INTRODUCTION
RATIONALE FOR THE STUDY
As Vietnam advances towards becoming a modern, internationally integrated nation, the importance of the English language as a vital communication tool has surged, particularly in the context of globalization and educational reform Mastery of English is increasingly essential for the younger generation, especially students, who must accumulate extensive knowledge to succeed Spelling rules are crucial in learning English, as they aid students in acquiring vocabulary However, English-majored students at the Vietnam National University of Agricultural (VNUA) often face challenges due to limited class time for vocabulary introduction and the complexities of English reading This study, titled "A survey on the first year English majors’ use of basic spelling rules in learning English at VNUA," aims to address these issues.
1.2 AIMS AND OBJECTIVES OF THE STUDY
1.2.1 The aim of the study
This research aims at understanding the use of the basic spelling rules in learning English performed on first-year students majoring in English at the Vietnam University of Agriculture
This study has two main objectives: first, to examine the current attitudes of English major freshmen at VNUA regarding the use of spelling rules in their English learning; and second, to explore the advantages of incorporating spelling rules into the English learning process.
RESEARCH QUESTIONS (IN FORM OF QUESTIONS)
The current study explores various reasons and perspectives on the importance of spelling rules in education, particularly in language learning.
1, How do English majored freshmen use spelling rules in learning English at VNUA?
2, What are the effects of using spelling rules on English majored freshmen’ English learning at VNUA?
SCOPE OF THE STUDY
This study is confined to the VNUA framework, involving a group of 65 English major freshmen (K65) It emphasizes the learning of spelling rules and aims to demonstrate effective strategies to enhance students' English proficiency.
SIGNIFICANCE OF THE STUDY
This study investigates the impact of spelling rules on the English learning outcomes of first-year English majors at Vietnam National University of Agriculture The findings provide valuable insights for both instructors and students, enhancing the learning experience for English learners.
DESIGN OF THE STUDY
List of abbreviations, graphs, tables and figures
Apart from abstracts, references & appendices, the study consists of three main parts:
PART 1 - INTRODUCTION presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – provides theoretical background for the study including the definition of spelling, definition of consonant, definition of ending sounds, and word stress in English
Chapter 2 – METHODOLOGY describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions
DEVELOPMENT
This chapter focuses on a literature review regarding English spelling rules, beginning with concise summaries of relevant studies conducted by both Vietnamese researchers and others It then explores how previous scholars define and categorize the fundamental spelling rules in English.
1.1 REVIEW OF THE PREVIOUS STUDIES
1.1.1 Review of the domestic researches
Nguyễn Ngọc Nam (2015), a teacher at the Research and Training Academy, conducted a study titled ‘50 English Spelling Rules.’ He emphasized that mastering English spelling rules enables learners to write phonetically, read words accurately without a dictionary, and speak with fluent intonation akin to native speakers He asserted that learning English spelling is both practical and essential, highlighting the need to establish vocabulary learning principles tailored to each student.
According to Langmaster international educational organization’s website
In their 2018 article "Rules and Irregularities in English Spelling," the authors highlight that English spelling features both straightforward rules and effective practices Consistent application of these spelling rules is essential; however, irregularities present challenges for learners To address these difficulties, it is crucial to establish clear rules and provide useful tools to assist learners in navigating spelling irregularities.
1.1.2 Review of the international researches
As mentioned by Prof V Chandra Sekhar Rao (csrv8@yahoo.co.in)
(2018) ‘English Spelling and Pronunciation - A Brief Study’ Professor in English, SITECH, Hyderabad ‘Learners of English have to understand that
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES
1.1.1 Review of the domestic researches
Nguyễn Ngọc Nam (2015), a teacher at the Research and Training Academy, conducted a study titled ‘50 English Spelling Rules.’ He emphasized that mastering English spelling rules enables learners to write phonetics, read words accurately without a dictionary, and speak with fluent intonation akin to native speakers He asserted that learning English spelling is both practical and essential, highlighting the need to establish vocabulary learning principles tailored to each student.
According to Langmaster international educational organization’s website
In their 2018 article "Rules and Irregularities in English Spelling," the authors highlight that English spelling features both straightforward rules and effective practices Consistent application of these spelling rules is essential; however, irregularities present challenges for learners To address these difficulties, it is crucial to establish clear rules and provide useful tools to assist learners in navigating spelling irregularities.
1.1.2 Review of the international researches
As mentioned by Prof V Chandra Sekhar Rao (csrv8@yahoo.co.in)
(2018) ‘English Spelling and Pronunciation - A Brief Study’ Professor in English, SITECH, Hyderabad ‘Learners of English have to understand that
The English language lacks a perfect correspondence between sounds and letters, as its spelling system is irregular and complex This means that a single letter or combination of letters can represent multiple sounds To grasp the intricacies of English pronunciation and spelling, learners should familiarize themselves with the International Phonetic Alphabet (IPA) symbols and various spelling rules It is essential for English learners to consult an English Pronunciation Dictionary to enhance their understanding of the pronunciation and spelling of unfamiliar or confusing words.
