This study aims to find solutions to the challenges that EFL teachers face in teaching pronunciation to young learners.. Challenges faced by EFL teachers of teaching English pronunciatio
INTRODUCTION
Rationale of the Study
Pronunciation is crucial in the communication process, as mispronunciation can lead to misunderstandings and negatively impact conversations According to Aliaga García (2007), Martínez-Flor et al (2016), and Pourhosein Gilakjani (2016), mastering English pronunciation is one of the most challenging skills for learners, necessitating significant time and effort to improve.
Understandable pronunciation is a key objective of pronunciation instruction, essential for communicative competence (1991, p.p 51-74) Morley emphasizes that learners should cultivate functional intelligibility, communicability, self-confidence, speech monitoring abilities, and modification strategies Pronunciation encompasses three main components: stress, vocalization, and intonation Stress highlights the emphasis on syllables, vocalization involves the movement of the teeth, lips, and tongue to alter sound, and intonation pertains to the rise and fall of pitch Proficient pronunciation skills are crucial for effective speaking, listening, and reading, as poor pronunciation can hinder comprehension and prevent listeners from grasping the intended meaning of words.
It has also happened to students, if they do not know how to pronounce correctly, their partners or teachers will be unable to grasp what they are saying
In primary schools, there is often insufficient focus on teaching pronunciation, as educators primarily concentrate on vocabulary, reading, and basic grammar This oversight can lead to teachers skipping certain words due to uncertainty about their pronunciation, resulting in students having limited opportunities to learn correct pronunciation Consequently, many students struggle with mispronunciation and lack the motivation to improve their English skills Additionally, teachers may not possess adequate knowledge of cognitive development, which further complicates the challenge of effectively teaching pronunciation to students.
Despite extensive research on pronunciation challenges faced by EFL teachers, there is a lack of studies focusing on high school teachers in Binh Dinh province Observations indicate that students continue to struggle with pronunciation, presenting ongoing challenges for educators This gap in research has prompted the current study titled "EFL Teachers’ Challenges in Teaching Pronunciation."
Challenges in Teaching Pronunciation to Young Learners in Phu Cat District, Binh Dinh province.”
Aim and Objectives of the Study
The present study aims to examine EFL teachers’ perceptions about the challenges in teaching English pronunciation to young Vietnamese learners
To achieve the aim, the study focuses on the following objectives:
- To identify the EFL teachers’ challenges in teaching English pronunciation to young Vietnamese learners
- To identify the reported causes of the challenges faced by EFL in teaching pronunciation
- To identify the teachers’ suggested or reported solutions to their own problems.
Research Questions
Based on the aim and objectives of the study, this research will seek to answer the following research questions:
1 What are the challenges faced by EFL teachers of teaching English pronunciation to young learners?
2 What are the causes of the challenges confronted by EFL teachers of teaching English pronunciation to young learners?
3 What are the teachers’ reported solutions to their own challenges in teaching English pronunciation to young Vietnamese learners?
Scope of the Study
This study aims to identify the challenges faced by EFL teachers in teaching pronunciation to primary and secondary school students in Phu Cat District, Binh Dinh province Given the constraints of time, resources, and research conditions, the focus will be exclusively on English pronunciation as represented by two standard accents commonly found in English textbooks: British RP (Received Pronunciation) and GA (General American), excluding other accents such as Canadian and Indian English.
Significance of the Study
This study enhances existing theories and methodologies in language teaching while also offering solutions to the challenges associated with teaching specific language aspects.
The study's findings raise awareness among teachers about the challenges they encounter in teaching pronunciation and offer solutions to address these issues Additionally, it aids in curriculum design by suggesting appropriate tasks that support students in mastering English pronunciation.
Organization of the Study
The research is divided into five chapters:
Chapter 1: Introduction outlines the rationale, aims, objectives, research questions, scope, significance, and organization of the thesis It explains the author's motivation for selecting this study and details the methodology employed to achieve the research goals.
Chapter 2 provides a comprehensive theoretical background and literature review, synthesizing and analyzing relevant documents on the theory of teaching and learning pronunciation to young learners (YLs) This chapter also addresses previous research highlighting the challenges faced in teaching pronunciation to YLs.
Chapter 3, titled Research Methods, outlines the study's methodology, including the research questions, research design, participant details, data collection instruments, and the data analysis procedures employed in the research.
Chapter 4; Findings and Discussions, presents and analyzes all the collected data to find out the answers to the research questions
Chapter 5; Conclusion, gives the result of answering the research questions and points out limitations as well as suggestions for further research.
THEORETICAL BACKGROUND AND
Pronunciation
While pronunciation may not be the foremost element in foreign language (FL) learning, it is crucial for effective communication Without clear and understandable pronunciation, conveying messages during interactions in the FL becomes challenging.
“Pronunciation”, depending on the different views of the authors
Pronunciation is essential for effective oral communication, as it involves producing speech sounds to convey messages (Dalton & Seidlhofer, 1994) While foreign language learners should strive for good pronunciation, it is not necessary for them to sound exactly like native speakers The primary goal for foreign language speakers is to be understood in the target language (Celce-Murcia, Brinton, & Goodwin).
In foreign language (FL) programs, emphasizing pronunciation is essential, as research indicates that certain errors may persist indefinitely Littlewood (1984) highlights that these persistent errors are often termed "fossilized," signifying that they become enduring characteristics of a learner's speech.
According to Hornby (7th edition, 2000), pronunciation refers to how a language, specific word, or sound is articulated, as well as the unique way an individual pronounces the words of that language (p 1209).
Pronunciation encompasses the production of sounds that convey meaning in speech, including the specific consonants and vowels (segments) as well as suprasegmental aspects like stress, timing, rhythm, intonation, and phrasing These elements, along with voice quality, function together, meaning that challenges in one area can affect others Ultimately, it is this interplay that determines the clarity of an individual's pronunciation.
