THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGE NGUYEN THI THU TRANG AN INVESTIGATION OF INFORMATION AND COMMUNICATION TECHNOLOGY ICT TOOL TO ENHANCE PRONUNCIATION ABILITY FOR ADULT
INTRODUCTION
Rationale
In the era of globalization, strong English language skills are increasingly essential for workforce competitiveness and future success as global citizens, especially in Vietnam's developed areas Researchers and educators continuously explore innovative teaching methods, incorporating Information and Communication Technology (ICT) to create effective learning environments that enhance speaking, writing, listening, vocabulary, and grammar skills Learning is a lifelong activity that requires adapting to new sources of knowledge, with ICT proficiency becoming an indispensable prerequisite for modern language learners, according to Jo (2013).
Recent shifts in second language teaching perspectives have led to a focus on communicative language teaching (CLT) over traditional form-focused methods Despite this change, pronunciation remains a key aspect of English language instruction because clear and comprehensible pronunciation empowers learners, fostering confident and effective communication in spoken English Accurate pronunciation is essential for enabling English learners to become fluent and self-assured speakers.
Research indicates that adult learners often face greater challenges in understanding foreign spoken language compared to young learners (Burda, Scherz, Hageman, & Edwards, 2003, cited in Edwards & Zampini, 2008) This raises an ongoing debate about whether adults also find it more difficult to master pronunciation (Tracey M Derwing, in Edwards & Zampini, 2008) Although this issue remains unresolved, it is widely recognized that factors such as accent, age, motivation, and exposure significantly influence adult learners’ pronunciation development Many adult English learners tend to have foreign accents that reveal their nonnative speaker status (Abbas), impacting their overall language proficiency.
The Critical Period Hypothesis suggests that in order to achieve native-like pronunciation in a second language, learners should start studying before age 7 According to linguists like Lennerberg, there is a biological and neurological window that closes around age 12, after which mastering pronunciation becomes significantly more challenging.
Despite ongoing debate about whether adult learners have more or fewer opportunities to succeed in pronunciation compared to younger learners, it is evident that pronunciation remains a significant challenge for adults Factors such as age-related cognitive changes and less exposure to language input can make mastering pronunciation more difficult for adult learners Overcoming these challenges is crucial for improving their overall language proficiency and communication skills.
Numerous technical tools have been developed to support language learners in acquiring pronunciation skills, enabling greater independence through self-study These innovations allow learners to practice and improve their pronunciation without relying solely on teachers This study investigates the effectiveness of an ICT tool called MyET in assisting adult English language learners to enhance their pronunciation skills.
Aims of the study
This research aims to identify the pronunciation strategies used by adult learners and examine how MyET enhances these techniques It also seeks to explore the challenges faced when integrating MyET into effective pronunciation learning The study highlights the impact of MyET in supporting pronunciation improvement and addresses potential obstacles to its successful implementation in language education.
Scope of the study
This study investigates the effectiveness of MyET, a key ICT tool, in enhancing pronunciation skills among adult learners The research focuses specifically on students at Thai Nguyen University, aiming to assess how MyET can support adult language learners in achieving greater pronunciation accuracy Findings suggest that integrating MyET into language instruction can significantly improve pronunciation for adult students, providing valuable insights for educators seeking innovative digital solutions.
Significance of the study
This research aims to help English language learners improve their pronunciation by highlighting the benefits and drawbacks of using ICT tools, particularly MyET, for pronunciation practice It provides valuable insights into effective learning strategies, making it beneficial for learners seeking to enhance their pronunciation through technology Additionally, the findings offer useful guidance for teachers aiming to incorporate ICT tools into their pronunciation teaching methods, supporting more effective and engaging language instruction.
This study was written based on research orientation, supervisor’s guidance and regulations of School of Foreign Language
Chapter I, Introduction presents the background to the study, aims, scope, significant and structure of the study
Chapter II, the Literature Review, explores the theoretical background of pronunciation, highlighting its definition and significance in language teaching It reviews common teaching methods, including Traditional Methods and Communicative Language Teaching (CLT), and examines factors influencing language learning outcomes Additionally, the chapter discusses the role of technology in enhancing language instruction and provides an overview of relevant previous research studies to contextualize current approaches.
Chapter III, Methodology defines theoretical framework, research questions, information about participants, materials and data collection
Chapter IV, Results and Discussion explain the results and analysis of the data collection
Finally, Chapter V, Conclusion and Recommendation indicate major findings of the study, implications, the study’s limitations and some suggestions for further studies.
Structure of the study
This literature review explores key theoretical concepts related to pronunciation, emphasizing its crucial role in effective language teaching It discusses common teaching methods, including Traditional Methods and Communicative Language Teaching (CLT), highlighting their approaches to pronunciation instruction The review also examines factors influencing language learning and teaching, as well as the growing impact of technology in enhancing pronunciation skills Additionally, it summarizes findings from previous studies to provide a comprehensive understanding of current trends and challenges in teaching pronunciation.
2.1 Theoretical background 2.1.1 What is “pronunciation”?
The simplest definition of the term ‘pronunciation’ can be found in Oxford dictionary, which says that pronunciation is simply “the way in which a word is pronounced” (Oxford, 1948, p.1209)
Pronunciation is defined as the production of a sound system that facilitates clear communication for both speakers and listeners, as outlined by Paulston & Burder (1976) Otlowski (1998) describes pronunciation as the accepted manner of uttering words, emphasizing correct pronunciation as essential for effective communication Additionally, Richard and Schmidt (2002) highlight that pronunciation involves the method of producing specific sounds, which is crucial for comprehensibility in language use.