Effective spelling instruction is crucial as it helps students abstract phonological, orthographic, and morphological regularities in words Spelling knowledge can manifest as rules, statistical patterns, or processes, each significantly impacting teaching methods When children receive explicit training in various spelling strategies, they are more likely to apply these methods successfully in their writing Valerie Yule, a clinical and educational psychologist with experience in disadvantaged schools, emphasizes the importance of understanding spelling rules succinctly in his work, "SPELLING RULES ON ONE PAGE."
‘Writing the spoken word 27 sounds have phoneme/grapheme correspondence Five sounds can be represented by either of 2 graphemes, five by 3 graphemes, and one has six possibilities for spelling’
There are 41 grafemes (spelling patterns) that can only be pronounced one way, each grapheme has two ways to pronounce them, and seven graphemes
REVIEW OF THEORETICAL BACKGROUND
‘Spelling is the ability to spell words in the correct way It is also an attempt to spell a word in the correct way’ (Collins dictionary, 2018)
‘Spelling is the way in which a word is spelled’ as Houghton Mifflin Harcourt (2010) stated in “Webster’s New World College Dictionary, 4th Edition”
Specifically, spelling can be understood as reading each letter from a group of letters and put them together to form rhyme and syllable (Soha Vietnamese online dictionary, 2016)
The role of spelling in learning English
Proper spelling and pronunciation in English are crucial for effective communication and comprehension Mastering these skills not only aids in conveying your message clearly but also enhances reading understanding for learners Therefore, focusing on spelling and pronunciation is essential for anyone looking to excel in English.
A consonant is defined as a speech sound or letter that is not a vowel, characterized by the obstruction of airflow in the mouth, often achieved by closing the lips or using the tongue against the teeth According to the Cambridge Dictionary, consonants are essential for forming syllables when combined with vowels, as noted in the Oxford Dictionary.
In English phonetics and phonology, consonants are defined as sounds, such as "s" and "d," that obstruct or restrict airflow through the mouth, making it difficult for air to pass According to Gerald Kelly in "How to Teach Pronunciation," consonants are produced by interrupting, restricting, or diverting the airflow in various ways.
In English pronunciation, attention to ending sounds is crucial Ending sounds are the letter sounds that occur at the end of words, such as the "t" in "cat," "g" in "dog," "n" in "pen," and "d" in "hand." These sounds, which can consist of one or more consonants, are known as codas.
Almost every English consonant can be found at the end of words, with the exceptions of /h/, /w/, and /j/ (Cummins, 1998) English features complex consonant clusters, which can consist of two, three, or even four consonants in both the onset and coda, a phenomenon considered "quite unusual for languages" (Yule, 2006: 48) According to Yule (2006: 47), the fundamental structure of syllables forming English words is illustrated in the accompanying diagram.
Word stress is a crucial aspect of learning English that requires dedicated study and practice It refers to the emphasis placed on certain syllables within words, indicating varying levels of strength in sound According to the Collins English Dictionary (2003), word stress is defined as "the stress accent on the syllables of individual words either in a sentence or in isolation." In English, not all syllables are pronounced with equal force; instead, one syllable is accentuated, highlighting its importance in effective communication.
According to "Put English Phonetics into Practice" compiled by Szilágyi László in 2004, word stress involves emphasizing certain syllables loudly while pronouncing others quietly There are two crucial aspects to consider regarding word stress.
- One word, one stress (One word cannot have two stresses So if you hear two stresses, you have heard two words, not one word.)
- The stress is always on a vowel
Word stress is essential for grasping spoken English, as native speakers utilize it instinctively This natural use of word stress often goes unnoticed by them In contrast, non-native speakers who communicate with native speakers without applying word stress face significant challenges.
- They find it difficult to understand native speakers, especially those speaking fast
- The native speakers may find it difficult to understand them
1.2.5 The relationship between spelling and word stress, ending sounds, consonant
‘The English alphabet is divided into two categories: Vowels and Consonants
The remaining sounds are consonants
Some diphthongs: /ei/, /əà/, /ai/, /aà/, /ↄi/, /iə/, /àə/, /eə/
The sign in the sound is denoted by the sign (‘)
When writing phonetics or looking at the phonetic transcription of a word, the accent mark (‘) helps to read English correctly, with correct intonation of the word
Therefore, the first and most important thing in order to speak English is
9 to know the position of the word stress
To indicate vowel stress, place an accent mark (') on the stressed vowel sound If a consonant precedes the vowel, position the accent before the consonant; if not, place it directly before the vowel.
How to read stressed sounds?
The stressed sounds in English, indicated by an accent (') before them, must be pronounced with greater intensity To achieve this, it is essential to ensure that the stressed sound is articulated at a higher pitch, for a longer duration, and with a louder volume compared to the unstressed sounds This approach contributes to a musical rhythm in English pronunciation, characterized by its natural highs and lows.
