INTRODUCTION
Rationale
In today's rapidly evolving global economy, the demand for effective communication in English has surged, transforming it into a universal language rather than just a means of communication for a few major countries Consequently, the approach to teaching English has shifted from merely reading and writing to prioritizing oral skills that meet students' needs for effective communication This change emphasizes the importance of speaking and listening, alongside reading and writing, with pronunciation playing a crucial role in enhancing learners' communicative abilities According to Harmer (2007), effective pronunciation teaching significantly improves students' speaking skills and fosters a strong connection between pronunciation and listening However, pronunciation is often overlooked in educational materials, leading to a lack of engaging methods in Vietnamese textbooks, which typically rely on repetitive "Listen and repeat" exercises To combat student boredom, incorporating varied activities, such as games, into pronunciation teaching can significantly enhance engagement and learning outcomes.
Anuj Tewari and his co-author highlight the positive impact of using games to improve pronunciation among Hispanic children, with 7 out of 9 participants reporting enhanced learning experiences and a desire for support from both teachers and the SPRING program The research underscores the importance of engaging methods in teaching pronunciation, as they create a motivating environment for learners At Yen Thanh 2 High School, with over 1,300 students, English is often viewed merely as a requirement for passing exams, leading to a focus on written tests rather than speaking skills Consequently, students primarily learn pronunciation rules for test purposes, with limited opportunities for real-life practice The lack of resources and innovative teaching methods exacerbates the issue, as teachers typically rely on textbook guidelines without incorporating interactive activities like games This traditional approach results in poor pronunciation skills, prompting educators to reconsider more effective teaching strategies.
This article explores three effective methods for teaching pronunciation, highlighting the challenges faced by educators in engaging students in this area After three years of teaching, the researcher identified a need for innovative solutions to enhance pronunciation lessons Inspired by an article on the use of games in teaching, the researcher aims to incorporate game-based learning into pronunciation instruction While many teachers commonly use games for skills like vocabulary and grammar, their application in pronunciation has been overlooked This study focuses on the implementation of games in teaching pronunciation at Yen Thanh 2 High School in Nghe An province, examining both the benefits and challenges encountered by teachers The findings aim to encourage educators to reconsider their approach to teaching pronunciation and adopt game-based methods to improve student engagement and learning outcomes.
Aims and objectives
This study aims to assist teachers in understanding the impact of using games for teaching pronunciation and provides practical suggestions for effectively integrating games into their pronunciation instruction.
The research is planned to
- Identify teachers and students‟ perceptions of using games in teaching and learning pronunciation
- Describe the effectiveness of using games in learning pronunciation
- Point out some teachers‟ suggestions on using games in teaching pronunciation to students
Research questions
The research aims to seek the answer for the following questions:
- What are teachers and students‟ perceptions of using games in teaching English pronunciation at Yen Thanh 2 high school?
- How have games been used to teach pronunciation?
- What are teachers‟ suggestions on using games in teaching pronunciation?
Scope of the study
This study focuses on the teaching of pronunciation through games at Yen Thanh 2 High School, involving both English teachers and students The researcher will observe classes based on colleagues' teaching plans, conduct interviews, and distribute questionnaires to analyze teachers' perceptions of using games for pronunciation instruction She will design and implement lesson plans in four 11th grade classes, with two classes incorporating games and two without, allowing for a comparative analysis The games utilized are primarily adapted from Mark Hancock's "Pronunciation Games" to better suit the students' levels Student development will be assessed using pretests and posttests, and after the experimental period, questionnaires will be administered to students in the game-based classes to gather their attitudes toward learning pronunciation through games.
On the whole, the participants of the thesis are:
* Using questionnaires on 9 teachers and 190 students
* Applying lesson plans using games: 2 classes
* Teaching two classes without using game
Significance of the study
Pronunciation in textbooks is often limited to basic activities like "Listen and Repeat" and reading dialogues, which can lead to student boredom if teachers adhere strictly to these methods While this approach may simplify teaching for educators, it complicates effective learning for students Recognizing the significance of pronunciation, it is essential for teachers to find engaging ways to enhance pronunciation learning This study aims to provide English language teachers with insights into the positive impact of games on teaching pronunciation and offers strategies for effectively incorporating games into their lessons Ultimately, the findings are intended to motivate teachers to use games as a tool to engage students and improve their teaching effectiveness.
The organization of the study
Chapter 1: The chapter introduces the needs, the purposes, and the significance of the research It also determines the scope of the study and the main contents of the research that will be presented in the next chapters
Chapter 2: Literature review and Theoretical backgrounds, reviews the previous relevant researches to the study and provides various opinion of different writers on using games This part also clarifies some terms “pronunciation”,
“games” to set the basic theory for the research
Chapter 3: In chapter 3, the writer decides the methods used to collect data and give some information of the participants The questionnaire, interview, and experiment are described in details
Chapter 4: Findings and Discussions presents the findings from questionnaires and interviews The collected data are calculated and analyzed to draw some conclusions about the use of games in teaching to help students in pronunciation
The chapter also points out some suggestions relating to the application of games in teaching pronunciation in English class
Chapter 5: Conclusion and Implications gives a brief summary of the whole study and suggests some implications when using games for teaching pronunciation to students
LITERATURE REVIEW
Pronunciation
Pronunciation has garnered considerable interest from linguists, who hold varying perspectives on its definition While determining the most suitable definition can be challenging, identifying commonalities among these viewpoints enhances our understanding of this linguistic component According to Christiane Dalton and Barbara Seidlhofer (1994), pronunciation is broadly defined as the production of significant sounds in two distinct senses.