Dalton and Seidlhofer (1994) offer a detailed definition of pronunciation, describing it as the production of significant sounds in two key ways Firstly, pronunciation encompasses the production and reception of speech sounds, serving as a core component of a language's code Secondly, it refers to the acts of speaking that are used to convey meaning within specific contexts.
2.1.2 The importance of pronunciation in language teaching
Our manner of speech often reflects key aspects of our identity when interacting with others Learners with strong pronunciation skills and a solid command of English are more easily understood, even if their speech contains grammatical errors In many cases, clear pronunciation of individual words can be sufficient for successful communication Conversely, learners whose pronunciation is unclear or incorrect may face challenges in effectively conveying their message.
LITERATURE REVIEW
Theoretical background
The simplest definition of the term ‘pronunciation’ can be found in Oxford dictionary, which says that pronunciation is simply “the way in which a word is pronounced” (Oxford, 1948, p.1209)
Pronunciation is essential for effective communication, involving the production of sounds that do not hinder understanding for both speakers and listeners Paulston & Burder (1976) define pronunciation as the production of a sound system that facilitates clear communication Otlowski (1998) describes pronunciation as the accepted manner of uttering words, emphasizing its role in social language use According to Richard and Schmidt (2002), pronunciation involves the correct method of producing specific sounds, highlighting its importance in language proficiency.
Dalton and Seidlhofer (1994) provide a comprehensive definition of pronunciation, describing it as the production of significant sounds in two key aspects Firstly, pronunciation involves both the production and reception of speech sounds, serving as an integral part of a language's code Secondly, it encompasses the acts of speaking that are used to convey meaning within specific contextual settings, highlighting its role in effective communication.
2.1.2 The importance of pronunciation in language teaching
Our manner of speaking reveals key aspects of our identity to those around us Learners with strong pronunciation and a solid command of English are more easily understood, even if they make some grammatical errors In many situations, clear pronunciation of individual words can be sufficient for effective communication Conversely, learners whose pronunciation is hard to understand face a higher risk of communication breakdown This is why teaching pronunciation remains a central focus in language education, emphasizing the importance of clear speech for successful interactions.
Effective communication in English goes beyond vocabulary and grammar; pronunciation, including rhythm and intonation, plays a crucial role Wong (1987) highlighted that non-native speakers struggle to communicate effectively despite having good vocabulary and grammar skills Wong (1993) emphasized that the connection between pronunciation and listening comprehension is vital, as accurate rhythm and intonation help convey meaning Understanding speech organization and intonation patterns is essential for listeners to accurately interpret spoken English Therefore, developing pronunciation skills is key to improving learners’ ability to comprehend and communicate effectively in English.
Harmer (2001) highlighted that the primary goal of language teaching and learning is to enable students to effectively communicate in the target language While many learners believe they can easily communicate in English by speaking with teachers and classmates, real-world English communication with foreigners is often much more challenging Effective communication entails both understanding others and being understood, emphasizing the importance of developing genuine language skills for practical conversations.
Teachers have a unique advantage in understanding their students, as they teach English to non-native speakers and frequently encounter incorrect pronunciation This experience enables educators to recognize common speech patterns and errors shared by students Additionally, students often develop similar pronunciation habits, making teacher insight crucial for effective language instruction This understanding enhances teaching strategies and supports improved pronunciation and language acquisition.
Thirdly, the classroom is not a real environment and students do not have an opportunity to communicate with native speakers because it takes place in school
Many teachers focus heavily on grammar and vocabulary in teaching a foreign language while helping learners improve their listening and reading skills However, most educators believe that pronunciation learning is often perceived as too challenging and monotonous for students (Harmer, 2001).
One of the primary reasons teachers neglect English pronunciation is the limited time available for practice, as they often have numerous other teaching responsibilities Additionally, the lack of high-quality and suitable teaching and learning materials hampers effective pronunciation instruction Teachers believe that dedicating excessive time to pronunciation is impractical given their heavy teaching loads, leading them to prioritize other language skills (Harmer, 2001).
According to Kenworthy (1987), learners' phonetic abilities, integrative motivation, and achievement motivation are key factors in achieving acceptable pronunciation independently of teachers To support this, educators must emphasize the importance of good pronunciation, encourage students to study pronunciation diligently, and provide effective guidance in mastering English sounds These strategies help learners develop better pronunciation skills and foster autonomous learning.
According to Harmer (2001), while grammar and vocabulary are essential components of language, effective communication also depends heavily on accurate pronunciation Native speakers can often understand non-native speakers despite grammatical errors, highlighting the importance of proper pronunciation Without correct pronunciation, even with strong grammar and vocabulary, communicative efficiency is compromised, making pronunciation a crucial element in successful interaction.
Students can also improve their speaking skill through pronunciation instruction
Focusing on where words should be stressed help them get the purpose of comprehension and intelligibility (Harmer, 2001)
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Harmer (2001) expressed that learners can scarcely attain ‘perfect’ pronunciation
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“Pronunciation instruction has some realistic aims that need to be emphasized in order to develop communicative competence” (p.126)
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Effective pronunciation instruction is crucial for enhancing learners' communicative skills, as accurate word production is essential for clear communication It helps learners understand native-like pronunciation, making their spoken English more understandable and less confusing to listeners (Abbas, P.G., 2016) The primary goals of teaching pronunciation include facilitating easier comprehension, building confidence, and fostering communicative competence tailored to individual needs Additionally, pronunciation training encourages learners to feel more comfortable using English, develop positive self-awareness as non-native speakers, and promote speech consciousness It also equips learners with personal speech monitoring and adjustment strategies that support continuous improvement both inside and outside the classroom (Butler-Pascoe & Wiburg, 2003).