Richard and Schmidt (2010) defines that “Pronunciation is the way certain sound or sounds are produced” (p.469) One of the most important factors in determining the effectiveness of a conversation is pronunciation
Harmer (2001) highlights that effective speaking involves constructing words and phrases with distinct sounds, while also utilizing pitch changes, intonation, and stress to express varied meanings He further explains that pronunciation encompasses the production of language sounds, the arrangement of words and sentences, and the use of pitch and intonation to communicate feelings and meanings.
As English becomes more widely used for international communication, it is critical that English speakers, whether native or non-native, are able to exchange meaning efficiently
According to Gerald Kelley (2000, p.1), the main features of pronunciation include the elements shown in Figure 2.1:
Figure 2.1: Features of Pronunciation - Gerald Kelley (2000, p.1)
Figure 1 illustrates the key features of pronunciation, highlighting how it functions and its essential components Notably, stress and intonation are crucial elements in English pronunciation Additionally, it emphasizes the variations in sounds that occur during connected speech.
As English becomes the global language for communication, it is essential for both native and non-native speakers to exchange meaning effectively The outdated notion that learners must sound like native speakers is being replaced by a focus on achieving "Intelligibility," "Comprehensibility," and "Interpretability" in English communication (Burns, 2003, p 20) Intelligibility refers to producing recognizable sound patterns, comprehensibility involves the listener's understanding of the meaning, and interpretability pertains to grasping the purpose behind the spoken words.
Figure 2.2: Various Features of English Pronunciation - Burns (2003, p.20)
Pronunciation plays an important role in communication It decides the meaning that speakers want listeners to know
According to Tench (1981, p.1), pronunciation is essential for language learners, just like grammar and vocabulary For those aiming to communicate clearly in a foreign language, achieving reasonable pronunciation is crucial.
Pronunciation is a crucial aspect of speech, yet many teachers neglect to teach it explicitly in foreign language classrooms (Elliot, 1995) This oversight presents significant challenges for both language teachers and learners By understanding the factors that influence learners' pronunciation, educators can enhance their teaching methods and improve the accuracy of their students' speech.
Effective pronunciation is crucial for creating a positive impression of language ability, as highlighted by Morley (1998, pp 20-23) Poor pronunciation can lead to misunderstandings between speakers and listeners Additionally, learners with inadequate pronunciation skills may experience a decline in self-confidence, negatively affecting their ability to evaluate their own language proficiency.
As indicated by Fraser (2000, p.7), pronunciation has an impact on speakers who are judged by others, and it is the most challenging skill to learn Fraser
Pronunciation is recognized as the most crucial oral communication skill (2000, p.7), and should be balanced with other communication skills (Miller, 2004) Teachers play a significant role in developing this essential skill Fraser (2000, p.7) emphasizes that speaking English requires subskills like vocabulary, grammar, and pragmatics, but pronunciation remains the most vital Acceptable pronunciation allows for understandable speech, even with other errors, while poor pronunciation can hinder comprehension, regardless of accuracy in other areas Julia (2002, p.8) asserts that pronunciation is fundamental for EFL learners, stating that without it, spoken language and oral communication would not exist.
Gelvanovsky (2002) emphasized the significant social value of pronunciation, associating it with qualities like intelligence, professional competence, diligence, and social advantage For non-native speakers, pronunciation is crucial as it reveals important information about their geographical and social backgrounds.
Clear pronunciation is essential for effective communication, as it helps others understand us easily Poor pronunciation can create confusion and lead to misunderstandings, regardless of our grammar or vocabulary proficiency Therefore, while we can simplify our language and grammar for clarity, achieving good pronunciation is not always straightforward.
Pronunciation plays a crucial role in English language learning, as noted by Wei (2006, p.22) EFL learners must enhance their pronunciation skills, as it directly impacts their communicative competence Wei emphasizes that deficiencies in speaking skills can hinder learners' ability to communicate effectively, since pronunciation is often the first aspect evaluated in a person's speech.
Young Learners and Their Characteristics
Young learners are typically defined as children in the pre-primary and primary school age range According to Richard and Schmidt (2010), this group includes children of pre-primary and primary school age, while Phillips (1993) specifies that young learners are those aged between five and twelve years old.
Scott and Ytreberg (1990) categorize young learners into two groups: level one for children aged 5-7 years and level two for those aged 8-10 years Additionally, Slatterly and Willis (2001, cited in Shin 2007) define young learners as elementary school students aged 7-12 years.
Young learners (YLs), defined as students aged 5 to 12 years, primarily attend primary and secondary schools This study explores the challenges teachers face in teaching English pronunciation to YLs, who are typically between 5 and 15 years old Additionally, it examines the cognitive development of young learners during this critical age range.
A few years of age difference in children can lead to significant advancements in their physical and cognitive development As children grow, they acquire enhanced intellectual, motor, and social skills, along with a broader understanding of the world (Philips, 1993) In comparing Young Learners (YLs) to Very Young Learners, those aged seven to twelve exhibit a balance of maturity, showcasing both adult-like and juvenile characteristics (Scott and Ytreberg, 1990).
Children aged eight to ten possess a solid foundation in language, demonstrating proficiency in their mother tongue and an understanding of basic syntax rules (Scott and Ytreberg, 1990) However, teachers should not depend solely on verbal communication; it is essential to enhance their speech with visual aids, objects, and realia to support effective language development.
Children's abilities at various ages are closely linked to their physical and cognitive development, with significant changes occurring during primary school years According to Philips (1993), these years are crucial for children's intellectual, physical, emotional, and social growth, as they navigate through stages that help them acquire essential skills valued by their society.
In the book “Language and Children – Making the Match”, Curtain and Pesola cited the statement of Wadsworth, who studied Piaget's developmental stage theory:
“The child develops cognitively through active involvement with environment, and each step-in development builds on and becomes integrated with previous steps.”
