THE IMPACT OF USING SHADOWING TECHNIQUE TO IMPROVE PRONUNCIATION FROM THE ENGLISH-MAJORED SOPHOMORES’ PERSPECTIVES... ABSTRACT This study emphasizes the importance of incorporating a ne
INTRODUCTION
RATIONALE
Pronunciation plays a vital role in effective communication, significantly impacting the meaning of spoken language (Aprianoto & Haerazi, 2019) Clear pronunciation boosts speakers' confidence when expressing their ideas and opinions (Zaigham, 2011) However, achieving standard pronunciation can be challenging for English as a Foreign Language (EFL) students, which is why pronunciation instruction remains a key focus for educators.
Teaching pronunciation aims to achieve three key objectives: enhancing students' comprehension, boosting their confidence in speaking, and enabling learners to self-monitor their speech in response to environmental cues (Goodwin, 2001).
Traditional classrooms often emphasize theoretical knowledge, leading to a passive learning experience that can be tiresome for students This is particularly evident in pronunciation practice classes, where teachers focus on explaining the fundamentals before providing students with opportunities for independent practice.
In 2020 and 2021, pronunciation practice classes at the Industrial University of Ho Chi Minh City had between 40 to 45 students, making it challenging for teachers to provide individual attention and correct each student's mistakes Additionally, the limited class time further hindered effective practice, as the duration was clearly insufficient for comprehensive learning.
60 periods to cover 52 lessons from the coursebook Therefore, if students want to perfect pronunciation, they need to spend more time practicing outside of class
The effectiveness and enjoyment of pronunciation learning techniques are crucial for student engagement and practice time This led to the discovery of the shadowing method To evaluate its suitability for students, the author conducted research titled “The impact of using shadowing technique to improve pronunciation - from the English-majored sophomores’ perspectives.”
RESEARCH OBJECTIVES
The researcher aims for 4 outcomes as below
The study's initial goal is to emphasize the significance of pronunciation, particularly in the English speaking and communication
The second goal is to introduce a new learning pronunciation technique (shadowing), to English learners in order to enhance pronunciation abilities
Furthermore, the researcher wants to know if shadowing can help students improve their pronunciation
The final goal is to obtain students' perspectives on the shadowing technique when it is in use Then, speculate on better approaches to teaching and learning pronunciation.
RESEARCH QUESTIONS
At the end of the research, the author desires to figure out the answers to these two questions:
1 How do English-majored sophomores at IUH feel about using the shadowing technique in improving pronunciation?
2 Should the shadowing technique be widely applied in learning pronunciation to English- majored students at IUH?
SCOPES OF THE STUDY
Even though this study took the researcher a considerable amount of time and effort, objective influences stills had an impact on They are as follows:
As a fourth-year student, the researcher faces challenges in conducting intensive experiments or direct assessments of student improvement The inability to methodically administer the study, such as separating participants into a controlled group using the shadowing method and another group without it, limits the scope of the research Consequently, the researcher will focus on a single group of students and gather their perspectives.
As this is the researcher’s inaugural paper, some imperfections are to be expected Nevertheless, it will provide a valuable resource for future fourth-year students interested in exploring the topic further.
LITERATURE REVIEW
DEFINITIONS
The key aspect of speaking is pronunciation Therefore, its definitions have been proposed by several researchers Here are some perspectives:
Pronunciation is defined as the production of English sounds (Cook, 1996, as cited in Pourhosein Gilakjani, 2016) It is recognized as the sound production that conveys meaning (Yates, 2002, as cited in Pourhosein Gilakjani, 2016) Furthermore, pronunciation refers to the manner in which a word is spoken, particularly in a way that is widely acknowledged or understood (Otlowski, 1998).
Taking into account all of the definitions provided above, it is possible to conclude that pronunciation is the sound production of a language that conveys meaning and is generally acknowledged
2.1.2 The definition of the shadowing technique
Shadowing is a long-established pronunciation technique that has evolved over the years, initially designed for interpreter training In recent decades, it has gained popularity as an effective method for teaching English as a Foreign Language (EFL) learners.
According to Tami (1997), the shadowing technique is more than just a passive practice in which students track the heard speech and vocalize it as clearly as possible while also listening
Luster (2005, as cited in Hamzar, 2014) defined "shadowing" as the practice of repeating what speakers say, highlighting its effectiveness as a method for teaching English He also offered several descriptions of the shadowing technique.
• Shadowing is not listening and repeating
• Shadowing is not listening while you are reading
• Shadowing is not memorizing and then shadowing
• Shadowing is not mumbling sounds
• Shadowing is saying what you hear as soon as you hear it
• Shadowing is listening without reading and repeating it immediately
• Shadowing is saying what you hear without knowing it before
• Shadowing is trying to make clear speaking sounds
To summarize, shadowing is a strategy in which hearing and repetition happen almost simultaneously Furthermore, learners are required to shadow speakers as closely as possible, either with or without scripts
Flipgrid is a widely used platform for video conversations among students in over 180 countries (Taralson, 2018) It enables students to record their own videos while engaging with and responding to their classmates' contributions.
Furthermore, Flipgrid is a free tool that can be used with Microsoft or Google and is easily accessible via browsers or applications on laptops, tablets, smartphones, Chromebooks, and PCs
2.1.4 The definition of learning styles
In recent decades, the concept of learning styles has steadily gained influence (Harold, Bjork, McDaniel, & Rohrer, 2009)
Learning styles, as described by Stewart and Felicetti (1992), refer to the specific conditions under which individuals are most inclined to learn Additionally, Wyman (2006) characterizes learning styles as the unique methods through which a person receives and processes information.