1.2.6 Some the basic spelling rules in learning English
According to Nguyen Ngoc Nam (2015) in Hoc danh van tieng anh, he outlined some basic rules of English spelling
‘Rule 1: The rule of recognizing the number of syllables of the word
Based on the number of negative integers appearing in that word, you can know how many syllables the word has, so you can still type correctly
One-syllable word cat, bat, dog
Two-syllable word chicken, doctor
The 4-syllable word supermarket, photographer
Rule 2: For words with the last correct vowel e
Words with the correct e vowel at the end of a sentence, we do not consider the "e" sound as a syllable of the word
One-syllable word late (late), hate (hate), like (favorite)
Two-syllable word: climate, roommate
Three-syllable word: estimate, graduate
Exception: If the vowel "e" is preceded by a consonant 1", we still consider "e" a syllable of the word
Two-syllable word table , able
Words with 3 syllables: article , possible
Rule 3: Double vowels, long vowels
Double vowel sound "o" will be written as /ou/, sound "a" will be written as /ei / sound "i" will be written /ai/
Long vowels: The "e" sound is written /i/
The “u” sound can be read as a diphthong or a long vowel depending on the correct consonant before it
With single-syllable words, formed as vowel + consonant (except r) +e, the vowel will be read as a diphthong or a long vowel
The sound is read as a diphthong /ou/ note
The "a" sound read as a diphthong /ei/ late
The "i" sound reads as a diphthong/ai/ nice
The "e" sound is pronounced as a long vowel /i:/ scene
With diphthongs, you say the first vowel and then quickly float to the second
With long vowels, you stretch slightly longer than usual
Rule 4: How to read the "ogue" syllable
Words ending in "ogue are words with one syllable, the "o" sound is
11 always read as a diphthong Loi spelling in phonetic transcription will remove the /oʊ/ sound and keep the 'g' consonant
For words with 3 or more syllables ending in "ogue", we stress the next syllable one syllable away from "ogue"
When pronouncing multi-syllable words, it is crucial to focus on word stress to achieve accurate pronunciation Stressed syllables should be articulated clearly, while unstressed syllables are typically pronounced with a descending, rapid, and gliding tone.
Here are some rules for reading two-syllable words
Two-syllable words with the form ''o'' + consonant + ''us'' the stress falls on the first syllable
Two-syllable words have the form ''a'' + consonant ''us'' the stress falls on the first syllable
Two-syllable words with "i" form + consonant + "us'' stress falls on the
With two-syllable verbs, the stress falls on the second syllable
For example: be'gin ,be'come, for'get
Exception 'answer; 'enter (break in), "offer (offer), 'open
With two-syllable nouns, the sound falls on the first syllable
Exception Ad'vice (advice), ma'chine (machine), mis'take (mistake)
With two-syllable nouns, the stress falls on the first syllable
Exceptions: Ad'vice (advice), ma'chine (machine), mis'take (error)
With two-syllable adjectives, the stress usually falls on the first syllable For example: 'busy', 'lazy', 'lucky'
Exceptions A'lone (lonely), a'mazed (surprised)
With compound verbs the stress falls on the second syllable
For example: under'stand (understand), be'come (become)
In words with the words “sist, cur vert, test tain, tract, vent, self” the stress falls on the syllable containing the problem
For example: e'vent (event), sub tract (onward), pro test (objection), in'sist (insist), maintain (maintain),
Words containing the suffix "ee, eer, ese que, esque, ain" have the stress on the syllable containing it
Example agree (agree), volunteer (volunteer), urique (different)
Words ending in -ic, -ish, -ical, -sion, -tion, -ance, -ence, -idle, -lous, -far, -ience, -id, -eous, -acy, -fan, and -fcy typically have the stress placed on the syllable preceding their suffix.
Words with prefixes like "dis, re, un, des, im, ex" are usually unstressed Examples: dis'cover (discover), des;troy (destroy), re'cord (record)
With compound nouns and compound adjectives, the stress usually falls on the first syllable
For example: 'birthday,' 'airport,' 'bookshop,' 'airsick', 'homesick' Exception duty-free (tax free), => with compound adjectives, connected by…, the stress usually falls on the second syllable
When adding suffixes such as -ment, -ship, -ness, -erior, -hood, -ing, -en, -ful, -able, -ous, and -less, the stress of the original word remains unchanged However, for words ending in -graphy, -ate, -gy, -cy, -ity, -phy, and -al, the stress typically falls on the third syllable from the end.