Pronunciation encompasses both the production and reception of speech sounds, as well as the acts of speaking themselves It plays a crucial role in communication, as sounds serve as a fundamental part of a language's code, enabling the conveyance of meaning within specific contexts.
Hewings (2004) gives other definition of pronunciation by introducing
Pronunciation in language encompasses several key components, from individual sounds to the use of pitch, which together convey meaning In English, specific characteristics of pronunciation are emphasized, highlighting important distinctions from other languages Hewings identifies two primary components of pronunciation: the segmental aspect, which includes stress, rhythm, and intonation, all of which contribute to meaning The interplay between these components is essential for understanding pronunciation.
Underhill (2010) emphasizes that pronunciation is a crucial physical aspect of language that requires instruction as a subtle physical discipline This involves training the muscles of articulation, particularly in the throat and mouth, highlighting the importance of teaching pronunciation effectively.
Most of the definitions give out the components and the roles of pronunciation in language teaching and learning The necessity to teach pronunciation has also found in certain studies
2.1.2 The areas making up of pronunciation
Pronunciation consists of two main components: segmental elements, which include consonants and vowels, and suprasegmental elements, encompassing stress, intonation, and rhythm These elements work together during speech, making them essential components of spoken language.
Stress in linguistics refers to the emphasis placed on specific syllables within words and particular syllables or words in sentences, which is indicated by variations in volume, force, pitch, and syllable length (Yates, 2002) Hancock (1995) notes that similar-looking words in different languages can have stress placed differently, resulting in distinct pronunciations Additionally, the placement of stress can shift depending on the context of speech and the influence of surrounding words, as well as when suffixes are added to words.
Intonation, closely linked to stress, refers to the pattern of prominence and tone in speech, akin to rhythm and melody in music It serves to convey additional meaning beyond the literal words spoken (Hancock, 1995).
Rhythm in language refers to the pattern of stressed and unstressed syllables in speech, shaping how a language sounds This rhythmic variation is unique to each language and plays a crucial role in defining their distinct auditory characteristics.
Sounds, which are phonemes, consist of consonants and vowels that, when isolated, lack meaning However, when combined in a specific order, they form words that convey meaning Understanding the system of sounds is essential for language speakers to comprehend and communicate effectively (Harmer, 1991).
Yates (2002) highlighted that traditional pronunciation methods primarily concentrate on segmental features, as they are closely linked to written letters and are easier to identify However, recent approaches indicate that suprasegmental elements may significantly impact intelligibility for certain speakers Therefore, it is essential for learners to focus on both segmental and suprasegmental aspects in pronunciation instruction, emphasizing the importance of integrating these elements in teaching practices.
The communicative approach emphasizes that the primary purpose of language is communication, making it essential for language instruction to focus on this aspect Research has consistently highlighted the significance of teaching pronunciation, with Morley (1991) asserting that pronunciation should be regarded alongside grammar, syntax, and discourse as a vital component of effective communication He states that "intelligible pronunciation is an essential component of communication competence," underscoring the need for teachers to incorporate pronunciation into their courses and set high expectations for students Without strong pronunciation skills, learners face significant challenges in their ability to communicate effectively Scarcella and Oxford (1994) advocate for the teaching of pronunciation in all second language classes through diverse activities, reinforcing its necessity for all language learners.
Effective pronunciation is crucial in second language classes, as it significantly impacts learners' communication skills Teachers should incorporate a variety of engaging activities to enhance pronunciation learning, making lessons more dynamic and effective Helen Fraser (1999) emphasizes the importance of pronunciation in communication, stating that confidence in pronunciation facilitates interaction with native speakers, essential for linguistic development Conversely, poor pronunciation can obscure strong language skills, hindering social, academic, and career opportunities Fraser highlights the contrasting outcomes of good and bad pronunciation, underscoring the necessity of teaching pronunciation to foster successful communication.
Learning pronunciation can present challenges for students, as highlighted by Kelly (2000) She identifies two primary difficulties: first, students often struggle with English pronunciation and the use of suprasegmental elements such as stress, intonation, and rhythm Second, these pronunciation errors can hinder effective communication, leading to misunderstandings in the meaning or function of spoken language Therefore, Kelly emphasizes that the goal of teaching pronunciation is to help students minimize errors in word pronunciation and the proper use of stress, intonation, and rhythm.
According to Harmer (2001: 183), effective pronunciation teaching significantly enhances students' awareness of various sounds and sound features, leading to substantial improvements in their speaking abilities.
Focusing on the production of sounds, demonstrating their articulation in the mouth, and highlighting the correct stress in words provide students with valuable insights into spoken English, ultimately enhancing their comprehension and intelligibility.