Based on these definitions, the researcher can conclude that learning styles are related to an individual's dominant style and in which learners learn best
PRONUNCIATION
According to Gilakjani (2012), the production of sounds in English includes suprasegmental features such as intonation, word stress, and rhythm, while vowels and consonants are considered the fundamental segments of speech composition.
Esling and Wong (1983) emphasized the importance of various factors in the pronunciation of individual sounds, including distinctive features, voice-setting characteristics, stress, intonation, and rhythm.
Besides that, as in Miryani (n.d.)’s research, stress, rhythm, pitch, and intonation are elements also have been mentioned to explain
In summary, the above-mentioned studies show that English pronunciation is largely shaped by intonation, stress, rhythm, vowels, consonants, voice, stress, and pitch
Mastering English pronunciation is essential for effective communication, as it instills confidence in speakers when expressing their ideas and emotions (Zaigham, 2011) Clear pronunciation not only enhances the enjoyment of conversations but also ensures successful communication and fosters positive impressions Conversely, pronunciation errors can lead to misunderstandings and miscommunication between speakers and listeners.
Pourhosei Gilarjani (2012) also stated that pronunciation is one of the most important characteristics of language training and one of the basis requirements of learning skills
Proper pronunciation is essential for effective language learning, as it facilitates understanding, while poor pronunciation can create significant challenges Jennifer Jenkins (2000) emphasizes in her book, "The Phonology of English as an International English," that the primary objective of teaching English is to enhance pronunciation skills.
Effective communication in a global context is more important than sounding like a native speaker While native-like pronunciation can be an advantage, clear pronunciation and the ability to convey accurate information are equally valuable.
In sum, good pronunciation is incredibly significant in avoiding misunderstanding and miscommunication, as well as encouraging the learning process
English pronunciation poses significant challenges for learners, requiring considerable time and effort to master (Aliaga Garca, 2007; Martnez-Flor et al., 2006; Pourhosein Gilakjani, 2016) Consequently, effective pronunciation instruction is essential, as it should facilitate a natural learning process that maximizes engagement and minimizes monotony.
English pronunciation can be challenging to learn due to several factors, including accent, stress, intonation, and rhythm Additionally, motivation and exposure, attitude, instructional methods, age, personality, and the influence of one's mother tongue all play significant roles in the difficulty of mastering pronunciation.
Thus, many things influence pronunciation To properly master pronunciation, we must overcome the aforementioned barriers
In today's fast-paced technological landscape, accessing diverse knowledge, including resources for learning pronunciation, has become effortless Learners can choose from a wide array of materials that align with their interests and preferred learning styles.
From the researcher’s perspectives, hereafters are some sources that can help learners in enhancing pronunciation:
Elsa Speak is an innovative app that helps students identify pronunciation errors and creates tailored lessons to enhance their pronunciation skills By offering constructive feedback and guidance, Elsa ensures users learn in the most natural way possible.
(2) FluentU – a platform that includes an outstanding collection of language YouTube videos for all levels of learners, which can aid with pronunciation and listening as well
3) Pronunroid - an educational game that makes learning English phonetics more enjoyable Its purpose is to practice IPA (International Phonetics Alphabet) transcription of English words with a general American accent
Ocambo (2014) has investigated some strategies for learning pronunciation, here they are:
• Listen and imitate: The usage of audio recorders, language laboratories, and video recorders has been expanded by this technique
• Loud / reciting reading: Passages or writings must be practiced and read by students aloud, with emphasis on pace, stress, and intonation
• Minimal pair drills: A strategy that help students distinguish between similar or troublesome sounds Examples:
• Tongue twisters: A tool used in native-speaker speech correction procedures
• Recordings of students' work: Later playback allows for teachers’ and peers’ comments as well as teacher, peer, and self-evaluation
• Critical listening: A more detailed and systematic listening technique that allows learners to concentrate on their production at the segment, syllable, word, and phrase-level (Ingels,
• Transcription: Students can transcribe themselves (Clennell, 1999)
• Annotation: Learners use a checklist to remind them of the pronunciation qualities they should pay attention to during the transcript repair process
• Practicing corrections out loud: Practice has long been thought to be an effective method, and it's one of the most populous (Chamot & Kupper, 1989; Cohen et al., 1995; W B Dickerson, 1989; Sardegna, 2009)
Karaoke serves as a powerful tool for students, motivating them to replicate sounds and, crucially, providing a supportive environment where they can practice their English without the fear of judgment (Rengifo, 2009).
SHADOWING TECHNIQUE
There are various viewpoints on how to use the shadowing technique in learning English:
According to Takizawa’s shadowing instructions (2002, as cited in Sumarsih, 2017)
Table 2 1 Steps of shadowing according to Takizawa
1 Learners listen to a(n) video/audio without reading scripts
2 Learners read the text by slashing, comprehending the text, and checking the unknown (meaning) words
3 Learners practice repeatedly till reproducing 70% to 80% of the text
4 Learners listen to the audio and shadow after that
5 Students translate the text slash by slash
6 Students repeat the audio pause to pause
7 Students shadow 3 (three) or 4 (four) times
8 Students shadow and think about the meaning
9 Students listen to and translate the text simultaneously
According to Kadota and Tamai (2014, as cited in Leonisa 2020), the steps are as follow:
Table 2 2 Steps of shadowing according to Kadota and Tamai
Mumbling Listeners shadow by focusing on the pronunciation as well as the incoming sounds
Synchronized reading Listeners shadow the audio, reading aloud the script, stimulating every sound and intonation
Prosody shadowing Listeners try to shadow as they can without reading a script
Content shadowing Listeners shadow as well as focus on the contents of the speech
Moreover, there are other procedures, according to Ivan Ottinger – who speak English fluently by applying the Shadowing technique (as cited in Daniel, 2019)
Table 2 3 Steps of shadowing according to Ivan Ottinger
Step 1 Choose a video in English with subtitles that you enjoy Tip: A good video is one in which the speech is appropriate for the learners' language level
Step 2 Listen/watch videos at least once to gain a sense of the basic intonation as well as the context
Repaly several times, attempting to mimic the speaker's tone, word breaks, phrases, and sentences
After that, turn off the video’s sounds, reread and record yourself
Listen to outcomes; redo to find the best product
Diverse perspectives exist regarding the adoption of the shadowing strategy, influenced by study goals and circumstances After evaluating three viewpoints, the author opts for Procedure 3 by Ivan Ottinger for her research.
