INTRODUCTION
Background to the study
English has become an essential international language for communication worldwide, playing a vital role in fields such as economics, technology, politics, and education As a result, many countries, including Vietnam, incorporate English into their national curricula, making it a compulsory subject at all grade levels The primary goal of teaching English is to enable learners to communicate effectively, encompassing listening, reading, speaking, and writing skills Mastery of pronunciation is crucial for successful communication; accurate pronunciation enhances understanding, while poor pronunciation can lead to misunderstandings (Morley, 1991; Julia, 2002) Vietnamese learners often struggle with listening and speaking due to pronunciation issues, despite attending communication classes Unfortunately, pronunciation training is frequently overlooked in public school curricula, where teachers tend to focus more on grammar and other skills needed for important exams (Hoang, 2016).
Pronunciation is an important goal in learning a foreign language because incorrect pronunciation often causes communication barriers According to Kelly
Pronunciation is a vital aspect of English language learning, encompassing three key components that teachers should focus on Firstly, students must master the ability to pronounce each sound distinctly to improve clarity and comprehension Secondly, understanding and applying correct word stress is essential for natural speech and effective communication Lastly, learners need to develop proper intonation patterns to convey meaning and emotion accurately in spoken English.
Drilling has been a longstanding technique in foreign language education, emphasizing the importance of practice in mastering pronunciation, word stress, sentence stress, and intonation Kelly (2000) highlights that structured drills are effective for improving students' pronunciation skills and pronunciation of stress, making them a valuable tool when used appropriately Additionally, drilling aids in memorizing new vocabulary items, contributing to overall language mastery Despite evolving pedagogical methods, the strategic use of drills remains a useful classroom approach for reinforcing language skills.
Statement of the problem
Pronunciation, as defined by Webster (1989), involves the sound production of speech, including aspects such as vowel formation, stress, and inflection, often emphasizing correctness according to standard language norms Nasr (1982) further clarifies that pronunciation refers to the way a particular language or individual’s speech is typically expressed, highlighting the importance of standardized pronunciation in effective communication Basuki (2018) emphasizes that mastering pronunciation is essential for speaking fluently, as fluency is a crucial component of successful oral communication Proper pronunciation thus plays a vital role in achieving clarity and confidence in spoken language.
Teaching pronunciation poses significant challenges due to its tendency to be overlooked and perceived as complicated, which often leads to reluctance among teachers Kelly (2000) highlights that these issues arise because pronunciation is either ignored or addressed reactively rather than through strategic planning Clarey & Dixson (1963) describe teaching English pronunciation as both simple and complex, emphasizing that it involves students learning distinct sounds, while effective instruction depends heavily on teachers modeling good diction and correcting mistakes Successful pronunciation teaching requires teachers to feel qualified and confident, serving as authentic language models in the classroom Additionally, designing effective pronunciation lessons is tricky because classroom activities often focus more on correction rather than proactive skill development.
Drilling techniques are widely used in language teaching and have received positive feedback from students (Hardiyanti, 2020) However, limited research exists on teachers’ and learners’ perceptions of using drilling methods in teaching phonemic transcriptions Additionally, the challenges faced by both teachers and students during the teaching and learning process remain underexplored, highlighting the need for further studies to understand these difficulties and improve instructional effectiveness.
In Vietnam's current teaching landscape, especially in rural and suburban areas, EFL learners in public schools face challenges due to inadequate focus on pronunciation and speaking skills (Hoang, 2018) Despite being overwhelmed with grammar and vocabulary, students have limited opportunities to practice pronunciation, as national exams primarily assess word recognition with minimal emphasis on speaking or pronunciation proficiency This neglect hinders students' ability to develop essential speaking skills and overall pronunciation competency, highlighting the need for more balanced language instruction that prioritizes oral communication and pronunciation development.
This study, titled "An Investigation into Teachers' and Learners' Perceptions Towards Drilling Technique in Phonemic Transcription Learning at a Suburban Language Center," aims to explore both teachers' and students' perceptions of the effectiveness of drilling techniques in phonemic transcription It also examines the challenges faced by learners and educators during the teaching and learning process involving drilling methods The research seeks to identify difficulties encountered in implementing drilling techniques and to provide insights for improving phonemic transcription instruction in a suburban language education context.
Aims of the study
This study explores teachers' and learners' perceptions of the drilling technique in pronunciation instruction at a suburban language center in Ho Chi Minh City It aims to identify the difficulties faced by both teachers and students during phonemic transcription lessons that utilize drilling methods The research highlights the effectiveness of drilling in improving pronunciation skills and examines the challenges encountered in implementing this technique in a real educational setting Findings provide insights into how drilling techniques can be optimized to enhance phonemic learning experiences for learners.
Research questions
In order to achieve the aims of the study, the two following research questions of this study are formulated:
(1) What are EFL teachers' and learners' perceptions towards the drilling technique in teaching and learning phonemic transcription in pronunciation sessions?
(2) What are the difficulties that the learners and the teachers might experience in pronunciation sessions in which the drilling technique was applied?
Significance of the study
This study provides in-depth, prescriptive insights into teaching English as a second language, benefiting future learners and educators It offers valuable guidance for improving pronunciation through phonemic transcription, enabling teachers and students to plan lessons effectively By applying these findings, educators can enhance lesson efficacy and reduce challenges in language learning and teaching.
This study emphasizes the importance of incorporating drilling techniques in teaching and learning phonemic transcription By focusing on these methods, teachers can enhance students' ability to remember and pronounce words and phrases more accurately, ultimately improving their overall language proficiency.
This study serves as a valuable reference for educators and learners seeking effective teaching strategies for English pronunciation and phonemic transcription It highlights the benefits of using the drilling technique, which can be adapted by researchers to enhance their research design and teaching approaches Implementing these methods can lead to improved outcomes in teaching and learning phonemic transcription, making the learning process more efficient and effective.
Scope of the study
This study explores EFL teachers' and learners' perceptions of the drilling technique in phonemic transcription instruction It aims to identify learners' potential difficulties in teaching and learning this technique while emphasizing an in-depth case study rather than generalizing findings across all EFL contexts Conducted with two adolescent classes at a suburban language center, the research provides detailed insights into the effectiveness and challenges of implementing drilling methods in phonemic transcription education.
Organization of the thesis
This thesis is structured into five chapters, including Introduction, Literature Review, Methodology, Findings and Discussions, and Conclusion The first chapter offers an introduction that outlines the study's background, defines the problem statement, states the research aims and questions, highlights the significance of the research, and describes its scope.