Looking at the difficulties that students might face when learning pronunciation, Hewings (2004) has supported more for Kelly‟s view He shows that
Games
Games are often defined as structured activities that involve skill, knowledge, or chance, governed by fixed rules with the objective of winning against an opponent or solving a puzzle According to Collin Cobuild, games encompass these elements, highlighting the importance of rules and goals, as well as the players' abilities Similarly, Hadfield emphasizes that games are not only rule-based competitions but also sources of enjoyment, making them effective tools for teaching and engagement in various fields Ultimately, games enhance the learning experience by creating an exciting atmosphere and fostering memorable challenges.
Margaret E Gredler (1992) defines academic games as competitive activities aimed at winning, governed by specific rules that include penalties for illegal actions These games utilize various tools, such as tokens, cards, and computer keys, to facilitate gameplay.
The deep structure of games encompasses three key elements: (a) competition among players, (b) reinforcement through game progression for correct answers, and (c) actions regulated by imaginative rules.
Turtledove (1996:3) has more short definition of game He sees game as a structure that has rules, goals and agreement of players on the surface, and wonderful hidden processes underneath
All definitions of a game highlight three key characteristics: competition, rules, and enjoyment By incorporating these elements into the classroom, educators can create a more competitive, engaging, and cheerful learning environment.
There are thousands of books with different classifications and examples of games
In his book "Language Teaching Games And Contests," Lee (1986, p 4) classifies games into two main categories: those played by teams and those played in groups.
Hadfield (1990) presents the types of activity that might be thus considered as game classification:
"matching and matching-up games"
The author presents a classification of games, distinguishing between two main types: competitive games, where players or teams compete to be the first to achieve a goal, and cooperative games, where players or teams collaborate towards a shared objective.
Incorporating games into the classroom allows students to achieve their goals through individual effort or collaboration with peers Teachers can enhance student engagement by selecting appropriate game types that align with lesson objectives.
In the introduction of "Pronunciation Games" (1995), Mark Hancock aligns with previous classifications of educational games, stating that they encompass a wide range of activities, including competitive games and problem-solving puzzles He emphasizes the variety of formats, from individual tasks to group and whole-class engagements Hancock highlights that the primary purpose of these games is to challenge learners while focusing on specific aspects of pronunciation.
Games in the classroom serve to motivate students to strive for goals while making learning enjoyable They are essential tools for enhancing language acquisition and engagement in lessons.
2.2.3 Why use games in teaching and learning?
Incorporating games into language teaching can enhance the effectiveness of both learning and instruction Many experts recognize that games serve as valuable tools in the process of second language acquisition, contributing positively to the educational experience.
Standing on the language acquisition of students through games, WR Lee
In 1986, it was suggested that many language games divert learners' focus from linguistic forms, leading them to use language as a tool for expressing ideas rather than studying its structure As a result, engaging in games allows students to demonstrate an advanced command of the language, emphasizing free expression over formal accuracy This approach highlights the value of play in language learning, enabling students to utilize language more naturally and effectively.
The role of games in language teaching has been widely supported by researchers over the years Margaret E Gredler (1992) identifies four primary purposes for using games in education: to practice and refine existing knowledge, identify knowledge gaps, serve as a review tool, and foster new relationships among concepts Additionally, games can motivate students and provide a refreshing change of pace in the classroom Gredler emphasizes that the advantages of incorporating games include heightened student interest and the opportunity to apply learning in diverse contexts, ultimately enhancing the learning process and enabling teachers to assess student knowledge and skills effectively.
Lee Su Kim (1995) offers a unique perspective on the benefits of using games, emphasizing both intrinsic and extrinsic motivation While Gredler focuses on the advantages of games for language acquisition, Kim highlights the broader motivational aspects that games can provide.
„1 Games are a welcome break from the usual routine of the language class
2 They are motivating and challenging
3 Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning
4 Games provide language practice in the various skills - speaking, writing, listening and reading
5 They encourage students to interact and communicate
6 They create a meaningful context for language
According to Haldfield (1999), games play a crucial role in language learning by facilitating progression from controlled to free practice They function as memory aids and repetition drills, while also providing opportunities for learners to use the language freely Additionally, games serve as diagnostic tools for teachers, allowing them to identify areas where students may struggle.
Teachers can effectively incorporate games at all stages of their lessons, particularly to enhance learners' retention and encourage free language use Utilizing games in pronunciation teaching can significantly improve the learning experience, making it more engaging and effective.
Sharing the similar idea as Lee and Gredler, Aydan Ersoz (2000) confirms:
Previous Studies
The integration of games in language teaching has garnered significant attention from researchers, demonstrating that games are effective tools for enhancing teaching effectiveness and motivating students in second language acquisition Various studies, including those by Huyen and Nga (2003), Manuela Macedonia (2005), Liu and Chu (2010), and Thuan (2011), highlight the benefits of using games to develop the four essential skills: reading, speaking, listening, and writing These studies offer valuable insights into the advantages of games and provide practical suggestions for their implementation in educational settings.
Wang (2010) investigates the implementation of communicative language games in teaching English at Taiwanese elementary schools, utilizing a survey questionnaire to gather teachers' perspectives on this approach The research highlights the advantages of incorporating games into English lessons, encouraging educators to adopt this method to enhance learning outcomes Additionally, it provides practical suggestions for teachers to effectively utilize games, maximizing their educational impact.