Examples: eco'nomical (economics), de'moracy (people), tech'nology (technology), ge'ography (geography), pho'tography (photography), investigate (im'mediate investigation) (right away)
Rule 6: Rules for recognizing short vowels and long vowels
There are some rules that can easily recognize short vowels, long vowels in English to be able to pronounce better
Words that have one vowel sound and are not at the end of the word are short vowels
For example bug /bəɡ/ thin /θɪn/ cat /kổt/ job /ʤɒb/ bed /bɛd/ ant /ổnt/ act /ổkt/
Exception: Exceptions are the words “mind” and “find ”
-When the word has a vowel sound and that vowel is correct at the end of the word, it is a long vowel
In a word where there are two vowels next to each other, the first vowel will be the long vowel, the other is usually silent
A word that has one vowel and is followed by two similar consonants is a short vowel
When a word has two similar vowels next to each other, we pronounce them as one long vowel:
Exception: If two consecutive similar vowels are followed by the
15 consonant "r", then this recognition rule does not apply
-If in a sentence there are two consecutive "o" vowels, it will change into many different sounds:
-When the consonant "f, l, s,b, d,m,n, g, p" comes after a short vowel, we need double the consonant "f,l,s,b,d,m,n" ,g,p” up
-The consonant "y" is read as /i:/ at the end of a single-syllable word
The last "y" consonant in two-syllable words, the stress does not fall on the last syllable, is read as a long e
If the word contains vowel + consonant + vowel e, then the vowel e will be silent and it transforms the previous vowel into a long vowel
Summary
Chapter 1 provides a comprehensive theoretical foundation, covering spelling rules, the connection between spelling and word stress, ending sounds, consonants, and a review of prior studies relevant to this research In Chapter 2, the focus will shift to the methodology and procedures employed in the study.
METHODOLOGY
RESEARCH METHODOLOGY
This study aims to enhance first-year English-majored students' understanding of basic English spelling rules at Vietnam National University of Agriculture (VNUA) A survey was conducted to assess the application of these spelling rules among the students, providing valuable insights into their learning situation.
This paper employs both qualitative and quantitative research methodologies Qualitative research, as defined by Dr Saul McLeod (2019) in his study on grounded theory and thematic analysis, involves the collection, analysis, and interpretation of non-numerical data, such as language This approach helps to understand how individuals subjectively perceive and assign meaning to their social realities.
Quantitative research is characterized by non-numerical data, including text, video, photographs, and audio recordings This data can be gathered through methods such as diary accounts and in-depth interviews To enhance the data analysis process, we recommend integrating various research approaches, utilizing both inductive and deductive techniques for a more comprehensive understanding.
All quantitative data collected from the questionnaire and qualitative data collected was synthesized, processed, analyzed and evaluated to get the qualitative data which is meaningful for the study.
RESEARCH SETTING/CONTEXT
This study was conducted from March to May 2022 at the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture, involving active participation from students and faculty.
A cohort of 65 first-year English Linguistics students (K65) at Vietnam National University of Agriculture, all aged 19, are currently being instructed in four essential language skills: Listening, Speaking, Reading, and Writing Their overall language proficiency is assessed at a pre-intermediate level.
DATA COLLECTION
A structured questionnaire was applied for the students as the only effective tool to collect data The questionnaire was designed in light of Ebadi & Bashiri (2018); El Boukhari (2015) and Aguado Jimenez (2018)
The questionnaire featured English-Vietnamese questions organized into five categories, each containing five statements Respondents were presented with five response options: strongly agree, agree, not sure, disagree, and strongly disagree.
A questionnaire was conducted to gather quantitative data from 65 first-year English major students at VNUA The research questions were categorized into five groups, each containing five statements designed to elicit fixed responses regarding the spelling rules utilized by these students in their English studies The focus was on understanding which spelling rules are applied, their usage frequency, the reasons for their application, and the impact of these rules on students' learning outcomes in English subjects Overall, the questionnaire included diverse items aimed at assessing the relevance of the statements provided.
The English questionnaire was translated into Vietnamese to enhance the data collection process It was then piloted with 10 university students to identify any ambiguous expressions or questions, leading to further revisions Finally, the refined questionnaire was distributed to 65 major students across four classes for data collection.
19 students had time to read and think of the questions carefully before giving answers Then, data collected from the questionnaire was classified and synthesized
The online questionnaires were distributed through Google Forms to participants from four classes at the Faculty of Education and Foreign Languages, utilizing Zalo and Facebook groups for communication.
DATA ANALYSIS
Data analysis was conducted using SPSS and Microsoft Excel, where the mean and standard deviation for each questionnaire item were calculated To facilitate this statistical analysis, the responses to the questionnaire items were converted into numerical values.
SUMMARY
Chapter 2 has shown the methodological framework of this study including hypothesis of the study, the participants, the data collection tools and procedures The following chapter consists of the analysis, findings and discussion will be presented in details
FINDINGS & DISSCUSSIONS
THE CURRENT SITUATION OF THE FIRST YEAR ENGLISH MAJOR STUDENTS’S USING THE BASIC SPELLING RULES IN LEARNING
This study examines the current status of freshmen majoring in English at VNUA regarding their application of basic English spelling rules A questionnaire was utilized to analyze and evaluate key factors influencing their learning of these rules, including their purpose for studying English spelling, the frequency of rule usage, and the common environments in which they practice their spelling skills.
3.1.1 The important factors when speaking English
It is impossible to ignore the important factors affecting students' English speaking, which have been built and described in the following chart
Chart 1: The pie chart important factor when speaking English
The pie chart illustrates the significance of various factors in learning English, highlighting that spelling is deemed the most important aspect A notable 62% of students believe that spelling is essential, as it significantly influences pronunciation, indicating that students must prioritize mastering English spelling.
To achieve fluency in a language like a native speaker, 21% of students believe mastering vocabulary is essential Additionally, 20% of students emphasize the importance of vocabulary, while 9% consider stress and grammar to be significant factors in language proficiency.
