INTRODUCTION
Background of the study
In today's globalized world, English is essential for communication and connecting people across nations, making its teaching and learning particularly important for young learners As a compulsory subject in school curricula worldwide, English is increasingly emphasized in early primary education, driven by parents' belief in its value for better educational and employment prospects This rising demand has resulted in a significant increase in English language programs for children, supported by educational policymakers Consequently, there is a growing number of young learners and teachers, along with an expanding array of resources, including language policy documents, teaching materials, and academic studies focused on teaching English to young learners.
The Viet Nam National Foreign Language 2020 Project, initiated by the government from 2008 to 2020, aims to enhance the foreign language education system, making English a compulsory subject for primary students starting in grade 3 and optional in grade 1 This initiative underscores the importance of teaching English to children as a vital strategy for advancing national education and the economy A critical component of teaching English to young learners is pronunciation, which is essential for effective communication in both everyday interactions and classroom settings As Tench (1981) emphasized, pronunciation is as crucial as grammar and vocabulary for language learners aiming to communicate intelligibly.
Rationale of the study
Mastering pronunciation is crucial for fluent communication in English, yet many teachers prioritize grammar, vocabulary, and the four core skills—reading, speaking, listening, and writing—over pronunciation practice This often results in limited opportunities for students to refine their pronunciation, especially when traditional methods like repetitive drills fail to engage them To enhance students' interest and effectiveness in learning pronunciation, educators must adopt innovative and motivating teaching strategies.
Teaching pronunciation to young language learners requires different techniques compared to adults, as children have unique characteristics and interests One effective method for teaching pronunciation to young learners is through the use of chants, which, although not new globally, has recently gained popularity in Vietnam's primary education Incorporated into the "Tieng Anh" 3, 4, and 5 textbooks by the Ministry of Education and Training, chants provide an enjoyable way for students to improve their pronunciation while motivating them to learn English Overall, the use of chants offers numerous educational benefits and positively impacts teaching for primary school learners.
The study titled “An investigation into teachers’ perceptions and practice of using chants to teach pronunciation at some primary schools in Hue city” aims to explore how teachers perceive the use of chants for teaching pronunciation and to examine the actual implementation of this method in selected primary schools in Hue city.
The aims and research questions of the study
This study aims to investigate teachers' perceptions of using chants for teaching pronunciation and the actual implementation of chants in this context The researcher seeks to highlight the effects of chants on English pronunciation learning, while also identifying challenges faced by teachers in primary schools in Hue city when incorporating chants into their lessons Additionally, the study intends to provide effective suggestions for using chants to enhance pronunciation skills among primary students in EFL classrooms.
This study attempts to finds out the answers to the following questions:
1 What are teacher‟s perceptions towards using chants to teach pronunciation to EFL primary school learners?
2 How are chants used in teaching pronunciation for EFL primary school learners ?
3 What are some limitations and suggestions of using chants in teaching pronunciation for EFL primary school learners?
Significance of the study
This study aims to enhance teachers' and young children's understanding of the role of chants in teaching pronunciation It seeks to offer effective strategies for using chants to improve pronunciation among young learners Additionally, the research provides practical insights for educators in primary schools in Hue City, demonstrating how chants can facilitate pronunciation practice and create an enjoyable and engaging environment for children learning English.
Scope of the study
This study explores the effectiveness of using chants to enhance pronunciation teaching techniques Conducted in seven primary schools in Hue City, the research involves 30 highly qualified and experienced English teachers, aiming to identify best practices for implementing this method in the classroom.
Structure of the study
This thesis consited of five chapters:
Chapter 1: INTRODUCTION: This chapter provided a brief introduction to the background and rationale of teachers‟ perceptions and practice of using chants to teach pronunciation It also provides an overview of research questions, the research scope, and the research structure
Chapter 2: LITERATURE REVIEW: This chapter revised some previous studies and theories related to teachers‟ perceptions and practice of using chants to teach pronunciation
Chapter 3: METHODOLOGY: This chapter described the Methodology used to investigate teachers‟ perceptions and practice of using chants to teach pronunciation It also described the research participants, research instruments, and research procedure
Chapter 4: FIDINGS AND DICUSSION: This chapter presented the results of the research The discussion is conducted based on the collected data from the research
Chapter 5: CONCLUSIONS AND IMPLICATIONS: This chapter concluded the study, discussing the Findings, giving Implications of using chants to teach pronunciation for primary school leaners as well as summarize the thesis.
LITERATURE REVIEW
Young language learners
2.1.1 Definition of young language learners
Pinter (2011) categorizes young learners into three distinct groups: the first group consists of children starting preschool around age three, the second includes those entering primary school between ages five and seven, and the third comprises children completing primary school at ages eleven or twelve, with some countries extending this to ages thirteen or fourteen Similarly, Linse (2001) defines young learners as individuals aged five to twelve years.
Young learners, as defined by McKay (2006), are individuals acquiring a foreign or second language during the initial 6 to 7 years of formal education They can be categorized into three distinct groups based on their learning stages and needs.
1 Entry year age, usually 5- or 6 year olds: teaching often emphasizes oral skills and sometimes also focuses on literacy skills in the children‟s first and foreign language
2 Lower primary age, 7-9: approach to teaching tends to be communicative with little focus on form
3 Upper primary/ lower secondary age, 10-14: teaching becomes more formal and analytical
2.1.2 Characteristics of young language learners:
Teaching English to children presents unique challenges due to their distinct characteristics compared to adult learners Children possess individual personalities and varied interests in language acquisition, making their learning experience different from that of adults According to Scott and Ytreberg (1995), several key traits define children's approach to learning languages.