2.3.2 Benefits of the shadowing technique
Luster (2005) emphasized that there are several benefits to using shadowing in English language learning (as cited in Hamzar, 2014)
• Shadowing provides a lot of speaking practice
• Shadowing provides a lot of excellent listening practice
• Shadowing allows for a lot of practice with English sounds, melody, stress patterns, and overall rhythm
• Shadowing improves a learner's speaking speed
• Shadowing can help students improve their vocabulary
• Shadowing can help students improve their grammar
• Shadowing can help improve students' use of discourse and pragmatics
Research indicates that shadowing offers numerous advantages for students in the English learning process Additionally, feedback from various authors on diverse topics has emphasized these benefits.
Repeating a speaker's words allows learners to familiarize themselves with phrases and sentences used in particular contexts Additionally, as students strive to mimic the tone and pronunciation of native speakers, their speech becomes more natural.
Students practice pronouncing English by repeatedly moving their lips, tongue, and throat As a result, it allows mouth muscles to adapt to English sounds
This type of learning mirrors the way children acquire their native language, as they listen repeatedly before attempting to produce sounds, often uncertain of their accuracy Through this process, they become familiar with essential elements of speech such as stress, intonation, tone, and adult-like pronunciation Similarly, Someya's (1996) study highlights that the shadowing technique effectively enhances prosody, which includes the rhythm, intonation, and accent of speech.
• Reinforce vocabulary, collocations, and structures
If we do not use this strategy as blind repetition, it can help to recall language continents in some extent
It can also help learners absorb knowledge by highlighting new words, phrases, or structures mentioned in the videos
2.3.3 Differences between Shadowing and Dubbing technique
Because shadowing and dubbing are sometimes used interchangeably in Vietnamese, it is critical to distinguish between the two concepts
The shadowing technique involves the immediate repetition of verbal expressions, while dubbing refers to the process of substituting the original audio track of a film or audiovisual text with a translated dialogue track in the target language.
Shadowing involves imitating the speech of a speaker while watching a video, enhancing language skills through practice In contrast, dubbing replaces the original language of a film with a translation in the audience's language, allowing for broader accessibility.
From the definitions and illustrations above, the reader can distinguish differences between shadowing and dubbing.
BENEFITS WHEN USING FLIPGRID
• Straightforward and flexible platform: Teacher can post lectures to Flipgrid in an ease and students can access easily
• Assisting students in self-evaluation: Students can watch to their work multiple times, allowing them to self-evaluate and identify any mistake
• Enhancing students’ digital literacy: By using Flipgrid, students will be able to become acquainted with the use of technology in learning a language
• Encouraging students to express themselves: Students can use this learning platform with confidence because they can properly prepare their products before uploading them to Flipgrid.
LEARNING STYLES
Learning styles are essential for enhancing an individual's educational experience (Ozerem & Akkoyunlu, 2015) As noted by Learning-styles-online.com (2021), there are seven distinct learning styles that can significantly impact how individuals absorb and process information.
• Visual (spatial): Learners prefer to use images, pictures, and spatial understanding
• Aural (auditory-musical): Learners prefer to use music and sound in learning
• Verbal (linguistic): Learners prefer to express themselves through words, in both verbally and in writing
• Physical (kinesthetic): Learners prefer to communicate through their body, hands, and sense of touch
• Logical (mathematical): Learners have a better understanding with logic, reasoning, and systems
• Social (interpersonal): Learners learn best when they work in groups or collaborate with others
• Solitary (intrapersonal): Learners prefer to work alone and study on their own.
THE PREVIOUS STUDIES
In their 2017 study, "Using shadowing with mobile technology to improve L2 pronunciation," Foote and McDonough found that 16 participants who practiced shadowing short conversations on iPods over eight weeks showed significant improvements in their speaking skills.
The research titled "Enhancing Students' Pronunciation using the Shadowing Technique at Senior High School" involved a random selection of 70 students from a senior high school, divided into experimental and control groups The findings indicate that the shadowing technique significantly improves students' pronunciation skills.
Supervisor: Ho Thi Hien, M.A P a g e | 16 shadowing technique is an excellent approach for teachers to use in the classroom (Salim, Terasne,
The study titled “The effect of Shadowing on EFL learners’ oral performance in terms of fluency” aimed to investigate the relationship between shadowing techniques and the fluency of English as a Foreign Language (EFL) learners Over the course of a month, forty intermediate-level students were divided into experimental and control groups The findings revealed a significant correlation between the use of shadowing and improved fluency in the learners' second language (L2) production (Zakeri, 2014).
RESEARCH DESIGN
RESEARCH SITE
This study is conducted at the Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City (IUH), a fitting venue that offers ample resources to support my thesis completion Its proximity to my accommodation facilitates convenient observation and understanding of student psychology Additionally, the Faculty's affiliation with the participants enhances the likelihood of successfully completing my research.
PARTICIPANTS
Students from the DHAV15 classes, specifically English-majored sophomores at the Faculty of Foreign Languages (FFL) of the Industrial University of Ho Chi Minh City (IUH), have been selected for this topic Two key reasons justify their selection.