Liu and Chu's study explores the impact of ubiquitous games on English learning achievement and motivation within a context-aware learning environment, involving high school teachers and students Their quasi-experimental design demonstrates that integrating ubiquitous game-based learning leads to superior outcomes and increased motivation compared to traditional non-gaming methods Additionally, Hancock's (1995) book on teaching pronunciation emphasizes the significance of games in language education, providing definitions of phonological terms and various game types tailored to different teaching objectives and student levels This resource serves as a practical guide for educators, offering applications and examples for effectively using games in pronunciation instruction.
22 teachers to help them solve some matters in choosing method and motivate students in learning
Thuan's thesis (2011) investigates the role of supplementary activities in enhancing student motivation for learning English pronunciation Utilizing methods such as observation, interviews, and questionnaires, the research concludes that these activities effectively motivate students While the thesis offers a general overview of supplementary activities, it highlights the potential benefits of incorporating games into pronunciation teaching, encouraging further exploration of this approach.
In conclusion, while numerous studies and publications have explored the use of games for teaching the four language skills, there is a notable lack of significant scientific research on pronunciation Teaching pronunciation presents challenges, and effectively incorporating games into this process requires teachers to be adaptable in selecting suitable activities Therefore, there is a pressing need for further research focused on the integration of games in pronunciation instruction, along with the development of resources to assist educators in designing effective game-based learning experiences.
Summary
This chapter reviews various studies on pronunciation and games, analyzing different definitions to identify the most suitable one for the current research It highlights Hancock's perspective on utilizing games for teaching pronunciation, which serves as the theoretical framework for the study due to its clear definitions and examples of game types applicable in English language teaching The chapter emphasizes the crucial role of games in enhancing pronunciation skills and presents previous research to underscore the importance and relevance of the study.
METHODOLOGY
Research Approach
This research utilized a combination of qualitative and quantitative approaches to enhance the study's relevance in both quantity and quality Questionnaires were distributed to teachers and students to gather their perceptions on using games for teaching pronunciation, while interviews with teachers provided additional insights and suggestions The primary focus was on the qualitative approach, where the researcher developed lesson plans incorporating games for teaching pronunciation, specifically applied to two 11th-grade classes The games utilized in the lessons were primarily selected from Mark Hancock's book, "Pronunciation Games."
In her book, the researcher identified suitable games that could be incorporated into her lessons, saving time and enhancing student engagement She selected games designed for short durations of less than fifteen minutes, ensuring they matched her students' proficiency levels To assess the impact of these games on pronunciation skills, she conducted a study involving two classes that did not use games, measuring pronunciation improvement over three months through pretests and posttests Additionally, she shared her game designs with colleagues teaching 10th and 11th grades, guiding them in implementation to gather objective feedback on the effectiveness of game-based learning.
Participants
This study was conducted at Yen Thanh 2 High School, involving 9 teachers and 190 students The researcher selected this location due to her employment at the school, allowing her to obtain accurate responses from colleagues and students This familiarity facilitated data collection and observation Additionally, support from organizations and school leadership in enhancing teaching equipment and technology made it convenient for her to utilize PowerPoint for interactive games in the classroom.
Nine English teachers were interviewed to gather their insights on the use of games for teaching pronunciation, along with their recommendations for incorporating games into pronunciation instruction Additionally, they completed questionnaires to provide further data on their experiences and perspectives.
There were three male and six female teachers and their ages varied from 26 to
59 Three of them have been teaching at Yen Thanh 2 High School for less than 6 years The others had the most experience as they have worked as teachers for more than 10 years All of them were friendly and co-operative With the games the researcher had designed for her teaching, she gave them to three teachers of 11 th grade and two teachers of grade 10 th By this way, the researcher could receive from them some ideas and suggestions to design the games for her teaching
The study involved 190 students from the 10th and 11th grades, with 152 students selected from four classes based on their grade 10 performance to participate in the experiment All participants had been learning English since grade 6, ensuring they possessed adequate linguistic knowledge Detailed descriptions of the students involved in the experiment can be found in Table 3.1.
All students participated in both pretests and posttests Over three months, two classes received instruction on pronunciation through games during 12 sessions, each covering 6 units In addition to the pronunciation components in the textbook, the researcher incorporated pronunciation teaching into the skills outlined in the curriculum.
Data collection methods
Experimentation in educational research involves the investigator controlling various educational factors experienced by children during the inquiry, allowing for the observation of their achievements (Monoro, as cited in Yogesh, 2006) This method serves as an effective tool for assessing the impact of specific teaching methods and instructional strategies.
The study focused on using games to enhance pronunciation skills in students over three months An experimental method was employed, dividing four classes into two groups: one that received traditional instruction and another that incorporated games into their learning process Both groups completed pretests and posttests to assess their pronunciation abilities, which were expected to be similar at the outset based on their grade 10 scores After the intervention, the researcher analyzed the posttest results of the treatment group to evaluate any improvements from the beginning to the end of the experiment.
A study involving 26 researchers compared the outcomes of two groups to demonstrate that the improvements in pronunciation were not solely due to the students' learning efforts over three months, but significantly influenced by the use of games in teaching Additionally, the research highlighted the increased motivation of students when engaging in pronunciation practice through game-based learning.
