tricky sounds and rapid speech English includes many difficult-to-pronounce sounds, such as /l/ and /ʃ/, and complex consonant clusters that challenge even fluent speakers By dedicating time to pronounce difficult words and phrases with tongue twisters, you train your mouth to move accurately, improving pronunciation, speed, and overall communication.
For example, practice the two sounds /s/ and /ʃ/ with the following tongue twister: “She sells sea shells on the sea shore.”
Discover how to practice speaking English effectively using tongue twisters, and explore a curated set of useful tongue twisters that target challenging sounds and pronunciation patterns This guide offers practical steps: begin with simple sequences, articulate each phoneme clearly, slow down to ensure precision, then gradually increase speed while keeping clarity It also shares tips on breathing, recording your voice to monitor progress, and committing to short, daily practice sessions to build fluency and confidence Suitable for learners at any level, these exercises help improve articulation, reduce mispronunciations, and make speaking more natural in everyday conversations.
And let’s try tongue twisters exercises as below:
“She sells sea-shells on the sea-shore
The shells she sells are sea-shells, I’m sure
For if she sells sea-shells on the sea-shore
Then I’m sure she sells sea-shore shells.”
III.2.4 Practicing in front of the mirror