The Literature Review explores the theoretical foundations of phonemic transcription and examines the effectiveness of the drilling technique in language instruction It highlights prior research on applying drilling methods to enhance the teaching and learning of phonemic transcription, providing valuable insights into best practices and pedagogical strategies.
The third chapter, Methodology, describes the research design deployed in the study, research site, research participants, research instruments, and data collection and analysis procedures
Chapter 4, Findings and Discussions, depicts the findings from the research instruments, and discusses the findings in light of literature
The last chapter, Conclusions, provides the answers to the research questions, summarizes important points of the study, draws out implications, as well as suggests recommendations for further studies.
LITERATURE REVIEW
Phonemic transcription
This section provides the definitions of phonemic transcription, explains the differences between phonemic transcription and phonetic transcription, and points out the benefits of phonemic transcription learning
Phonemic transcription combines word transcription and phonetic transcription to represent the sounds of a language It focuses on the way human sounds are produced, transmitted, and perceived, emphasizing the sound aspect of language (Forel & Puska, 2011) As a written notation, phonemic transcription captures the basic phoneme inventory of a language, using symbols to represent sounds heard in normal English spellings (Wells, 2004) Also known as “broad transcription,” it simplifies pronunciation details to highlight only the most noticeable phonetic features that distinguish words from one another within a language (The International Phonetic Association, 1999).
Phonetics, as defined by Wells (2004), involves the use of phonetic symbols to accurately represent speech sounds It provides guidance on how words should be pronounced based on standard English spelling, making pronunciation clearer and more precise Additionally, phonetics serves as an essential tool for analyzing and understanding speech sounds in detail.
Phonetic transcription is defined as a written record of sounds that closely resemble pronunciation, much like the rhythm of a song (Atkielski, 2005) It serves as a vital tool for accurately capturing the way words are spoken, helping with language learning and pronunciation analysis According to Knight (2012), transcription is a writing system based on sounds or the alphabet, used to represent the pronunciation of each word precisely This method enhances understanding of speech patterns and phonetic details crucial for linguistic studies and effective communication.
2.1.2 The differences between phonemic transcription and phonetic transcription
There are two primary methods of transcribing speech: phonemic transcription, or 'broad' transcription, which uses a unique symbol for each phoneme in a language, and phonetic transcription, or 'narrow' transcription, which captures additional details about pronunciation variations in natural speech (Roach, 2009).
Phonetic transcriptions provide detailed information on how sounds are actually pronounced, capturing subtle variations, while phonemic transcriptions represent how speakers interpret these sounds within a specific language Phonetic transcriptions focus on phones or individual sounds that can occur across different languages and among various speakers worldwide, whereas phonemic transcriptions focus on phonemes, which are crucial in distinguishing word meanings Square brackets are used to enclose phones, and slashes are used for phonemes For example, the words "pit," "tenth," and "clean" can be transcribed both phonetically and phonemically to illustrate the distinction, as explained by Carley & Mees (2021).
Table 1 Phonemic versus phonetic transcription word Phonemic transcription Phonetic transcription pit /pɪt/ [pʰɪt] tenth /tɛnθ/ [tʰɛ̃n̪θ] clean /klɪ:n/ [kl̥ ɪ:n]
2.1.3 Benefits of learning phonemic transcription
Learning phonemic transcription is especially beneficial for students learning languages like English, where letter-phoneme correspondences are often weak and spelling is unclear (Tergujeff, 2012) Since many students are accustomed to consistent letter-phoneme relationships in their first language, phonemic transcription helps bridge the gap between spoken and written language (Suomi, Toivanen, & Ylitalo, 2008; Lintunen, 2004) While understanding the connection between letters and phonemes can improve pronunciation, it can also pose challenges, as complex spellings may distract learners from accurate pronunciation (Morris-Wilson, 2009).
Mastering English pronunciation involves understanding that, despite existing "reading rules," many words require memorization due to numerous exceptions and ambiguities Homophones like "here" and "hear," as well as noun-verb and adjective-verb pairs such as "present," highlight the importance of recognizing pronunciation differences without relying solely on spelling Without contextual clues, it is often impossible to determine the correct intonation and vowel quality of words Therefore, learning how to read phonemic symbols is essential for effective dictionary-based vocabulary acquisition and accurate pronunciation (Wells, 1996).
Learning phonemic transcription significantly enhances learners' phonemic awareness and speech accuracy, making it a valuable tool for language development Additionally, it can effectively teach hypersegmentation elements like sound association and the distinction between strong and weak word forms, which are crucial for transitioning from accented to more natural, fluent English pronunciation (Lintunen, 2004; Morris-Wilson) Incorporating phonemic transcription into language instruction supports improved pronunciation skills and facilitates more authentic English speech production.
According to Morris-Wilson (2009), teaching focus is often placed on the pronunciation of strong forms since words are frequently taken out of context, and weaker forms are rarely emphasized Gerhard (2000, cited in Lintunen, 2004) found that reading aloud phonemic transcriptions is one of the most effective strategies for improving students' pronunciation skills This approach is particularly useful for teaching the correct use of strong and weak forms in spoken language, enhancing overall pronunciation fluency.
Phonemic transcription plays a crucial role in acquiring foreign pronunciation by providing learners with a clear reference point, as highlighted by Kelly (2000) Without phonemic comprehension, which can be enhanced through transcription, listeners may struggle to recognize all the phonemic features of a foreign language (Iivonen, 1998) Learning sounds involves creating a mental model that speakers use to produce accurate pronunciation; however, native language phonemic systems can hinder the perception of foreign sounds (Morris-Wilson, 2009) Incorrect sound perception often leads to pronunciation issues, making transcription an effective tool for cognitive analysis and error correction (Lintunen, 2004) Additionally, phonemic transcription enables both teachers and students to reference specific sounds like schwa, facilitating a shift from traditional teacher-centered approaches to more autonomous pronunciation learning (Kelly, 2000).
2.1.4 Difficulties in teaching and learning phonemic transcription
Despite the recognized benefits of learning phonemic transcription for language learners, a study by Lintunen (2004) reveals that it is rarely taught to students prior to university In his survey, 76.9% of respondents reported they had not been introduced to phonemic symbols before higher education, while only 14.8% indicated some symbols were taught, and just 5.6% had learned to read all symbols before university.
The absence of clear guidelines for teaching phonetics and pronunciation materials leads teachers to choose their methods and resources freely Teachers' attitudes toward phonemic transcription vary widely; some consider it an essential skill, while others view it as an unnecessary burden Primary level educators often believe that learning to write phonetic symbols is not beneficial, emphasizing reading and transcription comprehension instead Additionally, both teachers and students express concerns that reliance on transcription could negatively impact spelling skills, fearing it might confuse students with alternative spelling methods.