Pronunciation is a crucial aspect of language teaching that significantly enhances learners' communication skills Effective pronunciation instruction enables students to understand spoken English more easily, boosting their confidence and making them feel comfortable during conversations Incorporating pronunciation practice into language lessons is essential for improving overall communicative competence in learners.
2.1.3 Methods in teaching pronunciation 2.1.3.1 Traditional Methods
The role of technology in language teaching
According to Shyamlee (2012), integrating technology into language teaching is essential for enhancing student motivation and engagement in class activities It helps develop students’ communication skills, expand their knowledge of Western culture, and foster a deeper understanding of language context Additionally, technology improves teaching efficacy, promotes better interaction between teachers and students, and provides flexibility in course content, creating an effective and dynamic language learning environment.
Advancements in technology have enabled educators to create more engaging and effective teaching experiences both online and offline By enhancing classroom activities and motivating students through technological tools, teachers can foster greater student involvement, leading to improved learning outcomes Increased student engagement not only boosts understanding but also makes the learning process more enjoyable, particularly in foreign language education where active interaction is essential.
According to Jo Shan Fu (2003), integrating ICT in education enhances students' ability to access digital information efficiently and supports student-centered, self-directed learning It fosters a creative learning environment and promotes collaborative learning, especially in remote settings Additionally, ICT provides more opportunities to develop critical, higher-order thinking skills, improves the overall quality of teaching and learning, and facilitates access to course content, thereby supporting educators and students alike.
Hennessy (2005) highlighted the role of ICT acts in transforming language teaching and learning, serving as a catalyst that motivates both teachers and learners to adopt innovative approaches The researcher emphasized that integration of ICT fosters learner autonomy, encouraging students to act and think independently Additionally, Lee (2001) argued that the application of Computer-Assisted Language Learning (CALL) enhances students' engagement and supports personalized learning experiences.
Language Learning (CALL) transforms learners' attitudes towards education and boosts their self-confidence Research by Costley (2014) and Tutkun (2011) highlights the significant benefits of ICT in teaching and learning, demonstrating that learners become more active participants, which enhances information retention and fosters independence Additionally, incorporating learner-centered educational materials through CALL helps improve language skills and overall learning outcomes.
Baytak, Tarman, and Ayas (2011) conducted a study on the impact of technology on learning, highlighting that integrating technology enhances learner engagement and motivation Their findings demonstrate that technology makes learning more interesting, encourages greater interaction, and boosts social interactions and overall engagement among students This research underscores the significance of incorporating technology to improve learning outcomes and foster a more interactive educational environment.
Technology plays a vital role in language education by fostering interaction between teachers and learners, providing comprehensible input and output, and supporting the development of thinking skills It makes teaching more student-centered, promotes learner autonomy, boosts confidence, and enhances motivation to effectively learn a foreign language The use of ICT tools in language teaching significantly increases both learners' and teachers' motivation, leading to more interest, interaction, independence, and confidence in learning and communication.
Previous studies
According to Esteve Recatalà and Andrea (2005), teaching pronunciation through ICT tools helps students become familiar with native speakers' culture, including gestures, speaking distance, and expression formulas (Finocchiaro & Bonomo, 1973, p 106) The use of ICT in language education enhances student motivation, making them more participative and responsive to the content being taught.
Kun-Ting Hsieh, Da-Hui Dong, and Li-Yi Wang (2013) introduced a novel teaching method called the shadowing technique to enhance English pronunciation among non-English major students at National Taiwan University (NTU) They utilized MyET, an online ICT tool, to evaluate the effectiveness of the shadowing technique in Taiwan’s educational context, with NTU widely adopting this resource to support self-directed spoken English practice To maximize its benefits, NTU required students to complete assignments through MyET, and many computers were equipped with the program to facilitate pronunciation practice Their research concluded that the shadowing technique, combined with ICT tools, helps learners become accustomed to sentence flow without overloading short-term memory and reading efforts; additionally, it significantly improves pronunciation performance compared to repetition techniques, highlighting the effectiveness yet underuse of shadowing in pronunciation instruction.
Sze-Chu Liu and Po-Yi Hung (2016) conducted a study to evaluate the effectiveness of the ICT tool MyET for university students in central Taiwan They utilized MyET, an online software specifically designed to improve English pronunciation based on the Audiolingualism method and communicative approach The study focused on assessing participants’ pronunciation quality to determine the tool’s impact on language learning outcomes.
Participants underwent an 8-week training program utilizing computer-assisted pronunciation instruction in a laboratory setting, following a pretest The study results demonstrated significant improvements in their pronunciation skills, particularly with increased pitch variation Notably, the participants showed substantial enhancement in rising-falling intonation, indicating the effectiveness of the training.
Fatemeh Alipanahi's 2014 study explored the use of software to enhance the learning of strong stressed vowels and weak unstressed vowels The data analysis revealed that technology significantly improves learners' attitudes, perceptions, and accuracy in producing correct stress patterns While emphasizing the importance of stress in pronunciation, Alipanahi focused more on stress syllables rather than word or sentence stress, highlighting the effectiveness of technological tools in phonetic learning.
Thakur (2012) demonstrated that integrating digital technologies such as Digital Language Lab software, websites, wikis, blogs, and social media into pronunciation teaching can significantly enhance student engagement and motivation The study found that a technology-inspired approach not only boosts students’ enthusiasm and excitement for learning pronunciation but also reduces pressure by allowing individual computer and headphone use Additionally, leveraging technology enables teachers to develop more creative and interactive language teaching strategies, fostering active student participation and improved learning outcomes.