• They understand situations more quickly than they understand the language used
• Their understanding is based on the physical world – it is always connected with direct experience
• They have a short attention and concentration span
• Young children are enthusiastic and positive about learning Therefore, it is especially important to praise them to keep them motivated and enthusiastic
• They will rarely admit they do not know something
Printer (2006) also showed some differences between young learners and older learners:
Children are at pre-school or in the first couple of years of schooling
These children are well established at school and comfortable with school routines
Generally, they have a holistic approach to language, which means that they understand meaningful messages but cannot analyze language yet
They show growing interest in analytical approach, which means that they begin to take an interest in language as an abstract system
They have lower levels of awareness about themselves as well as about the process of learning
They show growing interest in analytical approaches about themselves as language learners and their learning
They have limited reading and writing skills, even in their first language
They have well- developed skills as readers and writers
Generally, they are more concerned about themselves than older
They have a growing awareness of others and their viewpoints
They have limited knowledge about the world
They have a growing awareness about the world around us
They enjoy fantasy, imagination and movement
They begin to show an interest in real- life issues
Teaching English at an early age offers numerous advantages due to the unique characteristics of young learners Children possess a heightened ability to grasp pronunciation and acquire a second language more easily than adults At this stage, they are less inhibited by the fear of making mistakes and are eager to absorb new information By motivating students and encouraging their participation in classroom activities, teachers can enhance the effectiveness and enjoyment of the learning process.
An overview of pronunciation
Pronunciation is a crucial aspect of speech and a fundamental element of the English language, encompassing the production of sounds as defined by Cook (1996, as cited in Pourhosein Gilakjani, 2016) It is acquired through repetition and correction of sounds, with Pourhosein Gilakjani (2012) and Yates and Zielinski (2009) emphasizing its role in conveying meaning through the articulation of consonants and vowels Pronunciation includes both segmental features, such as individual sounds, and suprasegmental features, including stress, timing, rhythm, intonation, and phrasing Additionally, Richard and Schmidt (2002) describe pronunciation as the method of producing specific sounds.
There are two main features of pronunciation: Segmental features and suprasegmental features This figure shows the main features of pronunciations:
Figure 2.1 Features of pronunciation- Kelly (2000, p.1)
Phonemes are the distinct sounds in a language, as defined by Kelly (2000) While individual articulation may vary, we can accurately describe how each sound is produced The choice of one phoneme over another can alter a word's meaning, highlighting the significance of phonemes in language Additionally, phonemes serve as analyzable sound units, also referred to as segments (Kelly, 2000).
Kelly (2000, p.3) defined that:” suprasegmental features, as the name implies, are features of speech which generally apply to groups of segments or phonemes The
Word stress Sentence stress features which are important in English are stress, intonation, and how sounds change in connected speech.”
2.2.3 Reasons to teach pronunciation to children
Pronunciation plays a crucial role in effective communication, as listeners rely on it to accurately grasp the speaker's intended meaning Yates & Zielinski (2009) emphasize that learners with good pronunciation are more likely to be understood, even if they make mistakes in other areas, while those with poor pronunciation may remain unintelligible despite having a rich vocabulary and flawless grammar Inadequate pronunciation can lead to misunderstandings, confusion, and conversational breakdowns Moreover, effective communication often hinges on pronunciation rather than strict adherence to grammar and sentence structure Additionally, pronunciation can serve as a measure of a speaker's language proficiency and social standing.
Pronunciation holds significant social value, often linked to perceptions of prestige, intelligence, and professional competence It reveals important information about a speaker's geographical and social background and is particularly noticeable in non-native speakers Consequently, mastering pronunciation is crucial in learning English, as achieving good or native-like pronunciation boosts speakers' confidence and fosters meaningful conversations.
Pronunciation plays a crucial role in English language teaching and should be emphasized in classroom settings Research indicates that starting pronunciation training at an early age enhances children's ability to perceive and produce English sounds and intonation more accurately than adult learners Young children are particularly adept at second language acquisition, often achieving native-like pronunciation According to Pinter (2006), early exposure to English significantly increases the likelihood of acquiring native-level fluency without an accent.
According to Kuỗ (2008), children aged 7-12 possess a remarkable ability to imitate sounds, displaying less self-consciousness compared to those aged 13 and older This natural talent for sound imitation diminishes with age, making it more challenging for older learners to achieve perfect pronunciation Consequently, young children tend to excel in English pronunciation, highlighting the importance of focusing on pronunciation skills in second language acquisition, especially for younger learners.
Definition of chants
Chants are a modern and effective method for teaching English to children, with various definitions highlighting their rhythmic nature Phillips (1993) describes a chant as akin to a song without music or a poem with a distinct rhythm, while Matt (2011) emphasizes that it involves vocabulary spoken over a musical backdrop According to Oxford Dictionaries, a chant is a repeated rhythmic phrase often sung or shouted in unison, commonly associated with rituals Among the types of chants, Jazz Chants are particularly popular for young learners, defined by Graham (2006) as a rhythmic presentation of natural language that connects the rhythms of spoken American English with traditional American Jazz.
The use of chants to teach young learners in primary schools
Chants offer numerous educational advantages in Teaching English to Young Learners (TEYL), effectively enhancing skills such as speaking and listening They also aid in teaching essential language components, including grammar, vocabulary, and pronunciation.
2.4.1 Using chants to teach listening skills
Listening is a crucial skill for teaching second languages and aiding young learners in language acquisition Linse (2005) emphasizes that chants serve as an effective auditory tool within the realm of listening skills.
Total Physical Response (TPR) is an effective classroom technique developed by James J Asher in 1977 to enhance listening skills and language acquisition in young learners This method involves students physically responding to oral commands given by the teacher, who demonstrates the actions while students follow along and repeat the commands TPR can be integrated with songs and finger plays, which are engaging chants that involve hand and finger movements Initially, teachers lead the finger plays, allowing children to mimic the actions, and once they grasp the chant, students can participate by chanting and using finger plays to identify body parts.