According to Pelttari (2015), the underuse of phonemic transcription in language teaching is due to various factors, including teachers not valuing it enough, preferring other pronunciation teaching methods, or neglecting pronunciation instruction altogether The primary challenge is that phonemic transcription is insufficiently incorporated into teaching, partly because methods are unclear and not consistently applied Teachers recognize the importance of phonemic transcription and express a desire to dedicate more time to it, but lack of time remains a significant barrier Additionally, the absence of a standardized teaching approach contributes to inconsistent use; despite the availability of multiple methods and resources, phonemic transcription is often used irregularly or not at all.
Learner difficulties such as motivation, interest level, and instruction proficiency can significantly impact educational outcomes, as noted by Robinson et al (2011) Beyond these general challenges, students struggling with phonemic transcription often face inherent language-based or perceptual difficulties that hinder their progress Shaywitz (2003) defines phonemic awareness as the ability to notice, identify, and manipulate individual sounds – phonemes – in spoken words Addressing phonemic awareness problems is crucial for improving literacy skills and achieving better learning outcomes.
Certainly! Here’s a rewritten, SEO-friendly paragraph emphasizing key sentences from your article:Children who have difficulty perceiving and representing speech sounds phonemically may experience persistent challenges into adulthood, as indicated by research from Lyon, Shaywitz, & Shaywitz (2003) These difficulties often reflect ongoing phonemic awareness deficits, which can continue beyond childhood and affect lifelong literacy development Identifying and addressing phonemic awareness issues early is crucial for supporting students struggling with speech sound perception.
Drilling technique
This section presents the definition of drilling, types of drilling techniques, and advantages and disadvantages of using drilling techniques
Drilling, as defined by Zenger (1997), is a repetitive exercise designed to develop skills and increase familiarity with a process, making it highly effective for skill acquisition and memorization Adequate teacher supervision is essential to ensure effective learning The primary goal of drilling is hands-on, experiential learning that is typically unidirectional, allowing learners to reinforce language patterns through practice Traditionally used in foreign language education for decades, drilling plays a crucial role in the phonological-linguistic method, which focuses on repeating structural patterns via oral practice to enhance language proficiency.
Many language teachers still use drilling when introducing new concepts, as it involves a stimulus (what students hear) and a response (what they say) A effective drill pairs input—information presented audibly or visually—with output, which students are required to produce, facilitating language acquisition (Allen and Campbell, 1972, p 121).
Marín (2008) highlights that drilling is a traditional pronunciation technique closely associated with Audiolingualism, a method from the 1940s-1950s that emphasizes phonetics explanation, transcription, and modeling by the teacher This approach underscores the significance of repetitive practice to enhance pronunciation skills in language learning.
Drilling is classified as a controlled teaching technique because it relies on the instructor’s guidance to help learners understand the specific tasks to perform According to Brown (2001), the teacher’s input is crucial in explaining the type of work involved in drilling exercises Additionally, Zaroh and Laksmi (2013) explain that drilling involves the teacher pronouncing a word for students to repeat multiple times, forming the foundation for mastering correct pronunciation patterns based on the audiolingual method’s principles.
Drilling is a valuable technique for language learners, as it emphasizes repetition through oral practice to enhance pronunciation and internalize new language rules (Handoko & Mindari, 2016; Kelly, 2000) This method fosters learner autonomy by providing opportunities for repeated practice in future language use contexts (Kelly, 2000) According to Richards and Rodgers (2001), patterned exercises such as repetition, inflection, substitution, and transformation form the foundation of acoustic linguism, actively engaging students and aiding in the retention of pronunciation patterns Incorporating various drill variations into classroom activities ensures that students remain actively involved in the learning process, ultimately improving their language proficiency.
Haycraft (1978) emphasizes that after introducing and explaining a new language structure, students should engage in controlled practice to produce accurate sentence patterns with appropriate vocabulary, often through oral drills While these drills help reinforce learning, they can sometimes be rigid, leading students to perform well in drills but struggle to apply the structures naturally in different contexts Additionally, Senel, as cited in Riswanto and Haryanto (2012), outlines various drilling techniques that can effectively enhance pronunciation instruction.
Repetition drills are an essential language learning technique where the teacher or an audio model presents words or phrases for students to listen to and repeat This method involves students listening to a model—delivered by the teacher, a tape, or another student—and then practicing repetition to reinforce pronunciation and memorization As explained by Aini, Khoyimah, and Santoso (2020), this simple yet effective approach helps learners improve their speaking skills through consistent imitation of correct language patterns.
Teacher: Today the weather is nice Let's go out for speaking practice Students: Today the weather is nice Let's go out for speaking practice
Substitution drilling is an effective classroom technique for practicing a new language, where the teacher models a word or sentence and learners repeat it to reinforce understanding According to Robertson and Acklam (2000), this method is particularly useful for practicing sentence structures with different elements During each stage of the drill, the teacher prompts students to change one part of the sentence, enhancing their flexibility with language components Substitution drilling is especially beneficial for mastering verb forms and pronunciation For example, students might substitute different verbs or nouns within a set sentence to practice various grammatical structures.
Teacher: I went to the office She?
Students: She went to the office Teacher: They?
Students: They went to the office
During substitution drills, students practice replacing a phrase or structure in response to prompts from teachers or peers, making these exercises more interactive than simple repetition These prompts can be in the form of sentences, words, phrases, or images, encouraging flexible language use The exercise involves substituting any sound or word for another, enhancing students' ability to modify and adapt language structures effectively.
Substitution drills help students identify the boundaries between phrases within sentences, enhancing their understanding of sentence structure Repetition exercises expose students to various types of phrases with similar structures, reinforcing their grammatical knowledge Through drilling, students listen to a model provided by the teacher, audio, or peer, and then imitate it, improving their pronunciation and retention of correct phrase patterns.
The substitution maneuver is followed by the transformation drill, the question and answer exercise, and the chain drill, according to Larsen-Freeman
In language teaching, teachers tend to slow down their instruction only when they make a mistake (1987, p 28) When students struggle with pronunciation, effective teachers provide them with distinctive phrases that highlight the correct sounds, helping students distinguish between familiar words and challenging ones This method enhances pronunciation accuracy by allowing students to hear the differences clearly, thereby improving their speaking skills.
To overcome the limitation of speaking only phrases with the same structure, substitution drills are highly effective and beneficial These drills involve sentences composed of fixed paragraphs enclosed in frames, where each paragraph’s position remains constant relative to others While the overall sentence structure is maintained, the semantic meaning can vary, enhancing language flexibility (Fernando, 2011).