The experimental method implemented in this study utilized simple pronunciation games from Mark Hancock's "Pronunciation Games," tailored to the textbook "Tieng Anh 11" and designed for students with lower learning levels The selected games were appropriate for the content of units 3 through 8 and could be conducted within a limited time frame The researcher observed that many students struggled with word pronunciation from dictionaries, often focusing solely on meanings and neglecting phonetic transcriptions Consequently, the experiment emphasized games that taught pronunciation and sounds, integrating these activities into vocabulary instruction across the four skills This approach aimed to enhance students' ability to remember and correctly pronounce vocabulary words.
The Pretest and Posttest Designing
The pretest aimed to assess students' pronunciation skills prior to the experiment, while the posttest was administered afterward to measure improvements and the impact of game-based teaching Both assessments were aligned in difficulty and focused on the pronunciation content covered in the first semester.
The tests required students to identify words with differently pronounced underlined parts and to select words based on provided phonetic transcriptions Designed for simplicity, these assessments could be completed by students in just 15 minutes.
Questionnaires are effective tools for gathering insights into teachers' and students' perceptions of games, allowing for the collection of extensive information from individuals with varying proficiency levels in a short timeframe According to Mackey and Gass, one significant advantage of questionnaires is their cost-effectiveness and practicality compared to individual interviews, as they can also provide longitudinal data from learners efficiently Additionally, questionnaires facilitate the collection of comparable information from multiple respondents and can be presented in various formats.
There were 2 sets of questionnaires which were delivered for both teachers and students in the school
The researcher developed questionnaires for teachers, comprising 10 multiple-choice questions and 10 items featuring both positive and negative statements about games These questions utilized a 4-point Likert scale ranging from "totally agree" to "strongly disagree." After a three-month experimental period, the questionnaires were distributed to nine teachers to gather their insights on games and their impact on pronunciation teaching practices.
A total of 190 questionnaires, consisting of 13 questions each, were distributed to students from five 10th and 11th-grade classes To accommodate the students' low learning levels, all questionnaires were provided in Vietnamese.
28 questionnaires were delivered after the experimental time during which the teachers had applied games into teaching pronunciation
This set of questions sought to gather insights on students' perceptions of learning pronunciation through games, focusing on their feedback regarding teachers' use of games in teaching English pronunciation and the challenges associated with this approach.
Besides the questionnaires, the researcher also conducted the list of unstructured interviews with the teachers and some discussions in order to get more data
Interviews serve as a valuable research tool, enabling researchers to explore non-observable phenomena, such as learners' self-reported perceptions and attitudes They also provide the opportunity to gather supplementary data when initial responses are unclear, incomplete, or off-topic (Mackey & Gass, 2005).
Conducting informal, unstructured interviews allowed interviewees to express themselves freely, leading to more reliable and specific insights from the teachers Nine teachers participated in two interviews regarding the concept of "games," both before and after implementing their teaching methods in the classroom Each interview lasted between 10 to 15 minutes, with responses recorded and analyzed to identify common themes related to games The interview questions, designed to complement the questionnaires, consisted of four key aspects aimed at gathering additional data.
- Their perceptions of teaching pronunciation
- How teachers often teach pronunciation
- Some games they used to motivate students in learning English pronunciation and the expected and unexpected results
- Their perceptions of using games in teaching pronunciation
- How teachers applied games into teaching pronunciation
- Some difficulties they faced during the implementation
- Some suggestions for teachers and the institution when using games to teach pronunciation
Data collection procedure
The researcher collaborated with school authorities and English teachers to select four appropriate classes for an experiment and data collection To ensure consistency, the researcher personally guided all four classes, divided into two groups, during the English learning sessions throughout the experimental periods.
The researcher conducted a pretest to assess students' initial pronunciation skills Based on the pretest results, the experimental group received lessons enhanced with games, while the control group continued with traditional teaching methods The experiment involved using games to improve pronunciation within the language focus segment and incorporated these interactive elements across reading, speaking, listening, and writing skills.
After a three-month experimental period, students completed a 15-minute posttest reflecting their learned material Their papers were graded once more, and the outcomes were compared to their pretest results.
Data analysis
The interpretation process involved calculating, analyzing, and generalizing the findings Initially, the researcher conducted interviews with teachers, leveraging their prior experience to gather insights on their perceptions of teaching pronunciation through games, the methods they preferred to implement in their classrooms, and their anticipated outcomes.
The study analyzed teachers' perceptions and their planned methods for teaching English pronunciation, highlighting the most popular instructional approaches used in classrooms.
The researcher designed pronunciation games inspired by Mark Hancock's "Pronunciation Games" and additional online resources, implementing them in two classes while teaching two other classes without games Following the experimental period, she evaluated both groups using pretests and posttests, and distributed 190 questionnaires to gather student feedback on the games and teaching methods, along with their suggestions Additionally, interviews were conducted with teachers to discuss the outcomes of the implemented strategies, allowing them to propose solutions for specific challenges and recommendations for future teaching methods.
The information was primarily presented through tables and charts, utilizing logical statistics and descriptive analysis derived from interviews Both class observations and interviews were qualitatively analyzed, with findings articulated in descriptive language Additionally, the data underwent quantitative analysis, employing statistical frequency and percentages, effectively visualized through tables and charts.