“Head and shoulders, knee and toes, knee and toes Head and shoulders, knee and toes, knee and toes
Eyes and ears and mouth and nose Head and shoulders, knee and toes, knee and toes”
(Taken from “Practical English Language Teaching Young Learners” by Caroline
T Lines” McGraw Hill (2005, p.32) Teachers can add more hand signals, gestures to songs and finger - plays that are meaningful for young children to show what they meant Applying chants in classroom can help students to practice and improve listening skills
2.4.2 Using chants to teach speaking skills
Developing speaking skills is essential in the language teaching and learning process, particularly for young learners One effective pedagogical tool for enhancing these skills is the use of chants According to Linse (2005), the Audio-lingual Method (ALM) serves as a classroom technique that emphasizes habit formation based on language patterns (Celce-Murcia, 2011) Key features of this method suitable for young learners include drills with choral responses and dialogues Linse (2005) also highlighted that songs and chants are valuable resources within the Audio-lingual Method, significantly contributing to the development of speaking skills.
The Audio-Lingual Method utilizes chants to motivate students in language learning through repetitive practice of vocabulary, phrases, and sentence structures, often in a choral format Songs and chants are crafted with repetitive lines or choruses, enabling learners to practice speaking skills by collectively repeating sentence patterns or dialogues.
Cameron (2005) emphasizes the use of dialogues and discourse in learning spoken language, particularly through songs and chants designed for young learners Teachers can enhance the learning experience by setting up new situations using textbook images or text, and incorporating props like large pictures or blackboards To bring characters to life, educators can utilize puppets, figurines, or images, allowing students to engage in role-playing This collaborative effort enables teachers and young learners to construct dialogues as a drama, supported by actions and props to aid understanding and retention The teacher's role includes providing phrases and sentences, modeling them, and guiding students in their spoken practice.
According to Graham (1978), chants encompass commonly used structures in conversational English, offering students valuable patterns and vocabulary beyond the classroom Linse (2005) emphasizes that in the Communicative Approach, teachers utilize real-life situations and authentic materials, including songs and chants, to create realistic communicative events Consequently, chants serve as an effective technique for enhancing speaking skills.
2.4.3 Using chants to teach grammar
Chants are effective tools for teaching grammar and sentence structures, as they help young learners retain these concepts through repetition According to Forster (2006), integrating music and rhythm into language activities enhances engagement and creativity in the classroom This approach not only expands teaching possibilities for educators but also provides students with diverse opportunities to practice and develop new language skills.
Grammarchants, as defined by Graham (1993), are rhythmic exercises that highlight key aspects of American English grammar, providing an enjoyable method for students to reinforce fundamental spoken language principles These chants are tailored to focus on basic structures suitable for students' proficiency levels, covering essential grammar points such as tenses, modal verbs, and superlatives, as well as more complex structures An example of a grammarchant demonstrates the formation of Yes/No questions and short responses using the verbs be, do, and can.
Yes, I do, but not very well “ (Taken from “Grammarchant- More jazz chants” by Carolyn Graham, Oxford
University Press, (1993, p 20) Another example of grammar chants with aim to help students learn commands (positive and negative with the word: will, won‟t)
Look at the moon tonight ●
Look at the stars tonight ●
(Don‟t drop the flashlight; Taken from “Creating Chants and Songs” by Carolyn Graham, Oxford University Press, (2006, p.128)
In this chant the grammar words rhyme, so in creating teachers „own chant, teachers can substitute any 2-syllable nouns for flashlight and birdcage, for example: kitten, teapot, bucket
Chants serve as an effective tool for demonstrating structural and grammatical concepts, enabling young language learners to grasp grammar points and structures more easily By incorporating chants into lessons, students can better remember and comprehend grammatical explanations, enhancing their overall understanding of the language.
Chants utilize repetition and learner responses, with a focus on maintaining a clear, steady beat and rhythm Initially, students should echo the chant lines as modeled by the teacher or a recording As they become more comfortable, they transition from simple choral repetition to engaging in group responses to questions or statements, fostering a dialogue with the teacher This interaction can evolve into a more complex three or four-part exchange.
2.4.4 Using chants to teach vocabulary
According to Graham (2006, p.6), vocabulary chants are the simplest type of chants for students to learn, enabling them to express emotions through stress and intonation while expanding their vocabulary When teaching young learners, it is essential for educators to incorporate familiar topics such as animals, food, classroom items, days, and numbers To create an effective vocabulary chant, teachers should follow a structured approach.
Step 2: Write down the word related to topic
Step 3: Separate the words into sounds according to the number of syllables Step 4: Choose three of the words with different number syllables
For instance, to make a vocabulary chant contained 3 words: the first word:
2 syllables , the second word 3 syllables , and the third word 1 syllable word and put them together with a bit of repetition as following:
1 2 3 4 Another vocabulary chant to help students practice with the syllable pattern: 2,2,1
( Taken from “Creating Chants and Songs” by Carolyn Graham, Oxford University Press, (2006, p.117)
Teacher can create their own chants with three words in a similar arrangement The stress in the 2- syllable words should be on the first syllable: 2 syllables 2 syllables 1 syllable
Vocabulary chants can be effectively adapted in classrooms to enhance students' vocabulary across various topics This engaging method not only makes learning enjoyable but also aids in the easy and effective retention of new words.
Using chants to teach pronunciation
According to Huber (1994, as cited in Kung, 2013), chants enhance the understanding of stress and intonation in speech, enabling more effective production of these elements across various speech lengths Incorporating chants in learning can significantly aid children in mastering stress, rhythm, and intonation, ultimately improving their pronunciation skills.
2.5.1 Using chants to teach individual sounds
Chants provide young learners with the chance to practice specific English sounds, enhancing their pronunciation skills By concentrating on individual sounds, such as the third person, singular, plural forms, and various tenses, including /s/, /z/, /ez/, and /iyz/, students can improve their understanding and usage of these phonetic elements.