These sophomores, having completed the pronunciation practice course, are well-acquainted with its challenging elements Additionally, they chose their preferred learning styles to enhance their pronunciation skills upon enrolling in the course.
Students studying speaking subjects have a heightened awareness of the importance of pronunciation in effective communication.
These two reasons are crucial when selecting IUH English-majored sophomores to participate in this study
RESEARCH METHODOLOGY AND RESEARCH METHODS
The most effective approach to completing this thesis involves integrating both quantitative and qualitative methodologies While the quantitative method provides a swift overview, it fails to capture the essential process of student improvement Therefore, employing qualitative methods will enhance and support the quantitative findings, offering a deeper insight into students' perspectives.
For this study, the researcher employed a questionnaire and an observation method
It is no longer contentious to state that the questionnaire is very quick to install and captures a great amount of data, in addition to being simple to analyze
The observation method has proven to be highly beneficial, allowing the author to gain insights into students' pronunciation abilities However, the focus is not on analysis but rather on assessing the correct application of this method at the appropriate language level Additionally, through observations made via Flipgrid, the author identified challenges faced by students, such as a significant number of them failing to submit their work, submitting minimal content, or posting an excessive number of videos for a single assignment.
The final method is conducting the interview method to learn more about students’ perspectives of this shadowing technique.
PROCEDURE
Discuss with the supervisor about the topic, and the title of the thesis as well as choosing participants for the research
At this point, the researcher begins to read through and take notes about some topic-related papers
At this procedure, moreover, the instruction directed the researcher to use the Flipgrid platform, which allows observing the students' practice from a distance
Following that, the researcher carefully selected 10 videos from the VOA Learning English: Let's Learn English series for practicing
The researcher recognized the necessity of her supervisor's guidance to effectively instruct participants on the shadowing technique and to train them in uploading videos to Flipgrid.
The researcher would then upload the ten videos in turn, conducting observations and comments to encourage students in continuing their work
VOA Learning English Chanel - Let's Learn English Level 2 is designed for intermediate English learners by Certified American English teachers The course includes teaching in speaking, vocabulary, and writing
These videos mentioned are about business, behavioral science, developmental psychology, fine arts, and nutrition And these are the same topics covered in Speaking 3
The research will commence with students uploading one video to Flipgrid each week until they submit a total of ten videos These ten videos are divided into two sections: the first section includes five one-minute videos designed to help students familiarize themselves with the content, while the second section consists of five five-minute videos that provide students with additional practice using the shadowing technique.
− Assignment 4: Made for each other
− Assignment 9: Pets are family, too!
− Assignment 10: Greatest vacation of all time
This is one of the crucial stages of a research paper The researcher observes the students' experiments and then designs the questionnaire
After submitting their videos, students will participate in a survey to share their opinions on the technique This questionnaire has been created and distributed to the students using Google Forms.
The researcher will next randomly select 5 students from the aforesaid set of pupils to interview about the benefits of this strategy and the challenges they experience
The data gathered through observation, questionnaires, and interviews will be thoroughly evaluated by the researcher to gain a better understanding of the research
DATA ANALYSIS
After collecting the necessary information, the researcher analyzes the data and formulates conclusions based on the findings This crucial step enables the author to address the two research questions outlined in Chapter 1.
Once the data is available, the researcher uses Microsoft Excel software to synthesize, process, and map the data before conducting analysis based on different points
FINDINGS AND DISCUSSIONS
FINDINGS
After implementing observation, questionnaire, and interview methods, the researcher will analyze the collected data and offer insights The data analysis primarily utilizes two methods: questionnaires and interviews.
Figure 4 1 How long have participants learnt English
Figure 4 2 Which course is participants in?
The pie charts illustrate the duration of English study among participants, revealing that over 94% have studied for more than five years Additionally, the data shows that the majority of students in the speaking 3 class are second-year students (DHAV15), making up approximately 75% of the total, while the remaining portion represents third-year students (DHAV14).
As a result, the proportion of second-year students remains the highest, and they have studied English for at least 5 years
Figure 4 3 Students’ most favorite language skills?
Figure 4 4 Students’ least favorite language skills?
Charts 4.3 and 4.4 illustrate the students’ favorite in four English language skills As seen in chart 4.3, students preferred the most with the speaking skills (nearly a half) Meanwhile, around 40% of participants opt writing and listening skills for their least favorite, as can be seen in chart 4.4 Thus, students are very interested in learning speaking skills among 4 English skills
Figure 4 5 Students’ favorite learning styles
Bar chart 4.5 reveals that around 67 percent of students prefer visual (spatial) learning styles, making it their favorite method of learning Other styles, including aural (auditory-musical), verbal (linguistic), and solitary (intrapersonal), each account for approximately 50 percent of preferences Consequently, incorporating visual, audio, verbal, and solitary learning methods is essential for facilitating easier knowledge absorption among students.
Figure 4 6 Percentage of students in finishing pronunciation practice class
Figure 4 7 Students’ results in pronunciation practice class
Figure 4.6 indicates that nearly 100% of students completed the pronunciation practice subject According to pie chart 4.7, the majority of students scored between 7 and 8, making up approximately 56% of the results In contrast, scores in the range of 9-10 represent the second-lowest percentage at 10% Notably, 34% of students scored below 6, highlighting the need for targeted support to enhance their pronunciation skills.
Figure 4 8 The importance of pronunciation
Figure 4 9 Students’ self-practicing pronunciation?