Most students believe that English spelling is crucial, ranking it higher in importance than other aspects of the language Consequently, it is essential for students to engage in regular practice of proper English spelling to enhance their skills and overall proficiency.
3.1.2 English language students are required to learn how to spell English
The chart illustrates students' opinions on the necessity of learning spelling, featuring five response options: strongly agree, agree, not sure, disagree, and strongly disagree.
Chart 2: Students’ opinions on the requiremnt of learning how to spell
The chart illustrates that a significant majority of English language students recognize the necessity of learning spelling, with 50.8% agreeing and 27.7% strongly agreeing In contrast, 15.4% remain uncertain, while 6.2% disagree This data clearly indicates that approximately half of the students acknowledge the importance of mastering English spelling.
3.1.3 The importantce of pronunciation in communication
It is impossible not to affirm the importance of pronunciation in speaking because if it is wrong, the listener will obviously not understand what is said
Chart 3: The pie chart of the important of pronunciation in communication
The pie chart illustrates the significance of pronunciation in communication among students Overall, a substantial 37% of students consider pronunciation to be very important, while 51% believe it is important Only 11% of students view the importance of pronunciation as neutral, and a mere 1% feel that it is unnecessary.
In summary, many English learners neglect the use of a dictionary to enhance their pronunciation, prioritizing quick communication instead This approach often leads to a disregard for fundamental aspects of sounds, rhymes, and pronunciation errors.
3.1.4 The students’ interesting English pronouciation
Chart 4:The chart of the students’ interesting English pronouciation
The chart illustrates students' interests in English pronunciation, revealing a surprising trend Despite the challenges associated with pronunciation, 18.5% of students express a strong liking for it, while 44.6% enjoy it Additionally, 35.4% consider pronunciation to be average, and only 1.5% report a dislike Overall, the data indicates a significant interest among students in English pronunciation.
3.1.5 The purposes of learning English spelling
There are many purposes of learning English spelling such as listening better, reading words correctly, speaking English fluently, the data is described below
Chart 5: The pie chart of the purposes of learning English spelling
According to Chart 5, 43% of students believe that the primary purpose of learning to spell is to improve their pronunciation of words, while only 12% prioritize enhancing their listening skills Additionally, 29% of students feel that speaking English fluently and confidently is essential for making a positive impression during communication Furthermore, 16% of students consider reading words correctly as an important goal However, it appears that many students often dedicate their free time to activities other than mastering spelling rules in their English studies.
Briefly, there are various purposes of using the basic spelling rules in learning english All of them aim to increase the effectiveness of learning English
3.1.6 The resources students learn these English spelling rules
With the advancement of modern technology, smartphones and the internet have become integral tools for students in learning English spelling This has led to the emergence of new resources for mastering English spelling rules, providing a variety of options for students to enhance their learning experience.
In this research, I categorized the sources into five key areas: the main English learning program, books, newspapers, and reference materials; extra classes, centers, and clubs; outside training; the Internet; and information exchange with friends, teachers, experts, and experienced individuals for more effective analysis.
Chart 6: The chart of resource students learn these English spelling rules
The chart indicates that 38.5% of students learn spelling rules through the main English learning program, while 24.6% supplement their education with extra classes, centers, and clubs Additionally, 18.5% utilize the Internet for learning, benefiting from the convenience and accessibility of online resources A smaller portion, 15.4%, prefers traditional methods such as books and newspapers, suggesting a desire for stability in their learning Only 3.1% of students acquire spelling knowledge through discussions with peers and teachers, indicating that these interactions may help reinforce their understanding of English spelling rules.
In conclusion, the sources from which students learn English spelling rules are crucial, as they offer a wealth of knowledge and accessible methods that enable students to actively and conveniently acquire English skills.
3.1.7 The locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English
Table 1: The table of the locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English
The locations Mean Std Deviation 1.Self-study, research at accommodation, library, bookstore 2.88 1.256
2.In mainstream English classes at school 3.26 1.050
3.At English centers, foreign language clubs, English exam preparation classes 3,28 1.179
4.At foreign conferences and seminars, majoring in English 2.02 0.944
The table highlights the primary locations where students utilize spelling rules to enhance their English learning English centers, foreign language clubs, and exam preparation classes are the most frequented venues for group learning and extra courses In contrast, mainstream English classes at school have a lower usage rate (mean = 3.26), followed by self-study and research in accommodations, libraries, and bookstores (mean = 2.88) Lastly, foreign conferences and seminars focused on English are the least utilized (mean = 2.02).
3.1.1.8: The frequency of using English spelling rules
Three categories of students’ English spelling rules were built up and described as the following table
Table 2: The table of the frequency of using English spelling rules
Mean Std Deviation Consonant recognition rules
(including identifying consonants, distinguishing voiced and voiced consonants)
Stress recognition rules (including recognizing the stress position of words with 2, 3 and many syllables of different types of words)
Vowel recognition rules (including identification of single and diphthongs, recognition of stress, accompanying sounds, identification of suffixes)
THE EFFECTS OF FIRST YEAR ENGLISH MAJOR STUDENT’S
This study examines the proficiency of VNUA English major freshmen in applying basic spelling rules in their English learning A questionnaire was utilized to analyze and evaluate the impact of these spelling rules on students' performance and scores The findings indicate that the application of English spelling rules significantly benefits students' learning outcomes.