He wants one egg, Two bananas, three hot dogs, four hamburgers, five cookies, six sandwiches
(Hungry boy chant; Taken from “Let‟s chant, Let‟s Sing “by Carolyn Graham,
Furthermore, in classroom activity, chant is used to spell name and learn the letter of alphabet This is an example to illustrate how chants are used to teach phonics:
(Taken from “Creating Chants and Songs” by Carolyn Graham, Oxford University
(2006, p.14) Teacher can adapt this chant by choosing different names and letters By the repetition of rhythmical patterns, young learners can learn phonics and practice individual sounds in English
2.5.2 Using chants to teach word stress
Stress is a crucial tool for speakers, allowing them to emphasize important information during communication By using stress, speakers make certain words louder and stronger, distinguishing them from unstressed words Every English word with multiple syllables has a specific stress pattern, with one primary stress in words of two or more syllables Teaching word stress can be effectively demonstrated through the use of chants.
Have a nice week- end Thanks, you too!
Have a nice week- end Thanks, you too!
(“Have a nice weekend”, Taken from “Small talk- More Jazz Chant” by Carolyn Graham (1986, p.18)
2.5.3 Using chants to teach sentence patterns stress
Chants, as defined by Forster (2006), are sequences of real language structured within a rhythmic framework This rhythmic structure is particularly effective for teaching stress-timed languages, as it allows for specific syllables to fit into designated time patterns Utilizing chants offers an efficient method for highlighting the stresses within phrases and identifying which syllables or words carry less emphasis.
Graham (2006) introduced chants that follow a 4-beat rhythm, which is crucial for effective chanting Each language has its unique sound systems characterized by rhythmic patterns, stress, and intonation In English, not all words in a sentence are stressed; typically, content words such as nouns, main verbs, and adjectives receive emphasis, while function words like articles, auxiliary verbs, and prepositions are often unstressed and shortened to maintain the 4-beat structure.
2.5.4 Methods to teach pronunciation by using chants for young learners
There are many techniques depended on the students‟ level and real classroom conditions to teach chants in classroom
In general, there are four stages in teaching jazz chants to young learners (Graham, 2006) as following:
- Preview Giving the title of the chant, talking what the students think it is about English language is used simplify and easily to understand
- Listen: Let students learn with the chant, sing it or play on a CD player, stressing the rhythm of the chant by using different instruments
- Choral chanting: Teacher shows the text of the chants Therefore, students can read the chants and repeat the chants after the teacher or the recording
In a classroom setting, students engage in group chanting by first reciting the chant collectively, allowing for a unified understanding The teacher then organizes the class into smaller groups to practice specific sections of the chant, fostering collaboration and teamwork Following this, students pair up to perform the chants individually for the class, encouraging confidence and public speaking skills.
Forster (2006) also gave some basic guidelines to teach chants for young language learners:
Teachers often begin lessons with oral activities, postponing written tasks for later By reviewing the previous lesson’s content, they can enhance understanding and retention Revisiting learned chants not only reinforces knowledge but also boosts students' confidence in their abilities.
In the second stage of teaching songs and chants, educators can enhance grammar and vocabulary understanding by expanding on existing chants These chants serve as effective tools for teaching speech rhythm and stress, allowing students to develop their language skills in a dynamic way Additionally, teachers are encouraged to create their own customized chants to address specific learning needs, making the learning experience more engaging and tailored to their students.
To effectively teach a chant, teachers should initially take on the longer parts while allowing young learners to focus on repetition This approach encourages students to engage more actively in oral practice Once students are comfortable with the chants, teachers can introduce dialogues that incorporate these chants To enhance vocabulary and grammar, variations of the chants should be added Finally, it is essential for teachers to create opportunities for young language learners to utilize the structures learned through the chants in practical contexts.
The advantages and disadvantages of using chants to teach pronunciation for young learners 19 1 Some benefits of using chants to teach pronunciation for young learners
2.6.1 Some benefits of using chants to teach pronunciation to young learners
Incorporating chants into classroom activities is an effective technique that enhances student motivation and engagement Young learners are naturally drawn to songs, rhythms, and chants, which stimulate their interest in learning According to Tough (2006), activities such as games, songs, dances, and rhymes significantly benefit young learners By integrating singing with physical actions like clapping and dancing, children gain valuable experiential learning opportunities This multisensory approach facilitates language acquisition, as rhythmic sounds and movements make it easier for young learners to grasp new vocabulary Chants, characterized by rhythmic repetition and accompanying gestures, allow students to practice English in a fun, confidence-building environment, free from anxiety.
Forster (2006) highlighted that chants serve as enjoyable and engaging tools for both first and second language acquisition He demonstrated that children enhance their vocabulary and multi-word structures through the use of chants, leading to improvements in English speech rhythms, intonation, and pronunciation.
Chants and music in lessons enhance variety, reduce anxiety, and boost learner motivation (Peralta, 2010) Incorporating music helps relax students and provides valuable practice opportunities, leading to more positive responses to enjoyable, music-infused activities According to Reis (2001), singing and chanting allow children to practice language skills while fostering a positive attitude and creative imagination in young learners.
Chants are an effective and engaging method for teaching English to young language learners, as highlighted by Annie (1995), who noted their role in enhancing pronunciation, intonation, and rhythm Graham (2006) further emphasized that chants aid learners in practicing the natural rhythms and stresses of conversation Their simplicity and brevity make chants easy for children to remember and repeat, allowing them to imitate intonation, word stress, and individual sounds Suitable for any age, level, and class size, chants align well with the characteristics and learning abilities of young learners Additionally, the interactive nature of creating, singing, clapping, and dancing to chants makes learning English enjoyable and fun for students.
2.6.2 Some limitations of using chants to teach pronunciation for young language learners
While using chants to teach pronunciation offers numerous benefits, teachers face significant challenges, such as the difficulty of getting to know each student in different classes The emphasis on sounds and rhythms often leads to students merely imitating what they hear, making it challenging for teachers to provide individual correction of pronunciation mistakes This situation complicates the ability to support strong students and assist weaker ones in improving their pronunciation skills Consequently, assessing students' progress and measuring their pronunciation abilities becomes a daunting task for educators.