Pretest and posttest scores were evaluated on a scale of 1 to 10 Subsequently, students were categorized into four levels according to their scores, mirroring the grading system used in high school.
By utilizing a marking scale, the researcher assessed her students' pronunciation skills before and after the treatment, revealing significant development in their abilities The collected data highlighted the differences in progress between the two groups, showcasing the effectiveness of the intervention.
The questionnaires included 10 multiple choices questions and 10 items for teachers and 13 multiple choice questions for students
The analysis of multiple-choice question responses revealed both the most and least frequently selected options These findings were discussed to address the first two research questions, focusing on the overall perception of games and their application in teaching pronunciation.
The study categorized data into two columns: positive and negative perceptions of games Researchers aimed to identify whether teachers viewed games positively or negatively Suggestions were provided to enhance the negative perceptions of games, helping English teachers and students recognize the benefits of using games in teaching English pronunciation.
Information from teachers was gathered and discussed This helped clarify the issues that were not clearly expressed in the questionnaires This also provided more
32 information to answer for the second and third research questions Their remarks on the use of games were valuable evidence for the claims on games.
Summary
This chapter outlines the methods of data collection and analysis utilized in the research, which centers on three key questions regarding teachers' and students' perceptions of using games for teaching pronunciation, the implementation of these games, and suggestions for their effective use Data gathered from questionnaires and interviews partially address these inquiries The primary method employed to explore the second question involves an experimental approach to demonstrate how games can enhance students' pronunciation skills Additionally, observation serves as a vital tool to assess the improvement process in students' pronunciation abilities.
FINDINGS AND DISCUSSIONS
Results from questionnaires
4.1.1 The reality of teaching pronunciation at Yen Thanh 2 high school
4.1.1.1 Teachers’ and students’ perceptions of the role of teaching pronunciation
In today's world, English has evolved from being perceived as a foreign language to a vital tool for communication, reshaping the goals of English language teaching and learning The focus is now on equipping learners with the necessary skills for effective communication, particularly emphasizing listening and speaking abilities Nevertheless, it is essential to recognize the importance of teaching pronunciation, as it is closely linked to these communication skills.
34 others Nevertheless, there are still different views on the role of teaching pronunciation
Nine teachers, varying in age, teaching experience, and methodologies, completed questionnaires While there were instances of full agreement among their responses, notable discrepancies also emerged in some cases.
Teachers recognize that pronunciation is a crucial aspect of teaching English as a second language Survey results revealed that seven teachers deemed pronunciation instruction extremely important, while two considered it important However, they faced challenges due to the school's rural location, students' medium proficiency levels, and notably weak pronunciation skills Assessments indicated that five teachers rated students' pronunciation abilities as low, while four assessed them as average, highlighting pronunciation as a common weakness Furthermore, all teachers noted that the pronunciation activities in textbooks were repetitive, leading to a lack of student engagement Consequently, teachers expressed a strong desire to discover effective methods to engage students and enhance their pronunciation learning experience.
Learning a foreign language serves various purposes, including passing exams, securing employment, communicating with others, and traveling However, the primary function of any language is to facilitate communication, underscoring the true essence of language learning.
Effective communication is essential, making the importance of learning pronunciation clear A survey revealed that 83.2% of students believe pronunciation is extremely important, while 14.2% consider it important Only 1.6% of students rated it as quite important, and 1% deemed it not important at all.
Very important Important Quite important Not important at all
Figure 4.1 Perceptions on the roles of pronunciation
A recent chart revealed students' perceptions regarding the importance of teaching pronunciation in schools The data indicated that a significant majority of students recognized the value of learning pronunciation, highlighting a clear demand for pronunciation instruction from educators Students expressed a desire to master English pronunciation and sought assistance from their teachers in this area However, the findings also uncovered some negative opinions, with 2.6% of students expressing dissent regarding the emphasis on pronunciation in their learning.
Many students are unaware of the significance of pronunciation in learning a foreign language This lack of understanding may stem from misconceptions about pronunciation or insufficient emphasis on its importance in their language education.
Educators must prioritize pronunciation in their teaching practices, as it is often overlooked in current curriculums Pronunciation should not be confined to isolated lessons but integrated into the instruction of other skills Teachers need to emphasize the importance of pronunciation to students and adopt effective methods for teaching it By raising awareness of its significance, educators can enhance students' overall language proficiency.
4.1.1.2 The English pronunciation teaching and learning practice at the school
Teachers and students acknowledged the importance of teaching and learning pronunciation, yet both faced significant challenges in this area Six teachers noted that students' pronunciation skills were generally at a low proficiency level, while others assessed them as merely average These evaluations may be subjective, reflecting the teachers' perceptions based on the majority of students Nonetheless, they highlight the current state of pronunciation learning in the school Questionnaire data revealed that 72.1% of students viewed their pronunciation as average, with 24.7% considering it weak Only 2.1% believed their pronunciation was good, and a mere 1.1% rated it as very good.
Average Weak Good Very Good
Figure 4.2 The Students’ Pronunciation Ability
The data revealed that students had a clear perception of their pronunciation abilities, with 72.1% identifying themselves as average, in contrast to teachers who predominantly assessed them at a weak level This discrepancy indicates that while students acknowledged their limitations, they also recognized potential for improvement in their pronunciation skills The low percentage of students rating their abilities as good or very good further emphasizes the need for targeted enhancement in this area of language learning.