In this type of drilling, the teacher introduces specific vocabulary for students to imitate or rehearse, enhancing their pronunciation and understanding The teacher also writes additional vocabulary and articulates English phonemes to reinforce phonetic concepts After pronouncing each phoneme, students are encouraged to predict the corresponding word based on the written examples, promoting active recall and phonemic awareness (Basuki, 2018) An example of this word-association drill involves students associating phonemes with the correct vocabulary words to improve their pronunciation and recognition skills.
1 Which of the following words contains the sound /ổ/ ? a bid b bud c bed d bear e bar
2 Which of the following words contains the sound /e/? a beg b tail c met d drake e meet
According to Rochmis and Doob (1970) as cited in Senel (2006), mobility drill is a crucial technique in pronunciation teaching This method involves asking students to identify and pronounce vocabulary words that start or end with the same letter or sound, enhancing their phonetic awareness For example, teachers may prompt students to find as many words as possible beginning or ending with a specific letter or sound, then practice pronouncing them aloud Incorporating mobility drills into language learning can significantly improve students’ pronunciation and phonetic skills.
Table 2 Examples of mobility drill bat boat bike ball boy see she sees sea shut think thick take tack thing
According to Riswanto and Haryanto (2012), this type of drilling closely resembles mobility drills but involves repositioning a single element within the pronunciation, which can be confusing for students This method requires students to develop strong listening skills to accurately distinguish between similar sounds For example, drills focusing on sounds like /f/, /b/, /v/, and /p/ or vowels such as /ổ/ and /e/ help improve phonetic awareness and pronunciation accuracy.
Table 3 Examples of comparative drill
The question and answer drill
Using drilling technique in learning phonemic transcription
A number of models of using drilling technique in teaching and learning phonemic transcription and pronunciation have been proposed:
Richards and Rodgers (1986) outline a step-by-step procedure for implementing the drill technique in language teaching, starting with students listening to a model conversation that includes key structures They emphasize repeated individual and choral practice, focusing on correct pronunciation, intonation, and fluency, with immediate correction of errors The dialogue is gradually mastered line by line, eventually being read aloud in chorus with alternating speakers To increase relevance, the conversation is adapted to learners' interests by modifying keywords or phrases Core dialogue structures are used as the basis for various pattern drills, initially performed in groups and later individually, with minimal grammatical explanation Follow-up activities often take place in the language laboratory to reinforce discourse and practice skills.
Lubin (2019) outlines effective teaching approaches for pronunciation using the drilling technique, including delivering the text to the class and reading aloud to model pronunciation During these sessions, teachers should read slowly and accurately, emphasizing specific sounds to help learners distinguish and imitate them Repeating the reading a second time allows students to familiarize themselves with the passage; this step is crucial despite seeming redundant When rereading, teachers should increase the pace and adopt a more natural tone, adjusting the speed based on students’ proficiency levels—advanced learners require a native-like pace, while beginners benefit from slower, clearer pronunciation These methods enhance pronunciation skills and aid learners in achieving more authentic speech.
To ensure student comprehension and pronunciation accuracy, teachers should first have students identify challenging words and ask if they can pronounce them correctly If difficulties arise, teachers should repeat problematic words individually and have the class repeat in unison to reinforce correct pronunciation Providing every student with an opportunity to read is essential, even though it may be the most time-consuming part of the lesson; teachers can facilitate this by passing the text around and encouraging students to read aloud, either volunteering or at random, to promote active participation and fluency.
Effective reading instruction encourages teachers to facilitate individual reading practice, ensuring students at the back maintain engagement rather than becoming disengaged or falling asleep Teachers should stop students as they read, prompting them to retry mispronounced words to reinforce correct pronunciation and comprehension, even if it causes temporary frustration After all students have read a short story, teachers can enhance understanding by having students pass the text around and read sections aloud, correcting pronunciation along the way To maximize learning, reading activities should be supported with vocabulary instruction and discussion questions, ensuring students grasp the meaning and context of the text.
The researcher has adapted two proposed models to develop a phonemic transcription teaching procedure using drilling techniques This method is structured into two main phases, each encompassing several steps, ensuring a comprehensive and systematic approach to enhancing students' phonemic transcription skills through repetitive drilling exercises.
In the initial phase of pronunciation instruction, the teacher introduces the sounds, places, and manners of articulation, clearly explaining how each sound is produced The teacher then models the sounds aloud, prompting students to listen and repeat twice, utilizing traditional repetition drills to enhance pronunciation accuracy Repetition is essential for familiarizing students with new sounds and specific structures or expressions Since all students are Vietnamese, many English sounds that do not exist in Vietnamese can be challenging due to the influence of their native language, leading to difficulties in mastering certain pronunciation aspects.
The repetition drill can be tailored to students' needs by using various methods First, students silently repeat sounds to develop a mental image of the item Next, the entire class or groups repeat the sounds chorally to reinforce learning Finally, the teacher individually calls on students to repeat the target item, ensuring personalized practice This systematic approach to repetition offers effective control and leads to successful learning outcomes.
The practicing phase of the lesson involves activities designed to help students recognize and distinguish different sounds through various drilling techniques, fostering retention and understanding Students engage in individual, pair, or group work, each serving distinct educational purposes; individual tasks promote self-learning, focus, and personalized practice, encouraging students to remember sounds and related vocabulary while enhancing metacognitive skills Pair work facilitates interaction, discussion, and idea-sharing between two students, strengthening communication skills Group work, involving more than two students, broadens perspectives and promotes collaboration by sharing diverse ideas and opinions Overall, individual activities support self-study, while pair and group work encourage peer-to-peer communication, collaboration, and peer support, especially benefiting weaker students by enabling them to catch up and participate more actively (Harmer, 2008).
A sample lesson plan of how the teacher teaches the two sounds /ɪ/ and /I:/ is provided in Appendix 1.
Previous studies on using drilling techniques in teaching and learning phonemic
Numerous researchers have been implementing drilling techniques in teaching and learning pronunciation and phonemic transcription
Basuki (2018) explored how drilling techniques could improve students' phonetic ability and word stress mastery in pronunciation, highlighting that fourth-semester students struggled with mispronunciations and lacked standard pronunciation skills The study emphasized the importance of pronunciation and stress as core features of accurate English speech, and employed drilling as an essential classroom method to enhance memorization and reinforce pronunciation practice Conducted as a class action research with two cycles, the study incorporated reflective improvements after the first cycle, focusing on addressing identified shortcomings Participants were fourth-semester students of STKIP PGRI Trenggalek's English education program, with data collected through pronunciation examinations and observations, analyzed both qualitatively and quantitatively The results confirmed that implementing the drilling method significantly improved students' pronunciation abilities, with progress achieved across all cycles and ultimately meeting the learning success criteria outlined in the course textbook.