Language teachers in primary schools should understand the characteristics of the cognitive stages that children experience, as two of the four developmental stages typically occur during this period (Curtain et al., 1988, p 138).
The concrete operational stage, as described by Curtain et al (1988), encompasses children aged seven to eleven, during which they begin to apply logical thinking to tangible problems While they can collaborate effectively with peers, they may show reluctance to engage with the opposite gender Practical learning experiences and contextual understanding are crucial for their development The subsequent formal operational stage includes adolescents aged eleven to fifteen, where cognitive abilities are fully developed, allowing them to tackle a broader range of challenges with logical reasoning At this stage, fostering a strong self-image, positive relationships, independence, and a sense of belonging within peer groups becomes essential.
Piaget's theory of cognitive development is crucial for effective teaching across all subjects, not just language By identifying distinct developmental stages, Piaget has enhanced our understanding of children's perspectives and experiences.
Challenges of Teaching Pronunciation
Teaching English, particularly pronunciation to young learners, presents unique challenges Educators have sought to assist both language learners and teachers in recognizing and addressing these difficulties.
The teaching of pronunciation has garnered significant scholarly interest, leading to the development of various methods and techniques Experts emphasize the importance of immersing learners in authentic communicative situations, providing cues from native speakers to enhance their auditory skills, as many EFL learners struggle to comprehend native speech This approach encourages learners to shift from merely imitating native accents to developing their own unique English pronunciation Conversely, some experts advocate for a learner-centered approach, focusing on practical applications in real-life contexts This method enables teachers to create effective strategies for teaching correct pronunciation while fostering critical thinking in learners, empowering them to make informed choices for improving their pronunciation skills.
Morley (1991) emphasizes that the primary aim of pronunciation is effective communication in real-life situations, ensuring that speakers are understood by others He notes that good pronunciation allows for intelligibility even when other errors are present, while poor pronunciation can hinder understanding, regardless of accuracy in other aspects (Fraser, 2000).
Tench (1981, p.1) emphasized that pronunciation is essential for language learners, just like grammar and vocabulary For learners aiming to communicate clearly in a foreign language, achieving reasonable pronunciation is crucial.
2.3.2 Phonological Systems of English and Students' the first language
Several works have been conducted on the influence of L1 in learning English language
Wilkins (1972) notes that when learning a foreign language, individuals often rely on their mother tongue, attempting to transfer familiar structures This transfer can lead to "positive transfer" or "facilitation" when the languages share similar constructions Conversely, it may result in "negative transfer" when the languages differ significantly in structure.
Second language learners often acquire structural elements of the target language but struggle to organize this knowledge into coherent forms When communicating in the target language, they frequently depend on the structures of their native language (L1) to formulate responses This reliance can lead to a significant number of errors in the second language (L2), especially when the structures of L1 and L2 differ markedly, highlighting the interference of L1 on L2 According to Dulay et al (1982), interference is defined as “the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language.”
According to Bertrán (1999, pp 103-130), English is a stress-timed language that prioritizes stress, intonation, and rhythm, making it challenging for students whose first language is syllable-timed, such as French, Turkish, Singaporean English, Malaysian English, and Indonesian, to master English pronunciation.
In syllable-timed language, Gilakjani and Ahmadi (2011, p.p 74-83) named
In Vietnamese, all syllables are almost equally stressed, with no vowel reduction occurring, and each syllable takes approximately the same amount of time to pronounce This characteristic classifies Vietnamese as a syllable-timed language.
2.3.3 Challenges faced by Teachers of Teaching Pronunciation
2.3.3.1 Teachers negative view point about teaching pronunciation
Teachers often neglect pronunciation instruction, prioritizing listening, speaking, grammar, reading, and writing instead (Foote et al., 2011) While foreign language curricula initially emphasize pronunciation to introduce the target language's alphabet and sound system, this focus diminishes after the first year This lack of emphasis may stem from a general perception among researchers, teachers, and students that pronunciation is not crucial for second language acquisition (Elliot, 1995) Furthermore, Pennington (1994) argues that pronunciation is typically seen as a linguistic component rather than essential for conversational fluency, leading to its undervaluation in communicative classrooms (Elliot, 1995).
Elliot (1995) highlights that teachers often perceive pronunciation as the least important language skill, leading them to prioritize other areas of language instruction This neglect may stem from the belief that achieving target language pronunciation is more challenging for adult learners compared to other aspects of second language acquisition Additionally, many teachers lack the necessary training and resources to effectively teach pronunciation, resulting in its disregard in the classroom.
Derwing (2008) highlights the challenge of finding suitable reference materials for pronunciation learning, noting that such resources are less accessible compared to those for grammar or reading Furthermore, many existing pronunciation materials tend to emphasize segmental features, such as phonemes, while often neglecting important suprasegmental aspects like syllable stress, word stress, phrasing, and intonation.
Nangimah (2020) highlights the challenges faced by English teachers in Senior High Schools in Indonesia, who juggle a demanding schedule of 42 teaching hours and 10 hours of administrative work each week, alongside family responsibilities Due to the limited resources in available textbooks, which only offer basic word lists and phonemes, teachers often find it necessary to create their own materials for teaching pronunciation However, many lack the time to do so, leading some to prioritize skills that are essential for final examinations instead.
Previous Studies
Researches on the problems and challenges of teaching pronunciation to learners have been conducted by many researchers
Tergujeff et al (2013) conducted a comprehensive study titled “Learner Perspective on English Pronunciation Teaching in an EFL Context,” involving an online survey with 843 participants from 31 European countries The research, carried out between February 2010 and September 2011, utilized tools such as LimeSurvey, SPSS version 19, and Microsoft Excel for data collection Key findings highlighted issues in teacher training, revealing that Finnish EFL teachers lack adequate resources for teaching pronunciation, focusing instead on their own skills Additionally, younger teachers seem to value their education less than their more experienced counterparts While traditional textbooks remain prevalent, teachers are increasingly utilizing websites, even those not specifically designed for language learning The study also found a divide in opinions regarding the teaching of phonetic symbols, with some educators viewing it as essential for language learners, while others consider it a potential source of confusion.