From 9 to 10 From 7 to 8 From 5 to 6 Under 5
Pie charts 4.8 and 4.9 highlight the significance of pronunciation in communication and the frequency of self-practice among students Chart 4.8 reveals that nearly all students consider pronunciation to be an important or extremely important factor Consequently, graph 4.9 indicates that over two-thirds of students occasionally practice their pronunciation, while a quarter engage in this practice frequently Ultimately, students dedicate more time to improving their pronunciation skills when they recognize its critical importance.
Figure 4 10 Difficulties during self-learning pronunciation?
Students face three primary challenges when self-studying pronunciation: the absence of an instructor, lack of a practice partner, and the influence of their mother tongue, each affecting approximately 50% of learners Additionally, around 30% of students struggle with a lack of motivation, frequent mispronunciations that lead to boredom, and difficulty in finding suitable study materials, all of which hinder their self-study efforts.
Students often face challenges in their learning due to a lack of collaboration or guidance from instructors, while other difficulties arise from varying learning styles that affect their motivation.
Figure 4 11 Students’ self-learning methods
Students predominantly engage in learning through various media, with approximately 77% utilizing television programs or movies, 63% referring to dictionaries, and 61% listening to and identifying songs This data indicates that students achieve optimal learning outcomes when they independently interact with visual content from TV shows and movies, as well as memorable melodies from songs.
Figure 4 12 Students’ perception of own pronunciation ability
As can be seen in chart 4.12, the pronounced individual words factor dominates (with more than 70% of students are doing well) However, the other skills just roughly under 38% of each
Nearly 83% of students expressed a strong desire to enhance their fluency, while over 50% showed interest in achieving native-like pronunciation, rhythm, and word/sentence stress.
Conjunction Word stress and sentence stress
Native-like pronunciationAre doing well Need improvement
Figure 4 13 Students’ experience of shadowing technique
Graph 4.13 illustrates that over half of the students, specifically 56 percent, are not familiar with the shadowing technique.
The pie chart 4.14 illustrates the distribution of videos submitted by students in the experimental research categorized by degree Notably, over 60% of students submitted more than 8 videos, with more than 40% contributing 10 videos on Flipgrid This significant engagement indicates that students are diligently practicing the shadowing technique However, it is concerning that over 39% of students submitted fewer than 8 videos, highlighting an area that requires attention.
Figure 4 15 Students’ opinions about the levels of videos
(level 1 - so easy, level 5 - so difficult)
Chart 4.15 illustrates the video difficulty levels on Flipgrid, revealing that over half of the students perceive the videos as moderately challenging Notably, 31.4 percent of students find the videos difficult, indicating that while the video's difficulty is generally suitable for the student population, there are still some challenges to address.
Figure 4 16 Students’ frequency in recording videos
Chart 4.16 represents how students refine a video before uploading it to Flipgrid 67% of students claim that they practice the video several times before submitting them Even, 24 percent of students say they continued to practice the video until the second time then uploading it The remaining 9% of students state that they only record once and then submit As a result, most students pay close attention to their output and use the shadowing technique many times for a video (more than 2 times)
First-time recording then submitSecond-time recording then submitSeveral times to find good videos then submit
Figure 4 17 Benefits from using the shadowing technique
Graph 4.17 highlights the benefits of shadowing for students, particularly in improving pronunciation The most significant enhancement noted by students was in intonation (85.7%), followed by rhythm (71.4%), and other aspects such as accent (65.7%), fluency (61.4%), linking sounds (60%), and stress (55.7%) Additionally, students reported that this technique helps them better understand spoken content Overall, shadowing primarily supports students in developing their intonation, accent, fluency, linking sounds, and stress.
Stress Intonation Final sound Accent Fluency Linking sounds
Rhythm Content of the speech
Figure 4 18 Students’ responses on their videos?
DISCUSSIONS
The participants in this experiment have been learning English for at least five years, with a strong preference for developing their speaking skills, highlighting the importance they place on communication As they continue to study and practice, they cultivate their own learning styles, with verbal, aural, and solitary methods being the most favored This insight drives the researcher to seek effective techniques to enhance their learning experience.
Almost all participants reported completing the pronunciation practice class in school, with approximately 66% achieving good results However, the remaining 34% also require attention and improvement in their pronunciation skills.
While participating in the pronunciation practice course and currently studying speaking 3, 98% of students recognize pronunciation as a vital component of effective communication Consequently, many students actively seek to enhance their pronunciation skills, with around 66% occasionally engaging in self-improvement efforts, and some even committing to regular practice to further refine their abilities.
Many students utilize TV shows, pronunciation resources, and songs to enhance their pronunciation skills However, nearly half of these learners struggle with independent study due to challenges such as a lack of guidance, the influence of their mother tongue, insufficient practice partners, and low motivation.
A significant 71% of students feel confident in pronouncing individual words, while 83% seek to enhance their speaking fluency Additionally, 61% aim for native-like pronunciation, and around 55% wish to improve their intonation and stress in speech.
To help students achieve their pronunciation goals, the researcher implemented experimental research using the shadowing technique, aimed at overcoming their difficulties and enhancing their success.
4.2.1 How do English-majored sophomores at IUH feel about using the shadowing technique in improving pronunciation?
Over 55% of students were previously unaware of this technique However, after participating in a 10-week experiment, they reported significant improvements in various aspects of their pronunciation.
Table 4 22 Pronunciation elements that students have enhanced the most
A student noted that this approach enhances their understanding of the speech content Additionally, a poll of peers revealed strong agreement on the effectiveness of this method, highlighting its significant benefits.
Student Thu Hien emphasized that the shadowing method significantly enhances pronunciation, fluency, rhythm, stress, and reading comprehension Nhung noted that her intonation became more natural and she adapted to the speed of native speakers Similarly, Ly Ly found shadowing to be extremely beneficial for improving her intonation, while Quynh Thy also highlighted its positive impact on her intonation skills.