Maharida (2014) conducted an experimental study to assess the effectiveness of substitution drills in improving students' pronunciation skills Using a pre-experimental design with a one-group pretest-posttest approach, the research involved 33 Class X IPA students at SMA as the sample The results showed a significant increase in pronunciation scores, with the average pre-test score of 5.77 (fair category) rising to 7.32 (good category) in the post-test The t-test value of 16.48 exceeded the critical value of 2.037, indicating a statistically significant improvement and supporting the acceptance of the alternative hypothesis that substitution drills enhance pronunciation ability.
Research by Handoko and Mindari (2016) indicates that the drilling technique is highly effective for teaching foreign languages to young learners, as it emphasizes oral repetition and fosters student acclimation to teacher guidance Similarly, Sari (2019) conducted a quasi-experimental study demonstrating that the drilling method significantly enhances students' pronunciation skills These studies highlight the effectiveness of drilling techniques in improving language acquisition among young students.
The drilling technique in teaching pronunciation and phonemic transcription has proven effective across various educational settings However, there is a research gap regarding students' perceptions of this method and the challenges they face when learning pronunciation and phonemic transcription using it This highlights the need for further studies to explore students' experiences and identify potential issues in the learning process.
The conceptual framework of the study
Fig 1 The conceptual framework of the study
The conceptual framework provides a foundation for researchers to identify key components and their interrelationships within the study It also guides the development of questionnaires and interview questions aimed at exploring teachers' and learners' perceptions and challenges related to using drilling techniques in teaching phonemic transcription This structure enhances the clarity and focus of the research, ensuring targeted insights into effective phonemic transcription instruction.
Chapter summary
This chapter reviews the literature on the definitions of phonetic and phonemic transcriptions, exploring their significance in language learning It also examines specific drilling techniques used to improve pronunciation and their effectiveness in teaching English The chapter discusses the benefits of incorporating drilling methods, such as enhanced phonetic awareness, as well as potential drawbacks like learner fatigue These insights build on previous research and provide a foundation for the methodological approaches outlined in the subsequent chapter.
METHODOLOGY
Research design
This study aimed to explore learners' and teachers' perceptions of the drilling technique in teaching and learning phonemic transcription Utilizing a qualitative survey design, it also examined the potential difficulties that both learners and teachers may face during the teaching and learning process.
A survey is a systematic method used to collect quantitative data from a sample or entire population, helping to develop measurable descriptions of population attributes and behaviors According to Jansen (2010), qualitative surveys focus on exploring population variance rather than quantifying frequencies or averages This approach emphasizes understanding the diversity and significant variation within a population about a specific topic, rather than counting individuals with identical attributes Therefore, a qualitative survey design is suitable for investigating the differences and variations among population members.
This research should be categorized as an educational qualitative study with a focus on teaching and learning for the following reasons:
Qualitative research, as explained by Creswell (2011), recognizes the existence of multiple dynamic realities, where individuals actively construct meaning and understanding of their lives and surroundings Researchers conducting qualitative studies must adopt the perspectives of their participants to gain authentic insights while remaining aware of their own assumptions and biases This approach emphasizes the importance of seeing the world through participants' “lenses” to capture the richness of their lived experiences.
Good qualitative studies are characterized by their richness, multifaceted perspectives, and openness to debate, providing a thorough and exploratory understanding of specific cases Unlike traditional scientific research that aims for universal knowledge, qualitative research focuses on context-specific insights rather than generalization or replication (Creswell, 2007) Due to these differences, qualitative studies were historically considered inferior to quantitative research, but they offer valuable, nuanced understanding that is essential for comprehensive knowledge.
This study focused on gaining a deep understanding of a specific case of interest from insiders' perspectives Data were collected through questionnaires and interviews with students, as well as interviews with teachers, providing valuable insights into the contextual nuances of the case The findings are contextualized and derived from participants' opinions, serving to inform understanding but not intended for broad generalization.
This study investigates how EFL teachers and adolescent learners in two language center classes perceive the teaching and learning of phonemic transcription using the drilling technique As a small-scale case study, a qualitative approach was employed to gather in-depth insights into their perceptions and experiences with this instructional method.
Research site
This study was conducted at a language center in the suburban area of Ho Chi Minh City, serving mainly young and adolescent learners The primary goals of most classes are to prepare students for international language exams such as Cambridge Young Learners, Key English Test, TOEIC, and IELTS, as well as to develop their English communicative skills Like typical suburban language centers, learners at this site often need to improve their English pronunciation, which is often overlooked in their public schools.
The teaching materials for the pronunciation sessions were provided by the center; however, teachers had to make their own teaching plans with the material provided.
Research participants
This study involved 60 adolescent learners across three classes, guided by three teachers, at a suburban language center in Ho Chi Minh City The research focused on evaluating the effectiveness of the drilling technique in teaching phonemic transcription, highlighting its impact on student learning outcomes in a real-world educational setting.
The learners, aged 12 to 15, were at a Pre-intermediate (A2) proficiency level and exhibited typical characteristics of adolescent language learners According to Caskey and Anfara (2007), adolescence is a distinct developmental stage between childhood and adulthood During this critical period, young adolescents (ages 10 to 15) undergo rapid and significant physical, cognitive, and emotional changes that influence their learning processes.
The teachers interviewed have between two and five years of teaching experience but are new to implementing phonemic transcription using drilling techniques as mandated by the center's administrator Among them, there is one male teacher aged 25 and two female teachers aged 24 and 27, all beginning to incorporate this specialized teaching method into their practice.
Table 4 The summary of participants
Learners (number of participants: 60) Teachers (number of participants: 3)
Proficiency level: A2 Years of learning English 5 to 8
This study explores teachers' and learners' perceptions of using drilling techniques in teaching and learning phonemic transcription To investigate potential difficulties, four research instruments were employed: learners' questionnaires, focus-group interviews with learners, semi-structured interviews with teachers, and teacher observations These methods provide comprehensive insights into the effectiveness and challenges of implementing drilling in phonemic transcription instruction.
The research instruments deployed in the study are described in detail as follows
The first research tool, the learners' questionnaire, was given to all learners who participated in this study at the end of the last phonemic transcription teaching session
According to Creswell (2011), open-ended questions enable researchers to gather in-depth insights and explore the underlying reasons behind participants' experiences In this study, these questions are used to explore learners' perceptions of the phonemic transcription technique and identify any difficulties they face The questionnaire consists of five open-ended questions; the first explores learners' general opinions on pronunciation sessions and their preferences, while the second examines perceptions of drilling activities The third and fourth questions identify which activities learners like or dislike most, and the final question investigates any challenges encountered during drilling activities The complete questionnaire is provided in Appendix 2.