A study by Daff - Alla (2017) titled “Difficulties Encountered by EFL Students in Learning Pronunciation: A Case Study of Sudanese Higher Secondary Schools” examined the challenges faced by EFL students in Northern Kordofan State The research involved 35 students and 50 teachers who completed a questionnaire and a recording test to assess pronunciation difficulties The findings indicated that students encounter significant challenges, particularly with stress and intonation, the negative influence of their mother tongue on pronunciation, and the need for substantial changes in the syllabus to better support pronunciation learning.
In a conducted study by Loc & Newton (2020, p.p 1-20) on the topic
In the context of tertiary English as a Foreign Language (EFL) classes, Vietnamese teachers believe that pronunciation instruction is frequently undervalued and neglected, both in published materials and classroom practices This trend persists despite increasing research highlighting the benefits of structured phonics instruction for effective language learning.
In their 2020 study, researchers explored the beliefs and pronunciation teaching practices of six English as a Foreign Language (EFL) teachers at a Vietnamese university, an area that has not been thoroughly analyzed previously The study utilized nonparticipating observations and video recordings of twelve 45-minute EFL lessons, followed by individual interviews that prompted recall and addressed teachers' beliefs and attitudes towards pronunciation instruction The analysis revealed that teachers often approached pronunciation teaching in an unplanned and reactive manner, primarily providing corrective feedback through re-reading or prompting in response to students' pronunciation errors Additionally, the findings indicated that a lack of initial training and specialized learning opportunities in pronunciation pedagogy, along with contextual factors, have constrained the effectiveness of their teaching practices.
More recently, in Vietnam, many studies have been carried out to find out the challenges of teaching pronunciation that teachers face both segmentally and suprasegmentally
In Vietnam, learners' caution presents a significant challenge to pronunciation pedagogy, rooted in cultural norms that discourage questioning authority figures Research by Phuong and Phuong (2019) indicates that Vietnamese students often hesitate to seek assistance from teachers regarding English pronunciation, which complicates the teaching process This reluctance to ask for help highlights a critical obstacle for educators in effectively addressing pronunciation issues.
According to Phuong (2020) in the article about "Constraints of Pronunciation Teaching in Vietnam: Teachers’ Beliefs and Practices", In
In Vietnam, the pronunciation of English is frequently neglected or mispronounced, yet the underlying factors contributing to this issue have not been thoroughly investigated The response of Vietnamese teachers to these pronunciation challenges is notably limited Understanding these dynamics is crucial for educational administrators and policymakers to enhance the support provided to teachers, thereby improving pronunciation instruction in Vietnam and similar environments However, the reasons behind teachers' limited engagement with this issue have yet to be explored.
A study by Nguyen et al (2021) focused on the pronunciation needs of Vietnamese EFL learners, involving 14 teachers and 24 students through document analysis, classroom observations, and interviews The qualitative data was analyzed using a content-based approach, revealing significant challenges in teaching and learning pronunciation, particularly in segmental and suprasegmental features such as intonation, final sounds, linking, sentence stress, and vowel length The findings indicated that pronunciation is viewed as the most crucial skill, with students expressing a strong desire for its inclusion in English instruction Consequently, it is recommended that Vietnamese EFL teachers integrate pronunciation into their language classrooms across all levels.
Therefore, the present study will be carried out to address specific purposes such as:
- To investigate the challenges faced by EFL teachers of teaching pronunciation
- To determine the causes of challenges faced by EFL of teaching pronunciation
- To figure out the solutions to the challenges that EFL teachers face of teaching pronunciation.
RESEARCH METHODOLOGY AND PROCEDURES
Research Methods
This study employed a mixed methods approach, combining quantitative data from questionnaires with qualitative insights from interviews After the survey, selected teachers participated in interviews to discuss solutions to the challenges of teaching pronunciation To maintain absolute confidentiality, the responses were meticulously recorded, ensuring the accuracy and completeness of the information provided by the interviewees.
A survey questionnaire was created to gather quantitative data, while qualitative data was obtained through semi-structured interviews Respondents were selected based on their teaching experience, specifically in teaching pronunciation to students Their practical insights and experiences significantly contribute to this study by providing valuable feedback on effective pronunciation teaching methods.
Participants
This mixed-method research focused on 120 teachers from schools in Phu Cat, randomly selected from thirty institutions The participants, aged between 23 and 50, included 20 male teachers (16.7%) and 100 female teachers (83.3%), all holding Bachelor’s degrees in English Language Teaching Education and possessing teaching experience ranging from three to thirty years at the high school level.
Data Collection Instruments
This research employs a survey questionnaire to investigate the challenges teachers face, leveraging this common data collection method to gather extensive information from a large participant group efficiently The primary advantage of using survey questionnaires lies in their ability to yield significant data quickly, especially when compared to individual interviews Additionally, questionnaires offer flexibility in distribution, as they can be sent via email, phone, or hard copy, enhancing the data collection process Importantly, all personal information collected will remain confidential, encouraging participants to provide honest responses Consequently, the questionnaire emerges as the optimal tool for identifying the challenges associated with teaching pronunciation in our specific context.
The questionnaire consisted of two sections: Internal challenges and External challenges of teaching pronunciation Participants were requested to evaluate statements regarding the difficulties they encounter when teaching pronunciation to Young Learners Responses were categorized using a five-point Likert scale, ranging from (1) strongly disagree to (2) disagree.
The survey utilized a 5-point, 6-item questionnaire adapted from the research conducted by Hayati A Majid (2008) and Norbazila Mohd Asikin, featuring response options ranging from "strongly disagree" to "strongly agree."