Teaching English pronunciation to young learners presents unique challenges, primarily due to their short attention spans and susceptibility to losing motivation Musthafa (2010) notes that children typically maintain focus for less than 15 minutes, unlike adults who can concentrate for longer periods As a result, teachers must effectively manage the classroom and incorporate engaging activities to capture and sustain the interest of young students.
Thus, teachers must face these difficulties when teaching pronunciation through chants Teachers need find appropriate methods to apply chants effectively in classroom
2.7 Some previous studies related to the research
Many researchers have conducted their studies on the use of chants to teach English for young children in Vietnam and in the world Muhammad (2015) in
The study on "The use of Jazz Chants to improve young learners' mastery of body parts vocabulary" reveals innovative ways to teach vocabulary through chants It aims to assess how Jazz Chants enhance young learners' understanding of body parts vocabulary Findings indicate that Jazz Chants effectively improve speaking and listening skills among seventh graders Qualitative analysis shows notable advancements in students' participation, attention, interaction, and responses during lessons, with many eager to perform in front of the class The researcher concludes that Jazz Chants are a valuable method for teaching English vocabulary related to body parts and recommends their integration into vocabulary instruction Additionally, Jin Zhang (2011) explored the role of Jazz Chants in English language learning.
The research highlights the significance of incorporating additional materials like Jazz Chants in teaching language to very young and young students It emphasizes the benefits of using chants, music, and rhythm, demonstrating effective methods for teaching these elements to students of varying ages The study illustrates the positive effects of chants on language acquisition, showcasing their role in enhancing learning experiences for young learners.
In Vietnam, there are many studies regarding to the topic of teaching chants for children: such as Trang Mai Thi Huyen (2015) “Using chanting in teaching
This study explores the effectiveness of using chants to teach English vocabulary to young learners in primary schools within Le Thuy district, Quang Binh province It highlights teachers' perceptions regarding the incorporation of chants in vocabulary instruction and demonstrates practical applications in the classroom The findings reveal a positive attitude among teachers towards the impact of chants on enhancing vocabulary learning for primary school students Additionally, the researcher offers suggestions for effectively implementing chants in English vocabulary teaching.
The study explores the effectiveness of using English chants to teach young learners in primary schools in Quang Tri province It highlights various types of chants and offers teaching methods specifically designed for engaging young students in learning English through this interactive approach.
The previous review highlighted numerous methods for teaching young language learners through chants, yet there is a lack of research specifically focused on using chants to enhance pronunciation skills This study aims to explore pedagogical implications and provide recommendations for effectively utilizing chants in teaching English pronunciation to EFL primary school students.
METHODOLOGY
Introduction
This chapter described the research methodology that was used in the thesis
It included the research approach, research participants and research instruments Moreover, this chapter also described the process of data collection and data analysis.
Research approach
To explore teachers' perceptions and practices of using chants for teaching pronunciation to EFL primary school learners in Hue City, the researcher employed a mixed-methods approach, integrating both qualitative and quantitative research methods Creswell (2007) describes qualitative research as a way to understand the meanings individuals or groups assign to social issues, involving data collection in participants' settings and inductive analysis to derive general themes Conversely, Creswell (2008) defines quantitative research as a method for testing objective theories by examining relationships among measurable variables through statistical analysis By utilizing a mixed-methods approach, as noted by Creswell (2003), the study capitalizes on the strengths of both qualitative and quantitative methods, thereby enhancing the reliability of the findings and conclusions while mitigating the limitations inherent in each approach.
The researcher employed a quantitative approach by creating questionnaires to assess teachers' perceptions and practices regarding the use of chants for teaching pronunciation Additionally, a qualitative method was utilized, incorporating teacher interviews and classroom observations to gain insights into the actual implementation of chants in pronunciation instruction.
The analysis and interpretation of the collected data revealed insights into teachers' perceptions and practices regarding the use of chants in teaching English as a Foreign Language (EFL) to young learners To enhance the validity and reliability of this research, it is crucial to employ both qualitative and quantitative methods.
Research participants
The research was carried out at 7 primary schools in Hue city: Tran Quoc Toan, Le Loi, Vinh Ninh, Ly Thuong Kiet, Quang Trung, An Cuu and Thuan Thanh
The research involved 30 female English teachers from seven primary schools, with teaching experience varying from three to over twenty years Most participants held a Bachelor of Arts degree, while one teacher possessed a Master's degree in English teaching Detailed information about the participants is presented in the accompanying table.
Table 3 1.Background information of the participants
Background information Number = 30 Percentage (%) Name of primary schools
English for primary school level
Research instruments
To gather data for the research, the researcher utilized questionnaires and conducted interviews with teachers as the primary research tools Additionally, classroom observations were employed to validate the reliability of the data obtained from these instruments.
This research utilized questionnaires comprising 30 items categorized into three main areas: teachers' perceptions of using chants for pronunciation, the practical application of chants in teaching pronunciation, and the challenges faced by teachers in this context The questionnaires included both open and open-ended questions, allowing for spontaneous and free-form responses, which facilitate a deeper understanding of teachers' experiences and insights, as noted by Oppenheim (1992) and McGuirk and O’Neill (2005) Designed in both English and Vietnamese, the questionnaires aimed to explore teachers' views on the effectiveness of chants in teaching pronunciation, their actual use in classrooms, and the difficulties encountered when implementing this method with primary school learners.
Table 3 2 Summary of clusters in the questionnaire
1 Teachers‟ perceptions of using chants to teach pronunciation for primary school learners
2 Teachers‟ practice of using chants to teach pronunciation for primary school learners
3 Limitations and suggestions of using chants to teach pronunciation for primary school learners
Totally 30 copies of the questionnaires were delivered to 30 English teachers of 7 primary schools in Hue city Before delivering the questionnaires, the researchers gave some explanations about the purposes and the content of the questionnaires The questionnaires were designed in English In order to help the participants deeply understand and choose the appropriate questions, all the questionnaires were translated into Vietnamese
Pilot questionnaires were randomly administered to five English teachers, leading to the distribution of 30 questionnaires to educators at seven primary schools in Hue City All questionnaires were successfully returned, allowing for thorough data collection and analysis.