The data indicates that students have responded positively to the shadowing learning method, with up to 70% expressing delight in its implementation.
The shadowing technique significantly benefits students in various aspects of pronunciation, including intonation, rhythm, accent, fluency, linking sounds, stress, and speech content A key finding is that 70% of students express satisfaction with this method, highlighting its effectiveness in enhancing their pronunciation practice.
4.2.2 Should the shadowing technique be widely applied in learning pronunciation to English-majored students at IUH?
Over 94% of students at the Industrial University of Ho Chi Minh City believe that this technique is highly applicable for teaching and learning pronunciation among English majors at IUH.
Ly Ly emphasized the importance of using this method more broadly for pronunciation learning, as it supports learners in enhancing their overall speaking skills Similarly, Nhung echoed this sentiment, highlighting its effectiveness.
"I believe this method will help other students improve their pronunciation, as it will making pronunciation clearer and more accurate”
Thus, based on student feedback, this technique has the potential to be widely used in the teaching and learning of pronunciation practice classes
CONCLUSION, LIMITATIONS AND RECOMMENDATION
CONCLUSION
5.1.1 The results of the research
After a research process, the author has found the answers to two research questions
How do English-majored sophomores at IUH feel about using the shadowing technique in improving pronunciation?
Participants in the study expressed overwhelmingly positive feedback about the shadowing technique, highlighting its effectiveness in enhancing intonation, rhythm, accent, fluency, linking sounds, stress, and overall speech content One student, Nhung, enthusiastically noted the flexibility of the method, stating, "I find myself not constrained by time; I can practice whenever I have free time and listen to the videos repeatedly without getting bored." Overall, 70 percent of the English-majored sophomores at IUH reported satisfaction with using this technique to improve their pronunciation.
Should the shadowing technique be widely applied in learning pronunciation to English- majored students at IUH?
Yes, as nearly 95% of students highlighted that it should be applied more due to its benefits
As a result, the study received favorable feedback from participants, which is consistent with other similar studies
The researcher aimed to gather participants' perspectives to facilitate self-evaluation, rather than analyzing their progress through any tests.
LIMITATIONS
In sentence 8 of part 3 of the questionnaire, a question regarding difficulties in pronunciation practice was posed However, the researcher failed to include the "no problem" option, which is essential for accurately determining the percentage of students who experience no difficulties This oversight is a mistake that should be avoided by researchers.
Second, the participants were not all sophomores, but also included a small number of third-year students (around 29%) Nonetheless, this has not much impact on the topic and research direction
The research faced limitations due to the Covid-19 pandemic, preventing direct interaction with participants Consequently, the researcher utilized Google Forms to distribute questionnaires during Speaking 3's Zoom meetings and conducted interviews through the social network Zalo.
A key limitation of this study is that some students faced difficulties uploading videos to Flipgrid, prompting the researcher to utilize alternative platforms such as Google Classroom and Zalo for observing these students This approach was necessary to compile the total number of videos submitted However, due to time constraints, the researcher concentrated primarily on analyzing the Flipgrid platform.
RECOMMENDATIONS
The researcher recommends utilizing this method for homework, following the same steps outlined in the study, to encourage independent practice among students, foster self-study, and ultimately conserve class time for additional learning activities.
This study, grounded in student feedback, acknowledges that variations may exist among different student groups Future researchers interested in this topic can expand their investigations by including a larger student sample to gather more comprehensive feedback and evaluate student progress if needed.
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Aprianoto, & Haerazi (2019) Devellopment and assessment of an interculture-based instrument model in the teaching of speaking skills Universal Journal of Educational Research doi:https://doi.org/10.13189/ujer.2019.071230
Subtitling and dubbing are two distinct methods of translating audiovisual content, each with unique effects on audience comprehension Borell (2000) explores how reading subtitles influences understanding, suggesting that subtitles may enhance viewer engagement with the material Burston (2005) discusses the integration of video dubbing projects into foreign language curricula, highlighting their educational benefits Additionally, Chaume (2012) provides insights into the dubbing process, emphasizing its role in audiovisual translation Understanding these methods is crucial for optimizing viewer experience and educational outcomes in language learning contexts.
Daniel, S (2019, May 24) Retrieved May 28, 2021, from Shadowing Technique: Practice speaking English effectively without having to go to the center: https://tipsmake.com/shadowing-technique-practice-speaking-english-effectively-wit
Flipgrid (2021) Retrieved from https://info.flipgrid.com/
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Foote, J A., & Mc Donough, K (2017) Using shadowing with mobile technoogy to improve L2 pronunciation Jornal of Second Language Pronunciation
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Department of Education Training and Youth Affairs
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Goodwin, J (2001) Teaching pronunciation In M Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd,.pp.117-137)
I don't know!
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Hosni, S A (2014, June) SPEAKING DIFFICULTIES ENCOUNTERED BY YOUNG EFL
Hughes, A (2003) Testing for Language Teachers
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Karimzadech, P (2017) English Animation Dubbing based Techniques and Iranian Intermediate
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Karimzadeh, P., & Ghahroudi, M R (2017) English Animation Dubbing Based Techniques and
Iranian Intermediate EFL Learners’ Nativelike Pronunciation Development International
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Research doi:http://dx.doi.org/10.14689/ejer.2015.61.4
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Chào tất cả các bạn,
Chúng tôi là Võ Cẩm Linh và Lê Thị Thu Thủy từ DHAV13, hiện đang thực hiện đồ án tốt nghiệp với chủ đề "Tác động của việc sử dụng kỹ thuật 'cái bóng' (shadowing) để cải thiện khả năng phát âm - từ quan điểm của sinh viên năm hai chuyên ngành Ngôn ngữ Anh" Để nghiên cứu được xác thực hơn, chúng tôi cần tìm hiểu về việc áp dụng kỹ thuật 'cái bóng' qua video của sinh viên năm hai chuyên ngành Ngôn ngữ Anh tại IUH Rất mong các bạn dành ít phút hoàn thành bảng câu hỏi dưới đây, bảng khảo sát đã được diễn giải bằng tiếng Việt để đảm bảo nội dung đơn giản và dễ hiểu.