The study utilized a questionnaire to collect quantitative data, while semi-structured and informal interviews were conducted to gather qualitative insights To facilitate effective communication, the researcher conducted interviews in the participants' native language, allowing them to express their ideas more freely.
A pilot study was carried out to assess the effectiveness of the interview questions and questionnaire in addressing the research question The study aimed to ensure that respondents comprehended the questions posed Ten teachers participated by completing the questionnaire and engaging in interviews Based on their feedback, modifications were made to enhance the clarity of the questions, primarily focusing on the suitability of the language used in both the questionnaire and interview.
Data Analysis Procedure
After collecting the survey responses, the researcher utilized the Statistical Package for Social Sciences (SPSS) for data analysis During the interviews, digital tools were employed to record participants' answers, while notes were also taken in a notebook The analysis of the data was conducted using qualitative data analysis methods.
FINDINGS AND DISCUSSION
Challenges faced by EFL teachers of teaching English
The analysis of the collected data reveals that teachers encounter several significant challenges, as illustrated in tables 4.1.1, 4.1.2, and 4.1.3.
Table 4.1: Challenges faced by EFL teachers of teaching English pronunciation to young learners
Strongly agree (5) Agree (4) Unsure (3 ) Disagree (2 ) Strongly disagree (1 ) TOTAL
Internal challenges of teaching pronunciation
External challenges of teaching pronunciation
5 Lack of teaching materials and resources
Table 4.2: Challenges faced by EFL teachers of teaching English pronunciation to young learners
S T ATE M E NTS Caus es to ch all en ge S tr on gly agre e (5 ) Agr ee (4) Unsu re (3) Disagr ee (2 ) S tr on gly d isagre e (1) PERCENTAGE (%)
Internal challenges of teaching pronunciat ion
1.1 Afraid of making mistakes in pronouncing words properly
2.1 Confusion in pronouncing words correctly
3.1 Students’ reluctance to speak during lessons
3.3 Students’ inability to follow pronunciation lessons
S T ATE M E NTS Caus es to ch all en ge S tr on gly agre e (5 ) Agr ee (4) Unsu re (3) Disagr ee (2 ) S tr on gly d isagre e (1) PERCENTAGE (%)
External challenges of teaching pronunciat ion
4.1 Time given for teaching English is not enough
5 Lack of teaching materials and resources
5.1 Teaching materials are limited and not really suitable for students
6.1 Teaching pronunciation is not emphasized in schools
Table 4.3: Challenges faced by EFL teachers of teaching English pronunciation to young learners
According to the results of table 4.1, table 4.2, and table 4.3, "the challenges faced by EFL teachers of teaching English pronunciation to YLs" The criterion
“C5: Lack of teaching materials and resources” is rated the lowest average
The criterion "C2: Lack of pronunciation knowledge" received the highest average rating of "3.53", while the variable "5: Strongly agree" was the most selected response, and "1: Strongly disagree" was the least Among the options, "4: Agree" was the most common choice for challenges faced by teachers, specifically for reasons C1: Lack of confidence, C2: Lack of pronunciation knowledge, C4: Lack of time, and C6: Lack of priority Notably, "C4: Lack of time" also had a significant number of respondents selecting "1: Strongly disagree", while "C3: Lack of pedagogical knowledge" was most frequently rated as "3: Unsure" The statistics indicate that "C4: Lack of time" had the highest standard deviation of "1.49", whereas "C1: Lack of confidence" had the lowest at "1.23".
Discussion on questions 1: What are the challenges faced by EFL teachers of teaching English pronunciation to young learners?
Teachers encounter two main types of challenges in teaching English pronunciation: internal challenges, such as lack of confidence, insufficient knowledge, and pedagogical issues, and external challenges, which include limited time, inadequate teaching materials and resources, and a lack of prioritization in teaching.
Figure 4.1: Internal challenges of teaching pronunciation
Internal challenges faced by teachers in teaching English pronunciation stem from factors such as low self-confidence and insufficient knowledge of pronunciation Additionally, a lack of pedagogical expertise further complicates their ability to effectively teach pronunciation skills.
A significant 57% of trainee teachers express concerns about their pronunciation skills, indicating that they may struggle with teaching pronunciation to their students This lack of confidence in their own abilities could lead to hesitation in effectively re-teaching pronunciation concepts.
1 Lack of confidence 2 Lack of pronunciation knowledge
3 Lack of pedagogical knowledgeInternal challenges of teaching pronunciation studies by some of the researchers such as Gilbert (2008), Mak (2011) and Farrell & Yang (2017, p.p 1-14) that the lack of confidence in teaching pronunciation may stem from the pronunciation hole they experienced during their schooling Moreover, the trainee teacher also confirmed that, they are afraid of mispronouncing some words during the teaching process (64%), they are really worried about their pronunciation intonation As studied by Fraser
The lack of confidence in teaching pronunciation among trainee teachers can be attributed to the quality of their training, as noted by Couper (2016) Poor training may significantly affect their self-assurance in this area Additionally, Fraser (2002) highlighted that trainee teachers often feel insecure about their ability to teach pronunciation effectively due to insufficient knowledge of correct language articulation.
A significant internal challenge in teaching English pronunciation is the lack of pronunciation knowledge among teachers, with 67% acknowledging this issue According to Egwuogu (2012), incorrect intonation and stress conveyed by trainee teachers can lead to student misunderstandings Therefore, it is crucial to provide proper training in intonation and stress for teachers, enabling them to effectively teach students correct pronunciation This lack of training is a primary reason for the difficulties faced in teaching pronunciation, as supported by the 67% agreement from students.