An interview, as defined by Schostak (2006), is a dynamic conversation aimed at gathering in-depth information about a specific topic, allowing researchers to interpret phenomena through the meanings provided by interviewees This method empowers participants to express their thoughts and feelings in their own voice (Berg, 2007), making the data collected from interviews a valuable complement to questionnaire results Dürnyei (2007) notes that qualitative data is often gathered through interviews and questionnaires, but interviews are more effective in eliciting rich narrative data that provides deeper insights into individuals' perspectives (Kvale, 1996) Thus, interviews serve as a powerful tool for this research's findings.
In a study involving face-to-face interviews with six out of thirty English primary teachers from various schools, the researcher aimed to gather reliable data through eight open-ended questions aligned with four main clusters from the questionnaires Conducted in English to accurately capture responses, the researcher provided assistance when interviewees faced challenges in articulating their thoughts The collected data from the interviews was analyzed alongside questionnaire responses to gain deeper insights into teachers' perceptions and practices of using chants for teaching pronunciation To ensure confidentiality, participants were anonymized and referred to as Teacher A through Teacher F.
Classroom observation was utilized in this research to gather more reliable data, as it serves as an effective alternative assessment method for evaluating learner performance, according to Campbell & Duncan (2007).
According to Ma & Ren (2011), observation is the most straightforward research method for teachers to utilize within their classrooms In this study, classroom observation was employed to gather additional information, enhancing the reliability of the data collection questionnaire This method proved to be a valuable tool in supporting the research findings and discussions.
The researcher conducted observations in five primary schools (Le Loi, Vinh Ninh, Thuan Thanh, Quang Trung, and Ly Thuong Kiet) across grades 3, 4, and 5, involving classes of 30 to 35 students each Equipped with various teaching tools such as TVs, projectors, cassettes, pictures, and headphones, the classrooms provided a conducive environment for learning The purpose of the classroom observations was to validate the reliability of the questionnaire and assess the effectiveness of using chants for teaching pronunciation A classroom observation sheet was designed to aid in data collection, allowing the researcher to document the teaching procedures, classroom activities, teacher instructions, and student participation.
Data collection and data analysis
Data collection procedures: The data collection procedures consisted of:
The researcher developed questionnaires in both English and Vietnamese for 30 English teachers across seven primary schools in Hue City, including Tran Quoc Toan, Le Loi, Vinh Ninh, Ly Thuong Kiet, Quang Trung, An Cuu, and Thuan Thanh Prior to distribution, pilot questionnaires were randomly administered to five primary English teachers to refine the survey After the pilot phase, the finalized questionnaires were distributed to all 30 teachers, and all responses were successfully collected for data analysis.
Following the data collection from questionnaires, interviews were conducted with six primary school English teachers selected from 30 surveyed participants Each teacher was asked eight questions regarding their perceptions and practices of using chants to teach pronunciation in primary schools in Hue City The interviews, lasting 15 minutes and conducted in English, involved the researcher taking notes on the participants' responses To ensure clarity and gather more precise feedback, the researcher provided explanations, translated questions into Vietnamese, and offered support when necessary.
Following the interviews, the researcher randomly selected five teachers for classroom observations During these observations, the researcher completed a classroom observation sheet and took detailed notes on each stage of the lessons Additionally, the researcher noted various activities of both teachers and students, providing comments throughout the lessons.
Upon completing the data collection process, the gathered information was systematically organized and analyzed using statistical frequency and percentage methods, presented through tables, charts, and figures All data were coded and analyzed with the Excel program, while interviews contributed to the interpretation of findings and discussions.
Summary
This chapter outlines the research participants and methodology, employing both quantitative and qualitative approaches Data were gathered using three instruments—questionnaires, interviews, and classroom observations—to explore teachers' perceptions and practices regarding the use of chants for teaching pronunciation in primary schools in Hue City The subsequent chapter will reveal the research findings and discussions.
FINDINGS AND DISCUSSIONS
Teacher‟s perceptions of using chants to teach pronunciation
4.1.1 The definitions of chants in teaching English for young learners
Chants have various definitions This table below showed how the primary teachers understand about the definitions of chants
Table 4 1.The definitions of chants in teaching English for young learners
Definition of Chants Number of respondents
To be like a song without music or a poem with a very marked rhythm 2 6.7
To be simply vocabulary spoken over a background of music or rhythm 2 6.7
To be repeated rhythmic phrase, typically one shouted or sung in unison by a crowd 1 3.3
The data from the chart shows that a large number of the surveyed teachers
A significant majority of English primary school teachers, accounting for 86.7%, possess a clear understanding of the definition of chants, while only a small minority, 13.3%, hold misconceptions This indicates that most educators are well-informed about the role of chants in teaching English to young learners in the classroom.
4.1.2 The frequency of using chants to teach English for primary school learners
Chants are a highly effective tool for teaching English to primary school students The accompanying figure illustrates the prevalence of chant usage in English instruction across various primary schools in Hue city.
Figure 4 1.The frequency of using chants to teach primary school learners
A significant majority of surveyed participants (83.3%) reported that primary school teachers typically use chants to teach young language learners, while 16.7% indicated they sometimes employ this method Notably, none of the participants claimed to rarely or never use chants in their English instruction These findings highlight the frequent application of chants in teaching English to primary school students and demonstrate that most teachers acknowledge their importance in the classroom.
Teacher A emphasized the importance of incorporating chants in teaching English to primary school students, noting that most primary textbooks include chant activities This highlights the necessity of using chants as an effective teaching tool for young learners.
Teacher C believes that using chants is an effective teaching method for primary school students, incorporating them into lessons once or twice a week based on the school's syllabus.