METHODOLOGY
Theoretical framework
This study adopts an action research approach, which involves collaboration between researchers and clients to diagnose problems and develop effective solutions (Bryman and Bell, 2011) Action research is characterized as a systemic, collective, and self-reflective inquiry undertaken by participants to improve social and educational practices (McCutcheon and Jung, 1990) Kemmis and McTaggert (1990) further describe it as a collective, self-reflective process aimed at enhancing the rationality and justice of social practices while deepening participants' understanding of their contextual situations.
The four necessary steps for action research according to Grundy and Kemmis
This study follows a structured process involving planning, action, observation, and reflection to enhance Vietnamese adult learners' English pronunciation The research begins with a clear general plan to identify effective methods for pronunciation improvement, utilizing ICT tools during the implementation phase Data collection through recordings, learner scores, journals, and participant observations informs the analysis phase The reflective critical evaluation assesses the impact of each cycle’s actions, guiding subsequent re-planning to optimize learning outcomes This cyclical approach aims to identify the most effective strategies for improving English pronunciation among adult learners.
Figure 3.1 Action research model in this study (Grundy and Kemmis, 1981)
Research questions
The study is conducted to answer the following research questions:
- What are pronunciation problems faced by adult English learners who are students of TNU?
- What impacts do ICT tool have on improving adult learners’ English pronunciation?
- What are the learners’ perspectives on the use of ICT tool in promoting pronunciation learning?
Participants
This research involved 20 students from New Edu English Centre in Thai Nguyen City, all of whom are enrolled at Thai Nguyen University The participants completed both pre- and post-questionnaires, as well as pretests and posttests, to measure their language learning progress The study aimed to assess the effectiveness of the teaching methods used, providing valuable insights into learners' improvement in English proficiency.
Ways to help adult learners improve their English pronunciation
Using one major ICT tool (MyET)
Goal them were non-major in English language and under elementary level of English at that point.
MyET
My English Tutor (MyET) is an easy-to-download pronunciation software for PCs and smartphones that offers practical short conversations on daily life, travel, and hospitality topics The program enables learners to listen to authentic American accents and practice repeating sentences for improved pronunciation It features advanced analysis to identify pronunciation issues, providing instant feedback and scores based on criteria such as word pronunciation, pitch, rhythm, and stress After consistent practice, users can take the Speaking Proficiency Test within the software to assess their progress and enhance their English speaking skills.
Data collection instruments
This study utilized questionnaires, pre- and post-tests, and analysis of scores obtained through myET, a web-based tool and mobile app, as the primary data collection methods The data collection procedures are detailed below to ensure clarity and transparency.
The study utilized two questionnaires administered at the beginning and end of the experimental period to assess students' pronunciation practices and learning experiences The initial questionnaire focused on students’ frequency of practicing pronunciation, their challenges in learning English pronunciation, and their current learning strategies The follow-up questionnaire primarily gathered students’ self-evaluations of their pronunciation improvements, the impact of ICT tools on their pronunciation skills, and how these tools influenced their learning habits.
3.5.2 Pretest and Posttest on my ELT
The second set of data was collected through pre- and post-tests to evaluate participants' pronunciation improvement Participants completed a pretest using MyET (My English Tutor), a tool designed to enhance pronunciation skills based on the Audiolingualism method and communicative approach.
Before the experimental period started, students received training on how to download and effectively use the app The Speaking Proficiency Test within the software consists of 60 sentences designed to assess various aspects of language ability Each sentence is scored based on specific criteria, including pronunciation at the word level, pitch, rhythm, stress, and overall speaking performance This comprehensive evaluation aims to accurately measure students' speaking skills and improvements.
Students were required to listen and repeat 20 first sentences Students were asked to make notes of their results for the Speaking Proficiency Test on a piece of paper
Participants were instructed to practice consistently on MyET for six weeks using their laptops, mobile phones, or library computers Weekly scores were recorded and submitted to the researcher to monitor progress At the end of the training period, participants completed a posttest, and all score data were collected for analysis to evaluate the effectiveness of the practice.
Data analysis
Data collected through questionnaires, pretests, and posttests were analyzed using Microsoft Excel, enabling accurate tabulation and visualization of students’ pronunciation features Results were presented in well-structured tables and charts to facilitate clear interpretation and comparison The findings were then thoroughly analyzed to draw meaningful conclusions about students’ pronunciation development.
Action plan
- Difficulties of students in learning pronunciation
- Reasons for limited pronunciation ability
- Ways to improve pronunciation ability
Week 2 Doing pretest by using MyET
- Collect data before starting experimental period
- Evaluate students’ pronunciation ability based on criteria of pronunciation (at word level), pitch, rhythm, stress and overall performance
Timeline Actions Responsibilities Aims before weekly training with MyET
- Collect data from six continuous weeks of students;
- Evaluate changes of students’ pronunciation ability based on criteria of pronunciation (at word level), pitch, rhythm, stress and overall performance
Week 9 Doing posttest by using MyET
- Collect data after weekly training with MyET
- Evaluate final results after weekly training with MyET
- Compare the average scores of pretest and posttest result
- Students’ evaluation of the usefulness and improvement of MyET
- Students’ attitude towards the application of MyET.
RESULTS AND DISCUSSION
Data collected from questionnaires
Difficulties due to subjective causes
Limited pronunciation ability and passive learning
The survey results reveal that over half of the participants hold negative opinions about their ability to pronounce or speak a foreign language effectively A significant majority (80%) attribute their limited pronunciation skills to a lack of practice after class hours Despite being aware that English and Vietnamese sounds differ, more than 60% of students still struggle with sound confusion, often producing sounds similar to Vietnamese pronunciation The students' perceived reasons for their pronunciation limitations are detailed in the accompanying table.