A significant internal challenge identified by respondents is the lack of pedagogical knowledge among trainee teachers, which is essential for fostering effective teaching and learning environments The study reveals that 44% of trainee teachers struggle with teaching pronunciation due to insufficient pedagogical skills While demonstrating standard pronunciation is crucial, an overemphasis on correctness can lead to unclear instructions and student disengagement Teachers should not rely solely on native speaker pronunciation, as varying accents and cultural contexts may not resonate with students in Vietnam To enhance motivation in learning English pronunciation, trainee teachers must explore suitable techniques that create engaging environments Additionally, as noted by Ndung’u (2013), students have limited opportunities to practice English in their daily lives, making pronunciation instruction less effective and hindering their ability to recognize taught pronunciations.
In summary, the survey indicates that the most significant challenge teachers face in teaching English pronunciation is the lack of pronunciation knowledge Additionally, 57% of respondents cited a lack of confidence as a major issue, followed closely by insufficient pedagogical knowledge.
Figure 4.2: External challenges of teaching pronunciation
Trainee teachers encounter significant external challenges in teaching pronunciation, with 59% citing a lack of priority in teaching as a major issue This is closely followed by 52% who struggle with time constraints and 31% who face difficulties due to insufficient teaching materials and resources.
In Vietnam, the English learning environment emphasizes theory and grammar, leading to 59% of trainee teachers perceiving pronunciation as a lower priority in their English programs Many trainees regard pronunciation as a sub-skill, less important than speaking and other language components Research by Varasarin (2007) and Grim and Strum (2016) supports this view, indicating that trainee teachers often underestimate the significance of teaching pronunciation Consequently, new teachers themselves express uncertainty about the importance of English pronunciation in language acquisition.
4 Lack of time 5 Lack of teaching materials and resources
6 Priority in teaching External challenges in teaching pronunciation
External challenges of teaching pronunciation students and therefore, do not practice to improve this English pronunciation skill for themselves Agreeing with this point of view, the research by Gilbert,
(2008) has shown that teachers only give priority to training the factors being tested in exams
Time constraints pose a significant challenge for trainee teachers, with research indicating that 52% feel they lack sufficient time to effectively teach pronunciation This aligns with findings from Baker (2001) and Georgios (2019), highlighting that adequate time is essential for guiding students in mastering pronunciation Additionally, large class sizes, often ranging from 30 to 35 students, further complicate the ability to assess individual pronunciation skills within limited timeframes Consequently, teaching pronunciation effectively within a short period proves to be a considerable difficulty for teacher trainees, a sentiment echoed by Darcy et al (2012).
In this study, respondents identified a significant external challenge: the lack of adequate teaching materials and resources Notably, 31% of participants reported difficulty in locating suitable teaching materials that match their students' levels While English textbooks include some phonetic annotations for specific vowels and consonants, these resources do not comprehensively address all topics, potentially hindering both students and teachers in effectively teaching and learning pronunciation.
The inclusion of a CD-ROM in the curriculum is hindered by the absence of essential classroom teaching aids, such as projectors and computers, making it challenging to utilize effectively Additionally, the lack of soundproof rooms in most schools leads to mixed pronunciation sounds and external noise, complicating phonetic learning for students Research by Brown (1992) emphasizes that inadequate teaching materials significantly impact the effectiveness of pronunciation instruction Therefore, enhancing teaching resources and facilities is crucial for improving students' pronunciation skills.
Causes for the challenges faced by EFL teachers of teaching
The analysis of the collected data revealed the causes and extent of the challenges in teaching pronunciation Detailed findings are presented in tables 4.2.1, 4.2.2, and 4.2.3.
Table 4.4: Causes for the challenges faced by EFL teachers of teaching pronunciation to young learners
ST A T E M E NT S Ca us es t o cha lleng e Str o ng ly a g re e (5 ) Ag re e (4 ) Uns ure (3 ) Dis a g re e (2 ) Str o ng ly dis a g re e (1 ) T O T A L
Internal challenges of teaching pronunciation
1.1 Afraid of making mistake to pronounce the words properly
ST A T E M E NT S Ca us es t o cha lleng e Str o ng ly a g re e (5 ) Ag re e (4 ) Uns ure (3 ) Dis a g re e (2 ) Str o ng ly dis a g re e (1 ) T O T A L pronunciation knowledge
Confusion in pronouncing the words correctly 2.2 Other ideas 0 0 0 0 0 0
3.1 Students’ reluctance to speak during the learning process
3.3 Students’ inability to follow the pronunciation lessons
External challenges of teaching pronunciation
4.1 Time given for teaching English is not enough
5 Lack of teaching materials and resources
5.1 Teaching materials are limited and not really
ST A T E M E NT S Ca us es t o cha lleng e Str o ng ly a g re e (5 ) Ag re e (4 ) Uns ure (3 ) Dis a g re e (2 ) Str o ng ly dis a g re e (1 ) T O T A L suitable for the students 5.2 Other ideas 0 0 0 0 0 0
6.1 Teaching pronunciation is not emphasized in schools
Table 4.5: Causes of the challenges faced by EFL teachers of teaching pronunciation to young learners
Strongly agree (5) Agree (4) Unsure (3 ) Disagree (2 ) Strongly disagree (1) PERCEN TAGE (%)
Internal challenges of teaching pronunciation
External challenges of teaching pronunciation
5 Lack of teaching materials and resources
Table 4.6: Causes for the challenges faced by EFL teachers of teaching pronunciation to young learners
Teachers encounter significant challenges when teaching pronunciation to students In the following sections, we will explore the underlying causes of these difficulties.