4.1.3 The benefits of using chants to teach pronunciation for primary school learners
Chants serve as effective pedagogical tools for teaching English to young learners, as highlighted by Graham (1978) They offer a fun and engaging method that not only motivates primary school students but also enhances their pronunciation skills A chart illustrating teachers' perceptions further emphasizes the numerous benefits of incorporating chants into English language instruction for young learners.
Using chants is an effective pedagogy tool to teach pronunciation.
Using chants is a funny and useful technique to teach pronunciation
Using chants can motivate and encourage primary learners to practise pronunciation.
Using chants can reduce primary learners' anxiety when practising pronunciation
Figure 4 2 The benefits of using chants to teach pronunciation for primary students
According to Figure 4.2, 47.7% of surveyed teachers consider chants to be an effective pedagogical tool for teaching pronunciation This indicates a strong consensus among educators that utilizing chants is a beneficial and effective approach for teaching English to primary students.
According to a study, 20% of teachers believe that incorporating chants is an effective and enjoyable method for teaching pronunciation Forster (2006) emphasizes that chants can foster an engaging and relaxed environment, which aids young learners in acquiring new language skills.
Chants serve as enjoyable and engaging tools for young learners in second language acquisition Primary teachers have found that using chants is an effective and entertaining method to aid primary students in learning English.
In addition, 20.0 % of the surveyed teachers chose that:” Using chants can motivate and encourage primary learners to practise pronunciation” Gardner
In 1993, it was highlighted that incorporating chants in English language instruction for young learners enhances their attention and interest, thereby motivating them to learn Consequently, utilizing chants is recognized as an effective method to inspire and support primary learners in acquiring new language skills and practicing pronunciation.
Besides,13 3 % out of teachers chose that “Using chants can reduce primary learners „anxiety when practising pronunciation” According to Maribel Peralta
Incorporating chants into lessons enhances variety, alleviates anxiety, and motivates learners Music serves to relax students, while practicing common phrases with authentic models boosts their confidence in conversational use Engaging activities that involve music lead to a more positive response from students, making lessons more enjoyable.
The survey results reveal that a significant number of teachers recognize the advantages of using chants to enhance English pronunciation among primary students This awareness suggests that most educators are inclined to incorporate chants into their teaching practices consistently.
4.1.4 Some aspects of language which teachers can apply chants to teach primary school learners
Chants serve as an effective tool for teaching the natural rhythm, stress, and intonation of conversational English, as noted by Graham (1979) They aid in reinforcing grammatical concepts such as the present simple, past simple, pronouns, and questions Furthermore, chants enhance students' listening and speaking skills, providing a dynamic approach for educators to engage learners in language acquisition.
Figure 4 3 Aspects of language which teachers can apply chants to teach primary school learners
According to the data presented in figure 4.3, 40% of surveyed teachers believe that chants are effective for teaching pronunciation, while 30% think they can be used to teach vocabulary.
In 2006, it was noted that incorporating chants can enhance young learners' vocabulary and understanding of multi-word structures Additionally, 10% of teachers surveyed recognized the potential of chants in grammar instruction Read (2007) supported this view, asserting that chants are effective tools for practicing both vocabulary and grammar.
(2001) also stated that by exaggerating the stress and rhythm, young learners can internalize pronunciation, vocabulary and grammar
The reality of using chants to teach pronunciation at some primary school in Hue city
4.2.1 The stages of the lesson teachers use chants to teach pronunciation for primary school learners
Figure 4 5 The stages of the lesson teachers use chants to teach pronunciation for primary students
According to Figure 4.5, a survey of teachers revealed their opinions on when chants are typically incorporated into lessons Only 10% of the teachers indicated that chants are usually taught during the presentation stage In contrast, 20% preferred using chants in the lead-in activity, while a significant 66.7% believed that chants are primarily taught during the practice stage of a lesson Only 6.7% of teachers held a different view.
% of surveyed teachers thought that production stage can be used chants to teach
Teacher A emphasizes the importance of using chants as a warm-up activity in the classroom, stating that it helps create a fun atmosphere and smoothly transitions students into the lesson This engaging approach not only fosters a positive learning environment but also facilitates easier comprehension of new material for students.
Teacher E emphasized the importance of using chants during the production stage of lessons to enhance students' pronunciation skills This approach not only motivates students but also helps maintain their attention throughout the lesson.
During classroom observations, it was evident that primary teachers frequently utilized chants during the production stage of lessons This approach allows students to practice what they have learned, enabling them to review and refine individual sounds, word stress, sentence stress, rhythms, and intonation Consequently, incorporating chants in the production stage significantly enhances students' pronunciation and intonation skills.
4.2.2 Teachers’ equipment and preparation to teach chants for primary school learners
Figure 4 6 Teachers’ equipment to teach chants for primary school learners
A significant majority of surveyed teachers (63.3%) reported using cassettes to teach chants in the classroom, while 20% utilized musical instruments like the piano, organ, and drums for the same purpose Only a small fraction (10%) indicated that they created their own chants for primary school students Additionally, 6.7% of teachers mentioned using alternative equipment, such as videos and PowerPoint presentations, to enhance their chant teaching methods.
When carrying out the interview, teacher C admitted “I usually use cassette, tape or CD to teach chants in my classroom Using cassette is easy and convenient way to teach chants.”
Teacher C utilizes CDs and tapes from the "Let's Chant" series in the Tieng Anh 3, 4, and 5 textbooks to enhance her teaching Additionally, she creates original chants to meet her students' specific learning needs.
Teacher F emphasized the use of PowerPoint presentations to display chant lyrics on a projector screen during lessons Additionally, they incorporate videos to enhance students' listening, singing, and dancing experience with the chants.
This figure reflected primary school teachers‟ preparation to teach pronunciation through chants for their students
Prepare Cassette, CD tapes only.
Prepare Cassette with materials such as books, pictures, puppets
Figure 4 7 Teachers’ preparation to teach chants for primary school learners
According to the survey results illustrated in Figure 4.7, 16.7% of teachers relied solely on cassettes, CDs, and tapes for teaching chants In contrast, a significant majority of 56.7% combined cassettes with additional teaching materials like books, pictures, and puppets Furthermore, 20.0% of the teachers incorporated musical instruments into their lessons, while only 6.7% utilized a variety of equipment for teaching chants.