3.2.1 Using English spelling rules affect students’ learning outcomes
Table 3: The students’ typical English subject scores in the first semester
Many students believe that smartphone apps significantly enhance their English vocabulary learning To investigate this, the study analyzed the English subject scores of several students from the first semester to determine the impact of these apps on their learning outcomes.
The study evaluated the impact of English vocabulary learning on students' outcomes by analyzing scores based on a five-level ranking system The ranks were defined as follows: 1 for F, 2 for D or D+, 3 for C or C+, 4 for B or B+, and 5 for A The mean score for each level was calculated, providing valuable data for the research.
The table indicates that students have achieved high learning outcomes in English subjects, with average scores around B and B+ (mean ~ 4) Notably, Reading 1 has the highest average score at 3.97, while Writing 1 has the lowest average score.
=3.31) Although the difference is not much between the numbers, this shows that students do better in reading than in other skills
The table indicates that students achieved high learning outcomes in English subjects, with average scores around B and B+ (mean ~ 4) Notably, Reading 1 had the highest average score at 4.07, while Listening 1 recorded the lowest average score.
Students demonstrate stronger performance in reading compared to other skills, with a slight difference in scores (3.87) The application of basic spelling rules positively influences reading and listening skills more than other areas Consequently, learning English spelling rules enhances overall learning outcomes, particularly in reading and listening, while also supporting balanced development across all four English skills.
3.2.2 The effects of using English spelling rules for learners
Chart 7: The chart of the effects using English spelling rules for learners
The chart illustrates the impact of English spelling rules on students, highlighting the numerous advantages of mastering English spelling for language learners The data is presented in percentage form, revealing a notable variation in the effectiveness of English spelling among students.
Helping learners recognize words and speak confidently with correct accent and intonation is crucial for effective communication in English The data indicates that approximately 76.9% of learners experience significant improvement in their spelling and speaking skills, demonstrating the effectiveness of this approach.
About 33.8% of students are the result of helping students integrate and combine learning English pronunciation and spelling with the main grammar study program, in addition to the core subjects English spelling has contributed significantly to students' learning
Surprisingly, it helps learners and working people improve their English speaking skills in communicating with customers, management, human resources and meetings, accounting for approximately 21.5%
More interestingly, Help support learners to prepare for international English certification exams (IELTS, TOEIC, TOEFL…) with the rate of 4%
From the data, students are trying to compete in international exams and it is important that English spelling also greatly affects important skills such as listening and speaking
The data analysis indicates that most students recognize the importance of English spelling in enhancing their future career prospects, deeming it essential for their English learning and overall proficiency in the language.
SUMMARY
This chapter presents a data analysis aimed at addressing research questions, utilizing information gathered from student survey questionnaires It further explores the findings related to the understanding of basic English spelling rules and evaluates their effectiveness in the learning process.
CONCLUSION
RECAPITULATION
This study investigates the application of fundamental rules among first-year English majors at VNUA, focusing on their impact on English proficiency The primary objectives are to assess the current situation of these students and identify key factors influencing their learning experience, as well as to evaluate the overall effectiveness of English education at VNUA.
The researcher conducted a comprehensive literature review in Chapter 1, examining various authors' perspectives on spelling, spelling theory, and fundamental English spelling rules, which establishes a theoretical foundation for the study This chapter introduces key concepts and addresses issues related to stress and consonants in spelling theory Chapter 2 outlines the research methodology, including the hypothesis, research participants, data collection tools, procedures, and analysis Finally, Chapter 3 presents the results, offering an in-depth analysis of data gathered from the survey questionnaire, with a detailed discussion on basic English spelling rules and factors influencing student learning.
CONCLUSION REMARKS
The main issues presented in this study are summarized in the following responses to the two research questions:
1, How do English majored freshmen use spelling rules in learning
2, What is the effect of using spelling rules on English majored freshmen’ English learning at VNUA?
This study surveyed the English majors at VNUA regarding their use of basic spelling rules in learning English, revealing that these rules significantly enhance the effectiveness of learning the four language skills The findings indicate that students employ various rules, particularly consonant and vowel recognition, as well as stress recognition, to aid their learning They utilize these rules extensively in university, at home, and in other English communication settings Additionally, students find spelling rules to be simple, practical, beneficial, and engaging, considering them an effective method for improving their listening and speaking skills, which in turn contributes to higher scores in English learning outcomes.
Utilizing English spelling rules significantly enhances students' proficiency across key school subjects, particularly in the four essential skills: listening, speaking, reading, and writing These rules empower learners to recognize words, speak confidently with correct accent and intonation, and communicate effectively in English Additionally, they facilitate the integration of English pronunciation and spelling with core grammar studies, while also preparing students for international English certification exams such as IELTS, TOEIC, and TOEFL.