Table 4.1 Reasons for limited pronunciation ability
No Options No of answers Percentage
1 I do not know how to pronounce many English sounds 7 35
2 I do not pay attention to pronunciation 12 60
3 I confuse some English sounds with others 13 65
4 I only practice pronouncing when I study English in class 16 80
I think I cannot pronounce English sounds correctly I always replace some sounds by producing a similar Vietnamese sounds
No Options No of answers Percentage
6 I think the English and Vietnamese sounds are the same 0 0
7 I usually substitute one sound to another sound 15 75
Strategies employed to improve pronunciation after class hours
According to Table 4.2, less than 20% of students actively use strategies to improve their pronunciation skills independently, even with teacher support This indicates that the majority of students tend to be passive in their pronunciation learning, particularly when they lack guidance from educators.
Table 4.2 Ways to improve pronunciation in free time
No Options No of answers Percentage
1 Listen to the tape/news and imitate 2 10
2 Practice pronunciation by yourself or with other students 4 20
3 Record and evaluate your own pronunciation with teachers’ help 1 5
4 Practice pronunciation using a mobile app/ online tool 0 0
Low motivation to learning English
Table 4.3 Reasons for learning English
No Options No of answers Percentage
2 Because It is important for my future job 13 65
No Options No of answers Percentage
3 Because it is a compulsory subject 20 100
4 I have to use English a lot inside and outside the classroom 1 5
5 I want to prove my ability 1 5
6 I want to be able to talk with foreigners 5 25
All participants (100%) study English primarily because it is a compulsory subject at school While some are motivated by intrinsic reasons—such as wanting to demonstrate their abilities (5%), communicate with foreigners (25%), or pursue studying abroad (25%)—the majority (65%) recognize that a good level of English proficiency enhances their chances of securing better job opportunities.
Many students do not recognize opportunities to use English outside the classroom, which contributes to their lack of motivation to learn the language This limited exposure affects their overall enthusiasm for studying English and hinders their ability to improve pronunciation and mastering the English sound system Increasing real-life language practice can boost student motivation and enhance their pronunciation skills.
Difficulties due to objective causes
According to the data presented in Table 5.1, 60% of participants frequently substitute English sounds with Vietnamese sounds, despite being aware that the two languages have distinct phonetic systems This pattern indicates that language transfer and pronunciation habits significantly influence their English pronunciation, highlighting a common challenge for Vietnamese learners of English Understanding these tendencies can help develop targeted language teaching strategies to improve pronunciation accuracy.
This is due to the fact that 35% participants do not know how to produce the English sounds and their belief that they cannot produce the sounds correctly
The questionnaire results reveal that students rarely or never have opportunities to practice English sound systems during school and university, which may contribute to their misconceptions and difficulties in pronunciation Despite this, 60% of participants regularly practice pronunciation exercises provided by their teachers from course books, highlighting the need for more comprehensive speaking practice to improve pronunciation skills.
Table 4.4 Materials in teaching pronunciation
No Options No of answers Percentage
1 The exercises from the course book 12 60
2 Additional ready-made materials such as other books, special websites… 4 20
A recent questionnaire reveals that schools and universities do not offer sufficient opportunities for English language learning due to limited exposure to foreigners According to survey results, only 5% of participants have opportunities to meet and communicate with foreigners, while 80% have never encountered any foreigner These findings highlight the need to enhance language practice environments in educational institutions.
Table 4.5 Opportunities to meet or communicate with foreigners
No Options No of answers Percentage
1 No, I don’t I have never met any foreigner in my university 16 80
No, I don’t There are some foreigners in my university but I have no chance to communicate with them
3 Yes I have some opportunities to communicate with foreigners 1 5
Most non-English major students face challenges in English learning due to their academic focus on other subjects, which are often unrelated to English Additionally, they experience significant time constraints, as they attend 10-12 classes daily and participate in numerous extracurricular activities, leaving limited time for English study Consequently, it is difficult for students to dedicate adequate attention to mastering English, especially pronunciation practice, amidst their busy university schedules.
Simple techniques to improve participants’ pronunciation
The questionnaire reveals that participants face challenges in learning English pronunciation due to limited opportunities to use the language at university Additionally, the lack of access to effective pronunciation learning techniques further hinders their progress, highlighting the need for enhanced practice methods and immersive language experiences.
In the first two years at university, students participate in pronunciation classes to improve their English skills During these sessions, teachers guide learners by demonstrating correct pronunciation, which students then repeat in chorus to reinforce learning Occasionally, teachers assign individual pronunciation exercises, encouraging students to practice and refine their spoken English independently.
Table 4.6 Methods in teaching pronunciation
No Options No of answers Percentage
2 Listen audio/video/tape recording of native speakers and repeat 3 15
4 Use software from the internet 0 0
Each lesson should focus on four essential skills: speaking, reading, writing, and listening Due to limited class time, teachers cannot dedicate entire lessons solely to pronunciation practice According to survey results, 85% of participants have only 5-10 minutes per lesson to work on pronunciation, highlighting the need for efficient integration of pronunciation exercises within the broader curriculum.
Figure 4.1 Time to teach pronunciation in each lesson 4.1.2 Data from post-questionnaires
The evaluation of MyET software
Results from the questionnaires show that most participants highly evaluate the usefulness of MyET software in improving English pronunciation
Figure 4.2 Students’ evaluation of the usefulness of MyET
Table 4.7 Students’ evaluation of the improvement of English pronunciation
No Options No of answers Percentage
As shown in the table, 80% of the participants recognized the application of MyET can enhance their ability in English pronunciation
Students’ attitude towards the application of MyET
The survey results indicate that the majority of students hold a positive attitude towards using and applying MyET software to improve their English pronunciation An impressive 95% of participants prefer this digital tool over traditional methods such as course books and CDs, highlighting its effectiveness and popularity in language learning.