MỌI PHẢN HỒI CHỈ ĐƯỢC SỬ DỤNG ĐỂ PHỤC VỤ CHO MỤC ĐÍCH NGHIÊN CỨU NÊN SẼ ĐƯỢC BẢO MẬT
Cảm ơn sự giúp đỡ nhiệt tình của các bạn!
Câu 1: Bạn đã học tiếng anh bao lâu rồi? a Dưới 5 năm b 5-10 năm c Trên 10 năm
Câu 2: Bạn là sinh viên khóa nào? a DHAV13 b DHAV14 c DHAV15 d DHAV16
Câu 3: Trong 4 kỹ năng sau, bạn thích NHẤT kỹ năng nào? a Nghe b Nói c Đọc
Supervisor: Ho Thi Hien, M.A P a g e | 51 d Viết
Câu 4: Bạn KHÔNG THÍCH kỹ năng nào NHẤT? a Nghe b Nói c Đọc d Viết
Có 7 phong cách học tập mà bạn có thể thiên về, bao gồm: a Trực quan, sử dụng hình ảnh và nhận thức không gian; b Âm thanh, dựa vào âm thanh và âm nhạc; c Ngôn ngữ, sử dụng ngôn từ trong viết và nói; d Vận động, kết hợp cơ thể và hoạt động thể chất trong học tập; e Lý luận, dựa vào logic và suy luận; f Tập thể, học tập và làm việc nhóm; g Cá thể, học tập độc lập Bạn có thể chọn nhiều hơn một phong cách.
Câu 1: Bạn đã học qua môn Ngữ âm thực hành ở trường chưa? a Rồi b Chưa
Câu 2: Vậy kết quả của bạn ở môn đấy như thế nào? a 9-10 b 7-8 c 5-6 d Thấp hơn 5
Câu 3: Bạn thấy kỹ năng phát âm có quan trọng trong giao tiếp hay không? a Không quan trọng b Bình thường c Quan trọng d Rất quan trọng
Câu 4: Bạn có thường tự trau dồi kỹ năng phát âm không? a Chưa bao giờ
Supervisor: Ho Thi Hien, M.A P a g e | 52 b Hiếm khi c Thỉnh thoảng d Thường xuyên
Để rèn luyện khả năng phát âm, bạn có thể áp dụng nhiều phương pháp khác nhau Nghe podcast và xem các chương trình TV hoặc phim ảnh giúp cải thiện kỹ năng nghe và phát âm Giao tiếp với người bản xứ là một cách hiệu quả để thực hành Bạn cũng có thể tự ghi âm và nghe lại để nhận diện lỗi phát âm của mình Việc tra cứu cách phát âm và luyện nghe là rất cần thiết, bên cạnh đó, học qua bài hát cũng là một phương pháp thú vị Cuối cùng, tìm hiểu những từ tiếng Anh thường phát âm sai sẽ giúp bạn nâng cao khả năng phát âm của mình.
Khi tự luyện phát âm, nhiều người thường gặp phải những khó khăn như không có ai hướng dẫn, thiếu bạn cùng luyện tập, hoặc không tìm được tài liệu phù hợp Ngoài ra, việc không phân biệt được các âm trong tiếng Anh và ảnh hưởng của tiếng mẹ đẻ, đặc biệt là tiếng Việt, cũng là những trở ngại lớn Nhiều người còn thiếu động lực học, dẫn đến việc phát âm liên tục sai và cảm thấy chán nản, không muốn tiếp tục Cuối cùng, giọng vùng miền cũng có thể ảnh hưởng đến quá trình luyện tập.
Trong các yếu tố phát âm, bạn có thể chọn nhiều hơn một đáp án để xác định yếu tố mà bạn làm tốt Các yếu tố bao gồm: phát âm từng từ riêng lẻ, nối từ, nhấn trọng âm từ và trọng âm câu, lên xuống giọng điệu trong câu, và phát âm chuẩn những âm cuối.
Supervisor: Ho Thi Hien, M.A P a g e | 53 f Nói lưu loát g Chất giọng giống người bản xứ h Khác: ………
Trong câu hỏi 8, người học được yêu cầu xác định các yếu tố phát âm mà họ cảm thấy cần cải thiện, với nhiều lựa chọn có sẵn Các yếu tố bao gồm: phát âm từng từ riêng lẻ, nối từ, nhấn trọng âm từ và câu, lên xuống giọng điệu, phát âm chuẩn âm cuối, nói lưu loát, và chất giọng giống người bản xứ Ngoài ra, người học cũng có thể chọn lựa chọn "Khác" để ghi chú thêm.
Phần 3: kỹ thuật “cái bóng” (shadowing) trong cải thiện phát âm
Câu 1: trước khóa học này, bạn đã từng thực hành kỹ thuật “cái bóng” bao giờ chưa? a Rồi b Chưa
Câu 2: có 10 video cần thực hiện kỹ thuật “cái bóng”, bạn đã hoàn thành bao nhiêu video rồi? a 10 b 8-9 video c Ít hơn 8 video
Câu 3: hãy chọn vào mức độ khó của các video mà bạn đã áp dụng kỹ thuật “cái bóng”? (mức độ 1 – rất dễ, mức độ 5 – rất khó)
Khi thu âm video, có ba cách tiếp cận phổ biến: Thứ nhất, một số người thường thu âm lần đầu và nộp ngay Thứ hai, có những người nghe lại bản thu đầu tiên, nhận thấy chưa đạt yêu cầu, nên thực hiện thu âm lần hai trước khi nộp Cuối cùng, một số người cần thu đi thu lại nhiều lần để đảm bảo chất lượng trước khi gửi bài.