In her thesis introduction, the researcher highlights her concerns as a teacher regarding the repetitive and unengaging pronunciation activities found in textbooks This sentiment is echoed by fellow teachers at her school, who have observed that such monotony often leads to students losing interest in lessons The issue may stem from the teaching practices, as educators often present the same lesson plans across multiple classes year after year, resulting in inevitable boredom There is a collective hope among teachers for necessary changes to enhance the learning experience.
In teaching pronunciation, many educators rely heavily on activities provided in textbooks, with supplementary materials available to enhance their lessons When asked about their preferred methods for teaching pronunciation, most teachers indicated that they primarily utilize these textbook activities, highlighting the importance of structured resources in their instructional approach.
In a classroom setting, one teacher emphasized the importance of "reading aloud or using audio tapes for students to listen and repeat," while three other educators preferred "giving instructions and encouraging students to collaborate in pairs or groups." Additionally, one teacher incorporated "visual aids or technology," while another focused on "using games that align with the lesson content."
A comparison of questionnaire responses revealed a disparity between teachers and students regarding pronunciation activities in the textbook While all teachers deemed these activities uninteresting, 50% of students found them engaging, with 2.6% rating them as "very interesting." Additionally, 41.6% of students felt the lessons lacked attractiveness, leading to occasional inattention, while 5.8% expressed similar sentiments.
Students expressed that learning pronunciation was not boring, yet the traditional methods employed by teachers were ineffective Both teachers and students acknowledged the students' weak pronunciation skills, indicating a need for improvement To enhance pronunciation learning, it is essential to revise current teaching strategies, which motivated this research.
4.1.1.3 Teachers and students’ perceptions of the role of games in teaching pronunciation
Results from interviewing
4.2.1 Perceptions of teaching pronunciation and using games in teaching pronunciation
All teachers emphasized the significance of teaching pronunciation, highlighting its essential role in effective communication They agreed that proper pronunciation is a fundamental component of language instruction, crucial for enhancing students' communicative competence.
English Pronunciation helped students develop their listening and speaking skills
Learning pronunciation significantly enhances students' ability to communicate more easily, accurately, and fluently One teacher emphasized that good pronunciation aids in better retention and understanding of English vocabulary However, he also noted that teaching pronunciation poses challenges, requiring teachers to invest considerable time in preparation, research, and continuous improvement of their own pronunciation skills.
48 teaching practice They knew the roles of teaching pronunciation and the needs of learning English, which was using English for communication
Using games in teaching pronunciation has been widely endorsed by teachers for its effectiveness and ability to engage students Games not only make lessons more enjoyable and relaxed but also enhance memorization, allowing students to naturally retain information presented through play One teacher emphasized that games are essential for making lessons easier to remember, while another noted their effectiveness in connecting lessons to real-life scenarios Although students may grasp concepts during explanations, games provide a memorable context that aids long-term retention of pronunciation skills.
As Confucius famously stated, “Tell me, I will forget; show me, I may remember; involve me, and I will understand.” This highlights the importance of engagement in learning, suggesting that students grasp concepts better when actively involved Incorporating games into education meets this need by immersing students in the lesson, allowing them to understand and retain the content conveyed through play.
Teachers recognize the benefits of incorporating games into lessons, viewing them as an engaging way to alleviate student stress and enhance the learning experience Despite the time required for preparation, they believe that games can effectively aid in teaching pronunciation and make learning more enjoyable and efficient.
4.2.2 How games have been used in teaching pronunciation?
Despite facing challenges in incorporating games for teaching pronunciation, teachers remain committed to using them in their lessons The integration of games requires careful preparation and planning When discussing their experiences, all teachers expressed enthusiasm about the effective use of games in enhancing pronunciation skills.
Selecting appropriate game types is crucial for teachers, especially when addressing challenges like low student proficiency in pronunciation Many educators prefer simple games to motivate students, emphasizing that game selection should align with lesson content rather than the other way around This alignment facilitates easier adaptation of games to teaching objectives However, finding suitable games remains a challenge; teachers often rely on internet searches, book collections, and peer suggestions Despite the availability of new games online, educators frequently struggle to identify games that effectively match their teaching content.
Many teachers emphasize the importance of incorporating game time into lessons, but they often face challenges in balancing instruction and play One teacher noted that with pronunciation and grammar being taught in a single period, he could only allocate about five minutes for games, which proved insufficient for giving instructions, playing, and checking answers This limited time can hinder weaker students' understanding of the games, potentially diminishing their interest over time Another teacher suggested that finding ways to save time could help address these challenges.
Incorporating games into lessons can be beneficial for teachers with classes of average or above-average students; however, it may disadvantage classes with weaker students While weaker students can participate in games, educators should prioritize providing them with additional time and support to enhance their learning experience.
Many teachers emphasize the importance of selecting the appropriate working format—whether pair work, group work, or individual tasks—based on game characteristics and student levels A consensus among educators suggests that teachers should take the initiative in forming student groups rather than allowing students to choose their own members.
Effective group dynamics in classrooms require careful consideration, as strong students may be reluctant to collaborate with weaker peers To ensure fairness and promote cooperation, teachers should strategically divide students into balanced groups, fostering an environment where all participants can contribute and engage equitably.