0 10 20 30 40 50 60 70 80 90 100 the same a bit more a lot more
Figure 4.3 The degree of interest in using MyET
In addition, more than 80% of participants are also excited to continue using this software after the experiential period
Table 4.8 Continuing to use MyET
No Options No of answers Percentage
Data collected from Pretest and Posttest
Data from pretest and posttest assessments are presented to evaluate participants' progress Figure 1 illustrates the comparison of average scores across key areas: pronunciation, pitch, timing, emphasis, and overall evaluation (total) The results highlight significant improvements in these performance metrics after the intervention, demonstrating the effectiveness of the training program.
Table 4.9 Pretest and posttest average scores result
Percentage of Changes Pretest Posttest
Pretest scores indicate that students initially excelled in pronunciation of individual sounds and emphasis, with success rates of 77.1% and 77.5%, respectively However, they faced greater challenges with pitch and timing, with timing showing the lowest success rate of only 57.3%, highlighting it as the most significant obstacle in pronunciation improvement The success rate for pitch was slightly higher at 69.4%, suggesting varying levels of difficulty among the different pronunciation criteria before the application of MyET.
The study confirms that using MyET significantly enhanced students' pronunciation skills, with all criteria showing improvement after the experimental period Notably, "timing" experienced the most substantial increase of 20.2% in the posttest compared to the pretest, highlighting the effectiveness of MyET in improving speech rhythm Additionally, pronunciation, pitch, and emphasis improved by 8.2%, 6.4%, and 2.6%, respectively, indicating overall progress in pronunciation accuracy While students continue to perform better in pronunciation and emphasis than in timing and pitch, the gap has lessened compared to pretest scores, demonstrating balanced development in their speaking abilities.
The posttest scores indicate a 12.5% improvement in students’ overall pronunciation ability compared to the pretest results, demonstrating the effectiveness of the app This suggests that integrating the app into language learning significantly enhances students’ pronunciation skills, making it a valuable tool for improving oral communication Overall, the data supports the conclusion that the app has a positive impact on students' language development and pronunciation proficiency.
4.2.2 Pretest and posttest average scores results of individual participants
In this part, the average scores gained by individual students for 20 sentences of the pretest and posttest are illustrated by bar charts
Figure 4.4 Average score results for Pronunciation (in percentage)
Figure 4.4 compares the average scores gained by students for the first criteria
“Pronunciation” in the pretest and posttest As can be seen, students’ ability to pronounce individual words has been enhanced after the experiential period
Students with lower pretest scores tend to show faster improvement in pronunciation skills, indicating that less initial proficiency may foster more noticeable progress Conversely, students with higher pretest scores demonstrate less dramatic enhancements, although they maintain higher overall performance Notably, the most significant improvements in pronunciation were achieved by students 1, 2, 3, 8, 10, 12, 13, 15, 17, and 20, with gains ranging from 10% to approximately 30% This data highlights the potential for greater progress among students starting with lower baseline scores in language learning and pronunciation enhancement.
Figure 4.5 Average score results for Pitch (in percentage)
The figure presents the average scores for Pitch, indicating that most students made progress similar to the pronunciation criterion However, the improvement in pitch was less significant, with only a few students, such as students 1, 2, 8, and 18, showing an improvement of approximately 10% For the majority of students, score improvements were minimal, with some even experiencing slight declines compared to the pretest, though these changes were not highly noticeable.
Figure 4.6 Average score results for Timing (in percentage)
The fastest progress seems to be made on timing As shown in the chart, nearly all students improved the ability to control the time used to produce an utterance
Students with the lowest scores experience the most significant improvements, often exceeding 20% and reaching up to 45% Notably, students 2, 10, 15, and 20 demonstrated remarkable growth, with score increases ranging from 30% to 40% Additionally, students 8, 12, and 19 achieved approximately 20% improvement compared to their previous results While students with higher initial scores showed some progress, the improvements were less pronounced and not as clearly evident.
Figure 4.7 Average score results for Emphasis (in percentage)
In terms of emphasis, the improvement made by students is not significance
However, as can be seen in figure 4.7, most of students made some progress
Students 1 and 12 demonstrated the fastest improvement, with the lowest initial scores in the pretest and percentage increases of 9.2% and 11.7%, respectively Overall, most students showed slight progress, averaging a 4.2% improvement.
Figure 4.8 Average score results for Overall Evaluation (Total) (in percentage)
The overall evaluation indicates significant student progress, with most students achieving higher posttest scores compared to pretest results Many students improved by over 20%, while others showed a 10 to 20% increase Students with lower initial scores experienced faster improvements Although the level of progress varied among individuals, the data clearly demonstrates that students’ pronunciation skills have generally improved, reflecting positive developmental trends in language learning.
The integration of ICT, specifically the MyET application, significantly enhanced students' pronunciation abilities, as evidenced by improved scores from pretest to posttest Notable progress was observed in time control, pronunciation of individual words, and overall speaking skills, while emphasis and pitch showed modest improvement Interestingly, students with lower initial pretest scores tended to make greater progress across most evaluated criteria, highlighting the effectiveness of ICT-driven language instruction.
CONCLUSION AND RECOMMENDATION
Major findings
This study aims to identify effective pronunciation strategies and explore the use of the ICT tool MyET to enhance adult learners' pronunciation skills Through reviewing relevant literature and applying various research methods, the study seeks to provide insights into how technology can support pronunciation development Ultimately, the research addresses three key questions to determine the effectiveness of MyET and other strategies in improving adult learners' pronunciation abilities.