The learners' interview was conducted following the collection and analysis of the questionnaires Its primary purpose was to clarify and expand upon the information gathered from the initial questionnaires, providing deeper insights into learners' perspectives.
Each class was designated as a focus group The teacher invited students in each class to participate in the focus-group interview during a break time which lasted 15 minutes
The interview was semi-structured with questions to further clarify the information collected from the student's questionnaire
During the pronunciation sessions utilizing the drilling technique to teach phonemic transcriptions, the teacher systematically recorded descriptive observations of learners' participation, behaviors, and classroom atmosphere These notes also captured noteworthy events during each session, providing valuable insights into student engagement and instructional effectiveness A total of eight observational field notes were documented, corresponding to each of the eight teaching sessions conducted in the researcher’s class The complete format of these observational notes is available in the Appendix, offering a detailed record of the learning process.
3 The aim of this instrument was to triangulate with the data on learners' perceptions collected from the students' questionnaires and interviews, as well as to investigate the learners’ difficulties in the sessions
The researcher conducted a group interview with three teachers who employed the drilling technique to teach phonemic transcription This interview was held one week after the learners' focus-group discussions, providing valuable insights into the effectiveness of the teaching method.
The researcher interviewed teachers to gather insights on students' perceptions of drilling activities in pronunciation sessions, highlighting how learners view and engage with these exercises Teachers reported notable recent improvements in students' pronunciation skills, particularly through the use of drilling techniques in phonemic transcription Additionally, the study identified potential challenges faced by learners during drilling activities, such as difficulties in mastering specific phonemes and maintaining consistent pronunciation accuracy Overall, the research underscores the effectiveness of drilling techniques in enhancing pronunciation while also addressing learners' common obstacles.
This study examines learners' and teachers' perceptions of the drilling technique, aiming to identify learners’ difficulties during teaching sessions To achieve these objectives, four research instruments were used: a learners' questionnaire, learners' focus-group interviews, teachers' group interviews, and classroom observations Table 4 provides a summary of these research tools, highlighting their role in gathering comprehensive data on the effectiveness and challenges of the drilling method.
Table 5 The summary of the research instruments
Data collection procedure
This part illustrates how data from the four research instruments were collected
The learners' questionnaire served as the primary research instrument for this study, designed initially in Vietnamese to ensure clarity and ease of understanding for respondents, facilitating accurate and efficient data collection.
The questionnaire was initially piloted in a different class where the researcher taught pronunciation using drill techniques, allowing for necessary revisions based on initial findings During the pilot, it was observed that learners struggled to complete the questionnaire within the allocated 20-minute session, leading to a decision to have them complete it at home and submit it the following week Additionally, the fifth item in the questionnaire received unclear responses, prompting the researcher to simplify it by asking learners to report the most difficult aspects they encountered during pronunciation sessions.
After completing the pilot, the researcher distributed a learners' questionnaire to all students in two classes at the end of the final pronunciation session The teacher motivated students to provide complete responses by offering a small reward, encouraging honest and comprehensive feedback to assess the effectiveness of the pronunciation instruction.
To explore learners’ perceptions and possible difficulties 60
To further explore learners’ perceptions and possible difficulties 3
This study aims to explore learners' perceptions and potential challenges through detailed observations, while also gathering educators' insights via group interviews Teachers who participated in the interview process are those who submitted their completed questionnaires Learners were given a one-week period to complete the questionnaires, ensuring ample time to provide genuine feedback on their experiences and difficulties encountered during the learning process.
After analyzing the learners' questionnaires, the researcher developed semi-structured interview questions to gather in-depth insights The focus-group interviews were conducted one week after questionnaire completion, with all students in each class invited to participate during break time for 15-minute sessions Audio recordings of the interviews were made using two cellphones to ensure accuracy.
During pronunciation teaching sessions, the teacher employed drilling techniques to teach phonemic transcriptions, observing students' behaviors, classroom atmosphere, and notable events Immediately after the sessions, the teacher recorded detailed observations in field notes to capture insights on student engagement and instructional effectiveness, enhancing the overall learning experience.
Three teachers who employed the drilling technique to teach phonemic transcription were invited for a focus interview, which took place one week after learners’ focus-group discussions The interview lasted approximately 30 minutes and was recorded by the researcher using a cellphone.
Data analysis schema
This part presents the thematic network and the schema of how the researcher analyzed the data collected from the four research instruments
This study is based on a qualitative approach, with data analyzed and interpreted using thematic networks analysis as proposed by Attride-Stirling (2001) The data were organized into themes that directly address the two research questions The thematic network diagram visually represents the key themes identified during the analysis, providing a structured overview of the qualitative findings.
Fig 2 The thematic network for data analysis of the study
3.6.1 Analyzing data from the learners' questionnaire
Following Creswell's (2011) qualitative data analysis approach, the researcher first reviewed the learners' questionnaire to gain an overall understanding of their responses Key text segments were identified and highlighted to capture significant insights The data were then coded and organized into two categories: descriptive texts and thematic texts Based on this comprehensive analysis, the researcher developed targeted interview questions to deepen understanding of learners' perspectives.
3.6.2 Analyzing data from the learners' interview
After conducting and recording the learners' interviews, the researcher transcribed the recordings using an online application called "Speech to text"
"Speech-to-text" is a cutting-edge application that leverages Google's advanced artificial intelligence technology to convert spoken words into accurate text To ensure its reliability, researchers meticulously double-checked the transcriptions by listening to the recordings and comparing them with the generated transcripts This process guarantees the application's high accuracy, making it a valuable tool for analyzing learners' spoken responses The researchers then analyzed the transcribed data using systematic methods similar to those employed in analyzing questionnaire responses, ensuring consistent and reliable results.
3.6.3 Analyzing data from the observation field notes
The researcher reviewed all observation field notes from pronunciation teaching sessions to understand students' perceptions of the learning experience and the effectiveness of the drilling technique in teaching phonemic transcription The data were then synthesized into a single document and coded into thematic categories Subsequently, these findings were compared with learners' perceptions gathered through questionnaires and interviews to draw comprehensive conclusions about students' views on the drilling method and any challenges they faced in learning phonemic transcription.
3.6.4 Analyzing data from the teachers' interview
The researcher transcribed the teachers' interview recordings using the application detailed in section 3.6.2, then identified key text segments and assigned appropriate code labels These coded data were subsequently compared and contrasted with insights from the learners' questionnaires, interviews, and observations during pronunciation teaching sessions This comprehensive analysis provides a deeper understanding of the teachers' perspectives and teaching practices in relation to learner engagement and pronunciation instruction.