The analysis of challenges faced by EFL teachers in teaching English reveals that the criterion "CC5: Teaching materials are limited and not really suitable for the students" received the lowest average rating of 2.76, while "CC6: Teaching pronunciation is not prioritized" was rated highest at 4.33% The data indicates that the highest agreement level is "5: Strongly agree," and the lowest is "1: Strongly disagree," particularly for "CC6," which also recorded the lowest disagreement value of "2: Disagree." In terms of standard deviations, "CC2: Confusion in pronouncing the words correctly" had the highest at 1.44, whereas "CC6: Teaching pronunciation is not emphasized in school" had the lowest at 0.8 Most teachers indicated agreement (scale "4: Agree") with challenges such as "CC1: Afraid of making mistakes in pronunciation," "CC2: Confusion in pronouncing words correctly," and "CC3.1: Students’ reluctance to speak." The strongest agreement (scale "5: Strongly agree") was noted for "CC4: Time given for teaching English is not enough" and "CC6: Teaching pronunciation is not emphasized in school," while the "3: Unsure" scale was most frequently selected for "CC5."
Discussion on Question 2: What are the causes of challenges confronted by EFL teachers of teaching English pronunciation to YLs?
Figure 4.3: Causes of the challenges faced by EFL teacher of teaching pronunciation -
Lacking of confidence makes teachers afraid of making mistakes in pronouncing English words And it is supposed to be one of the factors that
1.1 AFRAID OF MAKING MISTAKE TO
Strongly agree Agree Unsure Disagree Strongly disagree lead to the challenges faced by EFL teachers of teaching pronunciation
While the percentage of the teachers agree with this point of view is the highest, with 35%, that of those who strongly disagreed is the lowest, with just 6%
Only 29% of teachers strongly agree with the idea, while a lower 21% remain uncertain about it, and just 10% express disagreement.
Figure 4.4: Causes of the challenges faced by EFL teacher of teaching pronunciation -
Another challenge that EFL teachers confront is lack of pronunciation knowledge, which makes it difficult for them to pronounce English words correctly
While the number of teachers who disagreed with this idea accounted for the lowest percentage, with just 13%, those who agreed with this view is the
2.1 CONFUSION IN PRONOUNCING THE WORDS
Strongly agree Agree Unsure Disagree Strongly disagree highest (with 27%)
An equal percentage of teachers strongly agreed and strongly disagreed with the view, while only 18% expressed uncertainty.
Figure 4.5: Causes of the challenges faced by EFL teacher of teaching pronunciation -
EFL teachers often face challenges in teaching pronunciation due to a lack of pedagogical knowledge, resulting in three key issues: students are hesitant to speak, there is insufficient practice of pronunciation, and learners become discouraged from engaging in pronunciation lessons.
In addressing the first issue, 43% of teachers expressed agreement with the idea, while 38% strongly disagreed Additionally, 6% of teachers disagreed, and the percentage of those who strongly disagreed was half of that figure.
INABILITY TO FOLLOW THE PRONUNCIATION LESSONS
Strongly agree Agree Unsure Disagree Strongly disagree teachers who were unsure is 10%
For the second problem, 32% of the teachers agreed with this point of view Those who strongly disagreed, disagreed, were unsure and strongly agreed account for 16%, 17%, 18%, 20% respectively
In addressing the third problem, only 4% of teachers strongly disagreed with the idea, while a notable 33% expressed agreement Additionally, 10% of teachers disagreed, indicating that the number of those in favor is three times greater than those opposed Furthermore, 24% of teachers remained uncertain about their stance.
Figure 4.6: Causes of the challenges faced by EFL teacher of teaching pronunciation -
A significant challenge in teaching pronunciation is the lack of time, as indicated by the majority of surveyed teachers, with 29% agreeing and 48% strongly agreeing with this perspective Only 10% of teachers disagreed, while 8% were uncertain and 6% strongly disagreed.
4.1 TIME GIVEN FOR TEACHING ENGLISH
Strongly agree Agree Unsure Disagree Strongly disagree
Figure 4.7: Causes of the challenges faced by EFL teacher of teaching pronunciation -
Lack of teaching materials and resources
Lack of teaching materials and resources is also a challenge that teachers face of teaching English pronunciation
The proportions for the teachers who were unsure and who strongly disagreed are nearly the same, with 29% and 28% respectively
The percentage of the teachers who disagreed is a bit lower with 22%, followed by those who strongly agreed with 18% The percentage of those who agreed is the lowest, with just 8%
AND NOT REALLY SUITABLE FOR THE
5 Lack of teaching materials and resources
Strongly agree Agree Unsure Disagree Strongly disagree
Figure 4.8: Causes of the challenges faced by EFL teacher of teaching pronunciation -
It is supposed that priority is not given to teaching pronunciation, and that is one of the challenges that teachers face
In a recent survey, 50% of teachers strongly disagreed with the prevailing view, while 38% expressed agreement Additionally, 8% of respondents were unsure, and only 4% disagreed.
The article highlights key challenges faced in English pronunciation, with 64% of respondents citing a "lack of confidence" due to fear of making pronunciation mistakes The second challenge, "lack of pronunciation knowledge," stems from teachers' confusion in correct word pronunciation, affecting 50% of participants The third difficulty, "lack of pedagogical knowledge," is primarily caused by students' reluctance to speak (81%), their inability to follow pronunciation lessons (63%), and insufficient pronunciation practice (52%) Lastly, 78% of respondents identified "lack of time" as a significant barrier to improving their pronunciation skills.
A significant 26% of respondents believe that the teaching materials available for English instruction are inadequate and not well-suited for students Additionally, a striking 88% of participants indicated that teaching pronunciation is not prioritized in schools, highlighting a critical gap in English language education.
EFL Teachers’ Approaches to Challenges of Teaching Pronunciation 45
The author analyzes the collected data and presents various solutions proposed by teachers to address challenges in teaching pronunciation, with specific details provided in Table 4.3.1 below.