- What are pronunciation problems faced by adult English learners who are students of TNU?
- What impacts do ICT tool have on improving adult learners’ English pronunciation?
- What are the learners’ perspectives on the use of ICT tool in promoting pronunciation learning?
Research indicates that adult learners at TNU face several challenges in English pronunciation, including difficulties with intonation, stress, rhythm, and fluency Factors influencing these challenges encompass the influence of students' mother tongue, their individual pronunciation abilities, the quality of the teaching and learning environment, and their motivation to improve pronunciation skills.
The integration of ICT tools, specifically the MyET application, has significantly enhanced students’ pronunciation skills Notably, improvements were most evident in students’ ability to control their speaking time, followed by advancements in pronouncing individual words and overall pronunciation accuracy These findings demonstrate that using innovative technology like MyET can effectively boost learners' oral communication skills and pronunciation proficiency.
While emphasis and pitch showed no significant improvement compared to other criteria, students still demonstrated overall progress Notably, students with lower pretest scores tended to make greater gains across most evaluated areas Additionally, incorporating ICT tools has proven to enhance the effectiveness of learning pronunciation, leading to better mastery of speech nuances.
In response to the third research question, students shared valuable insights, including their ideas, desires, and aspirations related to teaching and learning methods, as well as challenges they face in learning English pronunciation The study found that the majority of students hold a positive attitude and exhibit enthusiasm toward using MyET, an ICT tool, to enhance their English pronunciation skills Utilizing ICT tools like MyET has proven effective in motivating students and improving their pronunciation, highlighting the importance of integrating technology in language learning Overall, students’ positive perceptions of ICT-based pronunciation training underscore the potential of educational technology to facilitate more engaging and effective English language learning experiences.
Implications
The study indicates that integrating ICT tools significantly enhances adult learners' English pronunciation, including word-level accuracy, pitch, rhythm, stress, and overall performance, while also boosting their motivation and attitudes towards learning Therefore, relying solely on traditional teaching methods is insufficient; English teachers should incorporate ICT tools to increase student engagement and interest Additionally, teachers can introduce various ICT resources to encourage autonomous learning outside the classroom It is essential for educators to select ICT tools that are appropriate to the students’ age, needs, interests, and language proficiency levels to maximize their effectiveness.
Research limitations and suggestions
The study's limitations include a small sample size of just 20 participants, a six-week data collection period, and a narrow research scope focused on adult English learners at Thai Nguyen University Time constraints hindered a comprehensive understanding of pronunciation challenges and students’ preferences for improvement Future research should involve a larger, more diverse group of participants across different ages, backgrounds, and educational levels, including primary, secondary, and higher education students across Thai Nguyen and other provinces Expanding the participant pool will enable more accurate assessments of ICT tools' effectiveness in teaching and learning English.
In the MyET platform, each sentence was evaluated based on pronunciation (at the word level), pitch, rhythm, stress, and overall performance, ensuring a comprehensive assessment of language skills The study focused on selected pronunciation fields to provide targeted insights All materials used in MyET consisted of short communication sentences derived from everyday life scenarios, emphasizing practical language application.
Later studies can find other ICT tools in which materials are more varied
ICT tools have been proven to be effective and beneficial in enhancing pronunciation instruction Future research should focus on exploring the application of translating and interpreting skills within English language teaching These areas hold significant potential for advancing language acquisition and improving pedagogical strategies.
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Thank you for participating in this research; the survey takes less than 20 minutes to complete The questionnaire is in English, but you are welcome to answer any questions in Vietnamese if that makes you more comfortable Your responses are completely anonymous, and we appreciate your effort in completing the entire survey.
Question 1 How long have you been learning English?
Question 2 Why do you learn English? You can choose more than one option a Because I like English b Because It is important for my future job c Because it is a compulsory subject d I have to use English a lot inside and outside the classroom e I want to prove my ability f I want to be able to talk with foreigners g I want to study abroad Other:………
Question 3 Is learning English pronunciation important? Choose one option a not important at all b quite important c important d very important
Question 4 On scale of 1-5 how would you rate your English pronunciation?
(1 = not good 2 = quite good 3 = good 4 = quite good 5 very good;)
Question 5 What are your difficulties in learning pronunciation? You can choose more than one option a I do not know how to pronounce many English sounds b I do not pay attention to pronunciation c I confuse some English sounds with others d I only practice pronouncing when I study English in class e I think I cannot pronounce English sounds correctly I always replace some sounds by producing a similar Vietnamese sounds f I think the English and Vietnamese sounds are the same g I usually substitute one sound to another sound
Question 6 Do you have many opportunities to meet or communicate with foreigners in your school or university? Choose one option a No, I don’t I have never meet any foreigner in my university b No, I don’t There are some foreigners in my university but I have no chance to communicate with them c Yes I do have some opportunities to communicate with foreigners d
Question 7 What do you do to improve your pronunciation in free time? You can choose more than one option a Listen to the tape/news and imitate b Practice pronunciation by yourself or with other students c Record and evaluate your own pronunciation with teachers’ help d Practice pronunciation using a mobile app/ online tool
Question 8 How often does your teacher teach English pronunciation? Choose one option a Every lesson b Once a week c Once a month d Other:………
Question 9 How much time of the lesson does your teacher use to teach pronunciation on average? Choose one option a less than 5 minutes b 5-10 minutes c 10-15 minutes d Other:………
Question 10 What materials does your teacher most often use when teaching pronunciation? You can choose more than one option a The exercises from the course book b Additional ready-made materials such as other books, special websites… c Materials prepared by teachers d
Question 11 Do you think there are enough pronunciation exercises available in the course book? Choose one option a Yes b No c I don’t know
Question 12 How would you rate the usefulness of the pronunciation exercises in the course book? a not useful at all b quite useful c useful d very useful e I don’t know
Question 13 Do you think there are enough time in class to improve English pronunciation ability? a Yes b No c I don’t know
Question 14 What methods does your teacher often use when teaching pronunciation? You can choose more than one option a Repeat teacher’s pronunciation b Listen audio/video/tape recording of native speakers and repeat c Play games d Use software from the internet e Other:………
Question 15 In your opinion what factors effect your English pronunciation?