Teachers found that involving students through the promise of prizes significantly enhanced their engagement during games While the primary goal was to acquire knowledge, the allure of rewards motivated students to put forth their best effort Prizes could range from good marks and small gifts to simple applause from peers This strategy proved essential for teachers to capture students' interest and create a more dynamic and exciting classroom environment.
In general, there were many things that teachers shared when implementing games Teachers always had the experiences to apply games into teaching pronunciation
4.2.3 Difficulties in designing and using games to teach pronunciation
The effectiveness of using games in teaching pronunciation is undeniable However, teachers may meet some difficulties for preparation and designing as well as implementing games in classes
Many teachers reported that their students' low language proficiency significantly hindered the effective use of games in the classroom This challenge made it difficult for educators to select appropriate games and to adequately explain the rules for student comprehension Additionally, students' limited learning capacity diminished their enthusiasm for participating in these activities, which ultimately affected teachers' willingness to incorporate games into their teaching methods.
The researcher, along with other teachers at the school, faced challenges due to a lack of materials and equipment for pronunciation games Most of the games commonly utilized by teachers were limited in variety and resources.
Teachers face challenges in incorporating games to teach the four skills due to a lack of suitable resources and equipment While some classrooms are equipped with projectors, using them can be inconvenient, and teachers often need to bring their own cassette players from home due to poor quality school resources Despite these obstacles, the commitment to their students drives teachers to find ways to integrate games into their lessons effectively.
Results from the pretest and posttest
The research involved high school students from Yen Thanh 2 High School, divided into two groups of 73 and 79 students, respectively, with limited English pronunciation skills Pretests and posttests were designed at an average level, assessing students' knowledge of phonetic transcription alongside common vocabulary Typically, students focus on word meanings, relying on teachers for pronunciation guidance, which often leads to neglecting phonetic transcriptions While some teachers write phonetic transcriptions on the board for students to repeat, this method does not effectively reinforce their memory of these transcriptions To enhance students' awareness of phonetic transcription, the researcher incorporated related games into the teaching experiment Each test consisted of 10 items, allowing students to complete them within a 15-minute break Due to the limited number of items, data analysis was conducted using simple tools like Word and Excel.
Table 4.1: Result of the pretest
Results Control Group Experimental Group
Students in two groups were asked to do the multiple choice test With five questions about choosing the word whose underlined part is pronounced differently
To assess students' understanding of phonetic transcriptions, five targeted questions were posed after a study period The test focused exclusively on words that students had previously learned in earlier units, ensuring a relevant evaluation of their knowledge.
The analysis of Table 4.1, in conjunction with the marking scale from Table 3.2, reveals that students generally performed at a weak level, with no individuals achieving an excellent mark The average scores and student numbers were comparable across both groups, indicating similar performance conditions Notably, students struggled significantly with identifying phonetic transcriptions, as evidenced by the absence of scores of 9 or 10 This highlights the urgent need for enhanced support in this area of learning.
Table 4.2: Result of the posttest
Results Control Group Experimental Group
After three months of incorporating games into pronunciation teaching, students in the experimental groups showed improved results While maintaining the same content and timeframe, the researcher focused on game-based activities for the experimental group instead of traditional textbook methods Despite this shift, the essential lesson content was still effectively covered.
Figure 4.6 The development of two groups after 3 months of applying games into teaching pronunciation
The results indicated that both the experimental and control groups experienced positive changes in their marks, with the experimental group showing a significantly greater improvement The control group's average mark increased from 4.3 to 4.7, while the experimental group saw a rise from 4.5 to 5.4, including a notable increase in the lowest mark from 1 to 4 Despite both groups receiving the same curriculum and instruction, the key difference was the incorporation of games in the experimental group's teaching This suggests that the use of games had a positive impact on the students' performance in the experimental group, highlighting the effectiveness of gamified learning.
After three months of instruction, test results indicated a positive change in student development, with the experimental group demonstrating significantly greater improvement compared to the control group.
Before the experiment, the control and experimental groups had only a 0.2 mark difference in average scores Post-experiment, while both groups showed improvement, the experimental group’s average increased by 0.9 marks, reaching a satisfactory level, whereas the control group only improved by 0.4 marks, remaining below average This suggests that the experimental group experienced significant positive change due to the use of games in learning pronunciation, as evidenced by the lowest mark rising to 4 and two students achieving perfect scores of 10 Initially, the experimental group's scores ranged from 1 to 8, but after three months, the gap between the highest and lowest scores narrowed from 7 to 6 marks, demonstrating the effectiveness of game-based learning in enhancing pronunciation skills.
Games have significantly advanced students' pronunciation skills, proving to be an effective educational tool when teachers implement them appropriately in their instruction.
Summary
In this chapter, teachers‟ and students‟ perception of the roles of games in English pronunciation classes has been reveal through the evidence from
The study involved 57 questionnaires and interviews, revealing a consensus among teachers and students on the necessity of incorporating games into pronunciation teaching While challenges in using games were identified, several practical solutions were proposed to enhance their effectiveness in aiding pronunciation learning Although the treatment duration was limited, evidence of student development was observed, suggesting that games can have positive effects on pronunciation skills, even if improvements were modest.