Table 4.7: EFL teachers’ approaches to challenges of teaching pronunciation
Methods used in managing the challenges TOTAL
Internal challenges of teaching pronunciation
Prepare and plan for lesson by confirming the correct pronunciation of words before class
Referring to offline dictionary in mobile phone 20
Watching related videos on YouTube and listening to English songs
Having one-to-one session with the students 12
Methods used in managing the challenges TOTAL knowledge Selecting students randomly so that they come prepared 20
Monitoring the students one by one during the practice 10 Setting a rule on speaking only
Using interesting and integrating suitable videos in the lesson
External challenges of teaching pronunciation
Integrating pronunciation teaching in the teaching of other skills
5 Lack of teaching materials and resources
Using online sources on creative ways in teaching pronunciation
6 Lack of Priority Asking help from mentor 120
Table 4.8: EFL teachers’ approaches to challenges of teaching pronunciation
The challenges faced by EFL teachers of teaching English pronunciation to YLs
Teachers’ approaches to challenges in teaching pronunciation
Internal challenges of teaching pronunciation
Prepare and plan for lesson by confirming the correct pronunciation of words before class
Referring to offline dictionary in mobile phone
Watching related videos on YouTube and listening to English songs
Having one-to-one session with the students 10%
Selecting students randomly so that they come prepared 17%
Monitoring the students one by one 8%
The challenges faced by EFL teachers of teaching English pronunciation to YLs
Teachers’ approaches to challenges in teaching pronunciation
Setting a rule on speaking only English during English lessons 10%
Using interesting and integrating suitable videos in the lesson 40%
External challenges of teaching pronunciation
Integrating pronunciation teaching in the teaching of other skills
5 Lack of teaching materials and resources
Using online sources on creative ways in teaching pronunciation
Discussion on Question 3 from the interview: What are the solutions to the challenges encountered by EFL teachers of teaching English pronunciation to young learners?
This study not only examines the challenges and primary causes faced by English pronunciation teachers but also highlights the strategies and methods they employ to overcome these difficulties.
Figure 4.9: Solutions to the challenges of teaching pronunciation - Lack of confidence
To address the challenge of "lack of confidence," teachers enhance their lesson preparation by ensuring accurate word pronunciation prior to class and fully trusting this method They often seek guidance from school mentors when facing difficulties in teaching pronunciation, although they prefer to resolve issues independently first Teachers believe that personalized one-on-one sessions with their mentors are the most effective way to improve their pronunciation skills.
1 Lack of confidence ã Prepare and plan for lesson by confirming the correct pronunciation of words before class.
Figure 4.10: Solutions to the challenges of teaching pronunciation - Lack of pronunciation knowledge
In addressing the challenge of "Lack of pronunciation knowledge," 73% of individuals opted to watch related YouTube videos and listen to English songs, while 17% referred to offline dictionaries on their mobile phones, and 10% sought help from mentors To enhance pronunciation skills, teachers integrate technology into their lessons by utilizing offline dictionaries for word pronunciation issues and actively correcting students during classroom activities Many educators believe that watching instructional videos on pronunciation will not only help them master difficult words but also improve their own pronunciation skills Additionally, they enjoy using English songs as a resource for teaching correct pronunciation, leveraging the right words and meanings to aid their students.
2 Lack of pronunciation knowledge ã Asking help from mentor ã Referring to offline dictionary in mobile phone ã Watching related videos on YouTube and listening to English songs
Figure 4.11: Solutions to the challenges of teaching pronunciation - Lack of pedagogical knowledge
The third challenge identified is the "Lack of pedagogical knowledge." To address this, 10% of teachers opted for one-on-one sessions with students, while 17% preferred randomly selecting students to ensure they come prepared Additionally, 8% chose to monitor students individually during practice, and another 10% implemented a rule to speak only English during lessons A significant 40% decided to incorporate engaging and relevant videos into their lessons, and 15% focused on increasing group activities Teachers believe that by closely monitoring each student's pronunciation skills and randomly selecting them for pronunciation exercises, they can enhance student engagement and encourage active participation in class discussions.
To address the challenges in pronunciation lessons, many respondents preferred utilizing engaging teaching materials, such as captivating videos Furthermore, thorough preparation is crucial to ensure accurate pronunciation of relevant words.
3 Lack of pedagogical knowledge ã Having one-to-one session with the students ã Selecting students randomly so that they come prepared ã Monitoring the students one by one during the practice ã Setting a rule on speaking only English during English lessons. ã Using interesting and integrating suitable videos in the lesson ã Conducting more group activities lesson is correct before entering the classroom
Figure 4.12: Solutions to the challenges of teaching pronunciation - Lack of time
The fourth challenge, "Lack of time," leads 100% of educators to integrate pronunciation teaching with other skills, as class time is limited Teachers must strategically plan lessons based on the curriculum, making it more effective to incorporate pronunciation as part of the overall lesson rather than dedicating an entire session to it Pronunciation is essential for accurate oral production and is intertwined with listening and speaking skills, which focus on fluency According to Murphy (1991), students require pronunciation alongside listening and speaking to enhance their interpersonal communication My lesson plan reflects this integration, aiming to help students effectively process and produce L2 sounds for oral communication, prioritizing intelligibility over perfect accuracy.
4 Lack of time ã Integrating pronunciation teaching in the teaching of other skills.
Figure 4.13: Solutions to the challenges of teaching pronunciation - Lack of teaching materials and resources
In addressing the challenge of "lack of teaching materials and resources," all teachers (100%) opt for online sources to discover innovative methods for teaching pronunciation This preference highlights their reliance on digital resources rather than solely depending on traditional classroom materials like textbooks.
Figure 4.14: Solutions to the difficulties of teaching pronunciation - Lack of Priority
In the 6th challenge, "Lack of Priority," all participants opted to seek assistance from their mentors When confronted with difficulties, particularly those related to pronunciation, teachers consistently turn to their mentors for guidance.
5 Lack of teaching materials and resources ã Using online sources on creative ways in teaching pronunciation
6 Lack of Priority ã Asking help from mentor priority in instruction They are not sure if pronunciation is considered an important skill to be taught and prioritized in the classroom So, they decided to teach pronunciation as an extra activity in a lesson given after discussion with a mentor.