Chapter summary
This chapter outlines the comprehensive research process, starting with a pilot questionnaire and teacher interviews to assess familiarity with drilling techniques and phonemic transcribing instruction The primary study involved three teachers and sixty-three students from three main classes at a suburban language center, utilizing questionnaires, interviews, and observations to gather detailed insights from both teachers and students.
FINDINGS AND DISCUSSIONS
Students' responses to the questionnaire
The open-ended questionnaire elicited diverse responses from learners, providing valuable insights into their initial perceptions of the drilling technique These responses enabled the researcher to understand the learners' attitudes and identify specific difficulties they faced during the learning process.
The pronunciation learning sessions received overwhelmingly positive feedback from students, with 49 out of 60 expressing their satisfaction The main reason for their approval was that the sessions significantly improved their pronunciation and speaking skills, as highlighted by learner L27 who stated, “I really liked the pronunciation sessions It helped me improve my pronunciation, especially in pronouncing difficult sounds.” Additionally, students found the sessions engaging and appreciated the teacher’s dedication to helping them improve However, a few students had neutral views, liking only some activities, while two students found the sessions boring and repetitive Overall, the positive feedback underscores the effectiveness and engagement of the pronunciation training.
Most learners found the pronunciation session activities to be interesting, engaging, and diverse, reflecting positive perceptions of the learning experience Ten students offered neutral feedback, indicating a moderate level of engagement Two learners (L3 and L12) described the activities as "just ok" without providing specific reasons, which will be further explored in subsequent interviews Table 5 summarizes students’ overall perceptions of the teaching sessions and their views on the specific activities, highlighting their general satisfaction and areas for potential improvement.
Table 6: Summary of students’ perceptions on teaching sessions and activities Number of students Sessions
Like Neutral Do not like
Item 3 in the questionnaire asked learners the activity they liked the most in the pronunciation sessions Nearly half of the students enjoyed the chain drill activity in which they had a game asking chain questions on the color of random items in real life in the 4 th session The primary reason was that they said they had fun doing this activity as they had to think and react quickly Another drilling activity that the students liked was the mobility drill which asked students to say as many words beginning with letter "h" as possible The learners said that this activity did not only improve their pronunciation but also helped them learn new words
In the pronunciation sessions, learners expressed their dislike for certain activities, with repetition drills in the first session receiving the most negative feedback, as students found repeating words multiple times boring; for example, Learner 19 stated, “The activity in which we have to repeat some simple words many times is extremely boring, I do not like it, and do not want to do it again.” Additionally, the comparative drill in the second session was also unpopular, as learners found it challenging and confusing, leading two students to leave this question unanswered.
Most learners reported encountering difficulties during the pronunciation sessions, with some mentioning challenges in keeping up with fast-paced activities A few learners stated they did not face any issues The primary difficulty involved activities that required quick thinking, causing some learners to struggle to keep pace with peers Additionally, some participants found certain activities challenging without specifying which ones, while three learners experienced comprehension issues due to peers speaking too quickly or unclear speech, affecting their ability to respond effectively.
The students generally provided positive feedback on the drilling techniques used in pronunciation sessions, highlighting that the activities were engaging However, they also faced challenges such as difficulty thinking quickly, struggling with the complexity of the activities, and having trouble understanding their peers' speech clearly Some responses were unclear due to insufficient explanations, indicating a need for further clarification To gain deeper insights into students' perceptions of the drilling technique, an interview was conducted.
Students' responses to the interview
Following the data collection and analysis from the questionnaire, the researcher conducted focus-group interviews with students from each class to clarify and explore their responses in more detail, enhancing the understanding of learners' perspectives.
In the first section of the interview, the learners were first asked to provide clearer explanations of why they liked or did not like the pronunciation sessions
Many learners found the sessions engaging and useful, highlighting their positive experience However, some expressed dissatisfaction with the pronunciation practice sessions, mentioning fatigue from repetitive exercises and finding the words too easy, which affected their motivation Overall, feedback indicates that while most sessions were well-received, improving the variety and challenge in pronunciation practices could enhance learner engagement.
Next, the researcher further explored the learners' perceptions towards the activities in the sessions Asking a learner why she liked the activities, she stated:
Engaging in interesting and fun activities can effectively improve pronunciation, making language learning more enjoyable However, some learners find repetitive drills boring, expressing that doing the same words and sentences repeatedly can become monotonous While these activities are beneficial for pronunciation development, motivation may decline if learners perceive them as repetitive and dull To enhance engagement, incorporating varied and dynamic activities can help learners stay motivated and consistently improve their language skills.
The study investigated the difficulties learners faced during pronunciation sessions, revealing common challenges with specific activities Learners reported that the mobility and comparative drills were particularly difficult because they required rapid generation of alternative words within a short time frame Additionally, the question and answer drill was challenging due to the need for quick responses, which sometimes led to errors One learner highlighted difficulty in understanding peers’ speech, attributing this to faster pronunciation and possibly better pronunciation skills of their peers These findings highlight the need for targeted support to improve learners’ quick thinking and listening comprehension during pronunciation practice.
The student interviews clarified and elaborated on unclear responses from the questionnaires Most students found the pronunciation activities engaging and beneficial for language learning, though a few participants considered the activities repetitive and less appealing Table 6 summarizes students’ responses and provides detailed explanations for their feedback, offering insights into their perceptions of the pronunciation exercises.
Table 7: Summary of students’ responses in the interviews
Why students (Ss) liked the sessions and the activities
The sessions were engaging and useful in improving their pronunciation
Why Ss did not like the sessions and the activities
Students expressed fatigue from repetitively saying the same words, highlighting how certain activities can become monotonous and boring They faced particular challenges during the mobility and comparative drills, which were especially difficult, indicating areas where additional support may be needed for better engagement and understanding.
Ss did not clearly understand what their peers were saying.
Findings from observations
During the pronunciation sessions focused on teaching phonemic transcriptions through drilling techniques, the teacher systematically observed and recorded learners' behaviors, classroom atmosphere, and notable events in detailed observational notes These records served as a valuable research tool, offering multiple insights that contributed to addressing the study’s core research questions.
During his teaching sessions, the researcher observed that learners generally held positive attitudes towards the drilling technique, which fostered a dynamic classroom atmosphere Initially, students were hesitant to speak during pronunciation activities, but as they became more familiar with the technique, participation increased significantly More than half of the learners readily volunteered to model activities or practice exercises, indicating growing confidence The researcher used observational notes to track learners' pronunciation improvements, noting substantial progress over the course duration, confirming the effectiveness of the drilling method in enhancing pronunciation skills.