Việc xem những đoạn video và nhạy lại theo “cái bóng” của người bản xứ sẽ giúp phát triển nhiều yếu tố trong phát âm, bao gồm khả năng nghe hiểu, ngữ điệu, và nhấn âm Ngoài ra, phương pháp này còn cải thiện sự tự tin khi giao tiếp và giúp người học nắm bắt được cách phát âm tự nhiên hơn.
The article discusses key aspects of spoken language, including stress, intonation, final sounds, accent, fluency, linking sounds, and rhythm These elements are essential for effective communication and contribute to the overall clarity and expressiveness of speech Understanding and mastering these components can significantly enhance one's speaking abilities.
Câu 6: bạn có thường nghe/xem lại video cảu mình trước khi nộp bài không? a Có, luôn nghe lại b Không
Khi xem lại đoạn video thực hiện kỹ thuật “cái bóng”, nhiều người có cảm giác ngại ngùng vì không tự tin với giọng nói của mình Đồng thời, họ cũng nhận ra những điểm đúng và sai trong cách đọc, từ đó phát hiện ra những lỗi cần khắc phục ngay Điều này thúc đẩy họ nhận thấy sự cần thiết phải học hỏi và trau dồi thêm kỹ năng.
Sau 10 tuần trải nghiệm nộp video với kỹ thuật "cái bóng" trên Flipgrid, người dùng có thể gặp phải một số khó khăn như: không biết cách quay màn hình, gặp vấn đề với âm thanh như nhanh, chậm hoặc méo giọng, không biết cách nộp bài lên Flipgrid, gặp lỗi khi nộp video nhiều lần, hoặc có thể gặp những vấn đề khác.
Câu 9: Bạn có thích kỹ thuật "cái bóng" này không? Hãy chọn một gương mặt đại diện a b
Câu 10: Nếu như kỹ thuật "cái bóng" này được triển khai áp dụng tiếp cho sinh viên chuyên Anh ở trường mình, bạn cảm thấy được không? a Được b Không
Câu 11 Bạn có thắc mắc gì về kỹ thuật "cái bóng" này không?
1 Phương pháp này có giúp ích gì trong việc cải thiện phát âm của bạn hay không?
2 Bạn có gặp khó khăn gì khi đăng tải video lên Flipgrid hay không?
3 Liệu kỹ thuật này có nên được áp dụng trong việc dạy và học để nâng cao khả năng pronunciation cho sinh viên chuyên Anh của trường IUH không?
Student name: ……… Student ID No.:……… Supervisor name: Ho Thi Hien, M.A
Week Date Contents Supervisor’s comments & Signature
Discuss with the supervisor ethe field of interest;
Refer to the sources of references
“Research gate” and “Google Scholar”
- Get the topic approved by the supervisor
- Discuss with the supervisor and partners on content of the study
- Discuss with the supervisor and partners the outline and research questions
16/12/2020 - Review and get approved the outline and research questions Done
Done INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
- Get the Chapters 1,2,3 checked and approved by the supervisor
- Get the questionnaire approved by the supervisor
- Conduct surveys to collect data Done
- Summarize and analyze the data
- Write chapters 4; 5, abstract and acknowledgement
28/05/2021 - Get the chapters 4 &5 reviewed and checked by the supervisor Done
14/06/2021 - Discuss with the supervisor and partners to edit the format
- Submit the final draft for the teacher
The supervisor’s approval of the students’ submission (Yes/ No): Yes
Prepared by: Le Thi Thuy, M.A
Head of the Division: Tran Kieu My An, Ph.D
Phan Thi Tuyet Nga, Ph.D
Student’s name: Vo Cam Linh Student ID No.: 17055481
Supervisor’s name: Ho Thi Hien, M.A
Format (3) Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and objectives of research (5) Research questions (5)
Definitions of key terms/concepts (5) Review of previous studies (5) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings
Content (3) Performance (3) Time management (10 minutes) (2) Questions response (2)
Communication skill (2) INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Group Decision &Planning Roles & Distribution Establish Goals Meeting Minutes
Contribution to the team project Taking responsibility
Student’s name: Vo Cam Linh Student ID No.: 17055481
Format (3) Coherence and Organization (4) Grammar mistakes(3)
Introduction Rationale and objectives of research (5)
Definitions of key terms/concepts (5) Review of previous studies (10) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (10)
Content (6) Performance (6) Time management (10 minutes) (4) Questions responses (4)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Tran Kieu My An, Ph.D
Phan Thi Tuyet Nga, Ph.D
Rubrics for Written Graduation Thesis (70%)
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There are consistent mistakes in the required format
There are several mistakes in the required format
There are minor mistakes in the required format
There are hardly any mistakes in the required format
The development of paper is vague; no apparent logical order of presentation
The paper is presented with connected concept and ideas, clear transitions
The paper is presented in logical sequence and well organized
The paper is clearly stated, well- developed and well organized
There are consistent spelling and grammar mistakes in the paper
There are several spelling and grammar mistakes in the paper
There are minor spelling and grammar mistakes in the paper
There are hardly any spelling and grammar mistakes in the paper
Rationale and objectives of research
The rationale of the research topic area is unclearly described Little evidence shows the significance
The rationale of the research topic is presented and the significance
The rationale of the research topic is adequately defined The significance and objectives
The rationale of the research topic is introduced in a coherent and interesting