Sometimes the basic spelling rules but give learners a lot of benefits for learning as mentioned above and in addition, they also support learners in their future work.
LIMITATIONS OF CURRENT STUDY
Due to the limitation of time, conditions and experience, this topic only aims to understand the current situation of using English spelling rules and the
The effectiveness of basic English spelling rules among first-year students at VNUA is under investigation Future research aims to explore the spelling rules utilized by English language students beyond just freshmen in their academic journey.
SUGGESTIONS FOR FURTHER STUDY
This study's findings are limited in their applicability to all VNUA students due to the small sample size Therefore, the researcher recommends conducting further studies to explore the impact of English spelling.
1 A similar study should be conducted on non-English majored students to complete the whole vision
2 The influence of spelling rules in learning English on elementary and secondary students' vocabulary knowledge should be explored
3 A bigger sample size in different schools and universities is recommended
4 Using the basic spelling rules in a blended learning environment needs to be examined
5 The impact of using the basic spelling rules to learn other language components and skills to VNUA's students needs to be investigated
The pie chart important factor when speaking English
The pie chart illustrates the significance of various factors in English language proficiency, highlighting that spelling is deemed the most important by 62% of students This indicates that students recognize the essential role of spelling in enhancing pronunciation skills.
To achieve fluency in a language like a native speaker, mastering vocabulary is essential, as indicated by 20% of students Additionally, 9% of students believe that understanding stress and grammar is also crucial for language proficiency.
Most students believe that English spelling is crucial, ranking it higher in importance than other aspects of the language Consequently, it is essential for students to engage in regular practice of proper English spelling to enhance their skills and overall proficiency.
3.1.2 English language students are required to learn how to spell English
The chart illustrates students' opinions on the necessity of learning spelling, featuring five response options: strongly agree, agree, not sure, disagree, and strongly disagree.
Students’ opinions on the requiremnt of learning how to spell
The chart illustrates that a significant majority of English language students recognize the necessity of learning spelling, with 50.8% agreeing and 27.7% strongly agreeing In contrast, 15.4% of students remain uncertain, while 6.2% disagree This data clearly indicates that approximately half of the students acknowledge the importance of mastering English spelling.
3.1.3 The importantce of pronunciation in communication
It is impossible not to affirm the importance of pronunciation in speaking because if it is wrong, the listener will obviously not understand what is said.
The pie chart of the important of pronunciation in communication
The pie chart illustrates the significance of pronunciation in communication among students Overall, 37% of students consider pronunciation to be very important, while 51% believe it is important Only 11% of students view pronunciation as neutral, and a mere 1% feel that it is unnecessary.
In summary, many English learners neglect the use of a dictionary to enhance their pronunciation, prioritizing quick communication instead This approach often leads to a disregard for fundamental aspects of sounds, rhymes, and pronunciation errors.
3.1.4 The students’ interesting English pronouciation
chart of the students’ interesting English pronouciation
The chart illustrates students' interests in English pronunciation, revealing a surprising trend Despite the challenges associated with pronunciation, 18.5% of students express a strong liking for it, while 44.6% enjoy it Additionally, 35.4% consider pronunciation to be average, and only 1.5% report a dislike Overall, the findings indicate a significant interest among students in English pronunciation.
3.1.5 The purposes of learning English spelling
There are many purposes of learning English spelling such as listening better, reading words correctly, speaking English fluently, the data is described below
The pie chart of the purposes of learning English spelling
According to Chart 5, 43% of students believe that the primary purpose of learning to spell is to improve their pronunciation accuracy, while only 12% prioritize enhancing their listening skills Additionally, 29% of students feel that speaking English fluently and confidently is essential for making a positive impression during communication Furthermore, 16% of students consider reading words correctly as an important goal However, it appears that students often allocate their free time to various activities beyond mastering spelling rules in their English studies.
Briefly, there are various purposes of using the basic spelling rules in learning english All of them aim to increase the effectiveness of learning English
3.1.6 The resources students learn these English spelling rules
With the advancement of modern technology, smartphones and the internet have become integral tools for students in learning English spelling This has led to the emergence of new resources for mastering English spelling rules, providing a variety of options for students to enhance their learning experience.
In this research, I categorized the sources into five key areas: the primary English learning program, books, newspapers, and reference materials; additional classes, centers, and clubs; external training opportunities; online resources; and information exchange with friends, teachers, experts, and experienced individuals for more effective analysis.
The chart of resource students learn these English spelling rules
The chart indicates that 38.5% of students learn spelling rules through the main English learning program, while 24.6% supplement their education with extra classes, centers, and clubs Additionally, 18.5% utilize the Internet for learning, benefiting from the convenience and accessibility of online resources A smaller portion, 15.4%, prefers traditional methods, such as books and newspapers, which may appeal to those seeking stability in their studies Only 3.1% of students learn spelling rules through discussions with peers and teachers, suggesting that these individuals may already possess some knowledge and seek to reinforce their understanding through conversation.