During teaching sessions, some learners neglected practice activities and falsely claimed they had completed them, highlighting the need for engaging and monitored practice Learners struggled with quick responses during question-and-answer drills, indicating that additional pronunciation training using drilling techniques is necessary to improve fluency They expressed enthusiasm for pronunciation games used in the second session, noting that these games made learning fun and engaging Based on their feedback, the researcher plans to incorporate more pronunciation games and focused drilling sessions in future courses to enhance learner participation and pronunciation skills.
Teachers' responses to the interview
Teachers' interview was another research tool that helped the researcher further explore perceptions of the learners toward the drilling technique and the difficulties the learners had in other classes
A researcher and three teachers, practicing the drilling technique to teach pronunciation, engaged in a 30-minute discussion about students' perceptions and the challenges they face during pronunciation lessons.
Teachers perceive the drilling technique as highly effective in improving learners' pronunciation, with many noticing significant progress after just one month of implementation One educator reflected, "At first, I didn't think this technique was good, but after using it several times, I realized I was wrong," highlighting a positive shift in their perception Additionally, teachers believe the technique aids in vocabulary retention, as repeated practice and brainstorming with similar sounds help students learn and remember new words However, some teachers find it challenging to design engaging drilling activities due to limited class time and varying student pronunciation abilities Overall, the drilling technique is viewed as a valuable tool for enhancing pronunciation and vocabulary learning in language classrooms.
Teachers observed that students require more pronunciation sessions to become familiar with drilling techniques, which they have rarely used in their classes They acknowledged that implementing effective drilling techniques in pronunciation instruction is challenging, as students often feel bored during drills and require significant time to prepare engaging activities Initially reluctant, many learners eventually become actively involved in drilling activities, highlighting the importance of persistent practice for improving pronunciation skills.
In the final part of the interview, teachers highlighted that students faced challenges with pronunciation drilling activities that demanded quick thinking and rapid speech, leading to less effective performance Additionally, practicing pronunciation with peers proved difficult due to varying levels of pronunciation ability among students, affecting overall progress These findings align closely with observations from the researcher’s classes, emphasizing the need for tailored approaches to overcome these pronunciation learning difficulties.
Discussions
This section briefly summarizes, explains, evaluates the key findings, and shows how the findings relate to the previous literature and research questions
4.5.1 Discussions on students' perceptions on the drilling techniques
Based on data collected from student questionnaires, validated through interviews and observations, students responded positively to the effectiveness of drilling techniques in phonemic transcription lessons They found the pronunciation activities engaging and contributed to an interactive learning experience However, students also faced several challenges during pronunciation sessions, indicating areas for improvement in teaching strategies.
The pronunciation sessions utilizing drilling techniques received positive feedback from most learners, highlighting their effectiveness in improving speech Learners appreciated the dedicated and supportive teaching approach, which enhanced their learning experience Research by Basuki (2018) and Haryanto supports the effectiveness of drilling techniques in enhancing pronunciation skills.
(2012) shared similar findings to this study that learners' pronunciation was improved with the use of drilling technique in teaching pronunciation
The phonemic transcription teaching sessions featured diverse, creative, and engaging activities designed to enhance students' pronunciation skills By incorporating a variety of drilling techniques and interactive exercises, the teacher made the pronunciation lessons interesting and effective These dynamic approaches not only improved learners’ phonetic accuracy but also increased their motivation to actively participate in the sessions.
Some students expressed neutral and negative feedback regarding pronunciation drilling activities, finding them repetitive and boring While numerous studies highlight the benefits of drilling techniques in language learning, research by Asih (2007) notes that drilling can be monotonous and overly focused on pronunciation practice at the expense of understanding word or sentence meaning Additionally, Yuwanda (2017) points out that drilling may hinder student creativity, as learners typically have limited control over the content during drills Therefore, it is recommended that teachers incorporate creativity into designing pronunciation drills to prevent them from becoming repetitive and unattractive, enhancing learner engagement and effectiveness.
4.5.2 Discussions on teachers' perceptions on the drilling techniques
Teachers perceive drilling as a highly effective technique for teaching phonemic transcription, significantly improving learners’ pronunciation after just one month of use They strongly endorse its usefulness, citing observed improvements in student pronunciation Previous research, including studies by Basuki (2018), Maharida (2014), and Sari (2019), supports the effectiveness of drilling in enhancing pronunciation skills.
Teachers reported several challenges when implementing drilling techniques in pronunciation instruction, citing limited class time (20 minutes) and varying learner abilities as major obstacles Due to the repetitive and monotonous nature of drilling activities (Asih, 2007; Pachina, 2020), educators found it difficult to design engaging and diverse exercises within the constraints Additionally, the study’s context—a suburban language center—exacerbated these issues, as learners exhibited significant disparities in language skills; for example, a student might be at A2 proficiency overall, but with reading skills at B1 and speaking skills at A1, making it challenging to cater to individual needs effectively.
4.5.3 Discussions on learners' difficulties in pronunciation sessions
From the data collected from the four research instruments, including the learners' questionnaire, learners' interview, observations, and teachers' interview, several difficulties that the learners faced in pronunciations were explored
Learners reported that the primary challenge was the need to think quickly during activities, which made it difficult to keep up with their peers They also found certain drills, such as mobility and comparative exercises, particularly challenging Additionally, some learners struggled to understand their peers' speech due to fast-paced conversations or unclear pronunciation, hindering their ability to respond accurately.
Teachers observed that learners required additional pronunciation sessions to become familiar with the drilling technique, which had been underutilized in their classes They noted that some students felt bored and struggled with the drills, leading to initial reluctance However, over time, students became more actively engaged in the pronunciation practice activities.
Chapter summary
This study investigates learners' and teachers' perceptions of using the drilling technique in phonemic transcription learning, highlighting its effectiveness and challenges The findings reveal positive attitudes towards the method, while also addressing difficulties faced by learners during pronunciation teaching and learning sessions Overall, the research underscores the importance of tailored instructional strategies to enhance pronunciation skills through drill-based techniques, contributing valuable insights for improving phonemic transcription education.
Most learners found the session activities engaging and beneficial for improving their pronunciation, though a few felt they were repetitive and lacked variety Teachers who utilized the drilling technique reported it as highly effective and valuable in enhancing learners' pronunciation skills.
Learners faced difficulties during teaching and learning sessions due to unfamiliarity with drilling activities and phonemic transcription, leading to initial reluctance to participate Additionally, pronunciation practice revealed disparities in learners’ abilities, making it challenging for some to keep up with their peers Overall, certain drilling activities were reported to be difficult, impacting learners’ overall progress in pronunciation skills.