You can choose more than one option a Mother tongue’s influence b Learning environment c Teaching methods d Your own ideas:………
Thank you very much for your time and answers!
APPENDIX 2 PRETEST RESULTS (Average scores of each students on each criterion)
Total Pronun Pitch Time Emphasis student 1 59.9 49.0 74.6 72.9 61.7 student 2 55.6 61.9 67.2 10.7 78.4 student 3 70.3 95.3 65.8 81.6 77.3 student 4 72.1 91.0 69.6 82.5 76.2 student 5 77.8 92.2 81.9 87.3 82.3 student 6 80.9 98.9 58.3 90.4 80.2 student 7 90.5 83.9 96.9 97.1 89.7 student 8 48.6 47.7 40.4 44.5 85.4 student 9 70.7 98.2 65.3 79.1 78.0 student 10 56.0 62.0 68.5 10.0 80.0 student 11 70.5 96.2 65.5 81.7 77.9 student 12 54.0 45.0 80.4 38.9 56.2 student 13 56.0 62.0 68.5 10.0 78.8 student 14 70.1 98.3 66.1 81.4 78.1 student 15 56.0 62.0 68.5 10.0 80.0 student 16 81.0 99.4 57.7 90.8 80.5 student 17 56.0 62.0 68.5 10.0 80.0 student 18 71.2 88.5 67.1 76.5 74.8 student 19 71.8 87.8 66.7 80.0 75.3 student 20 56.0 62.0 68.5 10.0 79.7
APPENDIX 3 POSTTEST RESULTS (Average scores (/20 sentences) of each students on each criterion)
Total Pronun Pitch Time Emphasis student 1 79.8 82.2 92.4 54.7 89.9 student 2 76.0 70.0 92.0 62.4 82.3 student 3 89.2 84.8 95.4 87.9 88.3 student 4 80.6 88.3 66.6 89.8 80.5 student 5 81.2 90.5 68.8 85.3 80.7 student 6 80.5 97.7 63.2 86.3 79.2 student 7 88.6 84.8 92.5 89.1 88.8 student 8 68.8 64.2 79.5 65.8 78.9 student 9 73.0 92.2 67.3 72.2 74.1 student 10 88.3 86.9 88.5 90.2 86.7 student 11 63.0 74.0 60.8 39.9 69.5 student 12 71.2 87.5 65.2 73.1 71.9 student 13 72.2 87.3 67.6 70.9 71.3 student 14 71.3 81.9 68.6 73.2 72.8 student 15 72.9 85.4 67.4 73.3 71.5 student 16 91.3 88.0 93.5 91.9 89.9 student 17 81.2 89.2 64.9 90.7 81.2 student 18 81.9 92.0 69.7 86.0 82.2 student 19 80.7 86.4 75.0 82.9 79.8 student 20 81.3 92.2 66.7 84.5 82.7
APPENDIX 4 PRETEST AND POSTTEST COMPARED
Student Total Pronunciation Pitch Time Emphasis
This study examines the disparities between pretest and posttest scores across multiple students to assess the effectiveness of educational interventions Notably, students such as Student 10 and Student 20 showed the greatest improvement, with score increases of +32.3 and +25.3 points respectively, indicating significant gains post-intervention Conversely, some students like Student 6 and Student 11 exhibited minimal or negative changes, suggesting varying individual responses to the teaching methods The data highlights overall improvements in test scores, with many students demonstrating positive disparities, which underscores the potential effectiveness of targeted educational strategies Analyzing pretest and posttest disparities provides valuable insights into student learning progress and the impact of instructional methods, emphasizing the importance of personalized approaches for maximizing academic growth.
Thank you for participating in this research on the application of MyET in learning pronunciation The questionnaire is designed to gather your perspectives and will take less than 20 minutes to complete It is primarily in English, but you are welcome to respond in Vietnamese if you feel more comfortable Your complete participation is highly appreciated and will contribute valuable insights to this study.
Question 1 How you like MyET? a totally not b a little c quite d very
Question 2 How often do you use MyET during the experimental period? a every day b two or three times a week d more than 5 times a week e only before the weekly due date for report f other:
Question 3 Do you think your English pronunciation has been improved thanks to the application of MyET? a yes b not really c no d other
Question 4 How do you evaluate the usefulness of MyET in helping you to improve your English pronunciation ability? a not useful b quite useful c useful d very useful
Question 5 How do you evaluate the improvement of your English pronunciation after the application of MyET? a not any improvement b some improvement c good improvement d excellent improvement
Question 6 How do you like MyET compared to the traditional pronunciation learning with course book and CDs? a the same b a bit more c a lot more
Question 7 Do you feel like using MyET more often than course books and CDs? a No b Yes
Question 8 Will you continue to use MyET to learn pronunciation after the experiential period? a No b Yes
Question 9 Will you recommend MyET to other English learners? a No b Yes
Question 10 What are your difficulties in using MyET?
1 It is too complicated 3 It is costly
2 It is time-consuming 4 Other:………
Thank you for your cooperation!