In conclusion, the resources from which students learn English spelling rules are crucial Utilizing various sources equips students with valuable knowledge and accessible methods, enabling them to actively and conveniently enhance their English learning experience.
3.1.7 The locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English
Table 1: The table of the locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English
The locations Mean Std Deviation 1.Self-study, research at accommodation, library, bookstore 2.88 1.256
2.In mainstream English classes at school 3.26 1.050
3.At English centers, foreign language clubs, English exam preparation classes 3,28 1.179
4.At foreign conferences and seminars, majoring in English 2.02 0.944
The table highlights the primary locations where students utilize spelling rules to enhance their English skills English centers, foreign language clubs, and exam preparation classes are the most frequented venues for group learning and extra courses In contrast, mainstream English classes at school have a lower usage rate (mean = 3.26), followed by self-study and research in accommodations, libraries, or bookstores (mean = 2.88) Lastly, foreign conferences and seminars focused on English are the least common settings (mean = 2.02).
3.1.1.8: The frequency of using English spelling rules
Three categories of students’ English spelling rules were built up and described as the following table
Table 2: The table of the frequency of using English spelling rules
Mean Std Deviation Consonant recognition rules
(including identifying consonants, distinguishing voiced and voiced consonants)
Stress recognition rules (including recognizing the stress position of words with 2, 3 and many syllables of different types of words)
Vowel recognition rules (including identification of single and diphthongs, recognition of stress, accompanying sounds, identification of suffixes)
The data indicates that students dedicate the most time to mastering stress recognition rules in English spelling, particularly in identifying the stress position of words with two, three, and multiple syllables across various word types, with an average score of 3.37.
The second set of spelling rules focuses on consonant recognition, which includes identifying consonants and distinguishing between voiced and voiceless consonants With a mean score of 3.32, these rules significantly enhance students' ability to read vocabulary more effectively, serving as a helpful reminder in various contexts.
The final set of English spelling rules focuses on vowel recognition, which encompasses the identification of single vowels and diphthongs, stress recognition, accompanying sounds, and suffix identification Despite having the lowest usage level among the various rules, with a mean score of 3.06, some students continue to apply these rules in their spelling practices.
In short, it should be noted that students use spelling rules ragularly (mean
= 3.25) This is a positive sign that the generation of students who interested in learning English
3.2 THE EFFECTS OF FIRST YEAR ENGLISH MAJOR STUDENT’S USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE
This study examines the proficiency of VNUA English majors in applying basic spelling rules in their English learning A questionnaire was utilized to analyze and evaluate the impact of these spelling rules on students' performance The findings indicate that the application of English spelling rules significantly enhances students' learning outcomes.
3.2.1 Using English spelling rules affect students’ learning outcomes
Table 3: The students’ typical English subject scores in the first semester
Many students believe that smartphone apps significantly enhance their English vocabulary learning To investigate this impact, the study analyzed the English subject scores of several students from the first semester of the academic year.
The study evaluated the impact of learning English vocabulary on students' academic outcomes by estimating and analyzing scores based on a five-level ranking system In this system, scores ranged from 1 (F) to 5 (A), with intermediate scores representing grades D/D+, C/C+, and B/B+ The mean score for each level was calculated, providing valuable data for the research.
The table indicates that students have achieved high learning outcomes in English subjects, with average scores around B and B+ (mean ~ 4) Notably, Reading 1 has the highest average score at 3.97, while Writing 1 has the lowest average score.
=3.31) Although the difference is not much between the numbers, this shows that students do better in reading than in other skills
The table indicates that students have achieved high learning outcomes in English subjects, with average scores around B and B+ (mean ~ 4) Notably, Reading 1 has the highest average score at 4.07, while Listening 1 has the lowest average score.
Students demonstrate stronger performance in reading compared to other skills, with a slight difference in scores (3.87) The application of basic spelling rules positively influences reading and listening skills more than other areas Consequently, learning English spelling rules enhances overall learning outcomes, particularly in reading and listening, while also supporting balanced development across all four English skills.
3.2.2 The effects of using English spelling rules for learners
Chart 7: The chart of the effects using English spelling rules for learners
The chart illustrates the impact of English spelling rules on students, highlighting the numerous advantages for English language learners The data is presented in percentage form, revealing a notable variation in the effectiveness of English spelling Overall, the findings emphasize the significant role that mastering spelling plays in language acquisition.
Helping learners recognize words and speak confidently with correct accent and intonation is crucial for effective communication in English The data indicates that approximately 76.9% of learners experience significant improvement in their spelling and speaking skills, demonstrating the effectiveness of this approach.
Approximately 33.8% of students benefit from integrating English pronunciation and spelling with their main grammar studies, alongside core subjects This integration of English spelling plays a crucial role in enhancing students' overall learning experience.
Surprisingly, it helps learners and working people improve their English speaking skills in communicating with customers, management, human resources and meetings, accounting for approximately 21.5%
More interestingly, Help support learners to prepare for international English certification exams (IELTS, TOEIC, TOEFL…) with the rate of 4%
From the data, students are trying to compete in international exams and it is important that English spelling also greatly affects important skills such as listening and speaking