In an interview, teacher F mentioned that while teaching “Let’s chant,” they frequently utilize a cassette along with an available CD and tape They also prepare cassettes featuring pictures and puppets specifically for classroom observations or extracurricular activities.
Contrary to my classroom observations in Hue City, most English primary school teachers primarily rely on cassettes to teach chants, with minimal use of diverse teaching tools like musical instruments or digital resources such as videos and projectors To enhance student motivation and engagement in learning chants, it is essential for primary teachers to diversify their teaching methods and incorporate various equipment.
4.2.3 Methods of using chants to teach pronunciation for primary leaners
Teachers can effectively use chants to enhance pronunciation skills among primary school learners, tailoring their techniques based on students' levels, interests, and available resources Various methods employed by English primary teachers in Hue City illustrate the diverse approaches to incorporating chants in the classroom.
Table 4 3 Methods of using chants to teach pronunciation for primary leaners
Teachers play CD and let students practice word stress, sentence stress, rhythm and intonation
Teachers set a situation, provide chants with written words, play CD and let students practice word stress, sentence stress, rhythm and intonation individually or in group work
Teachers create chants on their own, model for students and guide students to practice word stress, sentence stress, rhythm and intonation
According to Table 4.3, a significant majority of participants (73.7%) agreed that teachers create a learning environment by providing chants with written lyrics and utilizing CDs to help students practice word stress, sentence stress, rhythm, and intonation, either individually or in groups Graham (2006) outlines four essential stages for teaching chants: preview, listen, choral chanting, and group/individual chanting This approach emphasizes that teachers first set the context and explain the chants before allowing students to practice collectively or in pairs, which is the preferred method among the surveyed educators for classroom instruction.
According to the survey, 16.7% of teachers reported using CDs to help students practice word stress, sentence stress, rhythm, and intonation However, some primary school teachers noted that they primarily relied on cassettes with available CDs, allowing students to repeat phrases from their textbooks, such as "Let's chant."
Only 10% of surveyed teachers reported creating their own chants to teach primary school learners, modeling word stress, sentence stress, rhythm, and intonation for their students This indicates that very few educators utilize self-created chants as a teaching tool in the classroom.
Teacher D expressed that certain sections of "Let's Chant" may not engage primary students effectively To address this, she develops her own chants that incorporate the vocabulary and sentence structures from the lessons, utilizing rhythmic repetition to enhance her students' pronunciation skills.
Limitations and suggestions of using chants to teach pronunciation
4.3.1 Limitations of using chants to teach pronunciation for primary school learners:
Table 4 5.Limitations of using chants to teach pronunciation for primary school learners
Strongly disagree Disagree Neutral Agree Strongly agree
1 When teaching pronunciation by chants, it is difficult for teachers to correct pronunciation mistakes for each individual student
2 Teachers cannot measure students‟ pronunciation progress when teaching chants
3 When teaching chants, teachers have difficulty in keeping students‟ concentration and motivation
4 Multi-level students, different learning styles and characteristics affect the use of chants
5 Students have problems in phonetics and phonology 0.0 0.0 20.0 43.3 36.7 4.2
Table 4.5 highlights the challenges of using chants for teaching pronunciation to primary school learners, with most surveyed participants expressing strong agreement with the statements presented The statistical data indicates a consensus among respondents, emphasizing the effectiveness of chants in enhancing pronunciation skills.
When teaching pronunciation by chants, it is difficult for teachers to correct pronunciation mistakes for each individual student” was quite high (3.9) About
A significant 76.7% of surveyed teachers acknowledged the challenge of correcting individual pronunciation mistakes when using chants in the classroom This finding aligns with Berry & Williams (1992), who noted that teachers struggle to connect with each student across various classes due to the emphasis on sounds and rhythms As a result, students often engage in mere imitation during these practices, making it difficult for teachers to provide personalized feedback on English pronunciation errors.
One significant disadvantage of using chants to teach pronunciation to young learners is that teachers find it challenging to measure students' pronunciation progress According to survey results, 73.7% of respondents agreed with this concern, while only 6.7% disagreed This indicates that a majority of teachers believe assessing pronunciation improvement during chant-based instruction is difficult.
Table 4.5 reveals that the mean score for the statement regarding teachers' challenges in maintaining students' concentration and motivation during chant lessons exceeded 4.0, indicating a consensus among participants on this difficulty According to Scott and Ytreberg (1995), young children possess short attention spans, which further complicates teachers' efforts to engage and motivate them while teaching chants.
When conducting the interview, teacher D stated that:
Teaching primary school students effectively involves creating a joyful and engaging learning environment To maintain students' interest and motivation in learning English pronunciation, teachers should incorporate diverse and innovative teaching methods rather than relying on repetitive techniques By introducing new approaches, educators can keep children excited about their lessons and enhance their overall learning experience.
Teachers must understand the significance of maintaining student attention and motivation in the classroom To effectively teach pronunciation to primary school learners using chants, it is essential for educators to actively monitor and manage their classroom environment.
One significant limitation of utilizing chants in teaching primary school learners is the diverse levels, learning styles, and characteristics present among young language learners As indicated in Table 4.5, 80% of surveyed teachers concurred that the varying levels and learning styles of students impact the effectiveness of using chants in the classroom This highlights the need for educators to consider these differences when implementing chant-based teaching methods.
Each student possesses unique characteristics and interests, influencing their engagement in English lessons Those who are enthusiastic about learning English participate actively, while others may show disinterest in classroom activities Students are more attentive when lessons align with their preferences Additionally, high-achieving students typically grasp new concepts more readily than their peers Consequently, it is essential for teachers to employ diverse teaching methods tailored to students' levels and interests to enhance learning outcomes.
Last but not least, there are some difficulties in linguistic knowledge about phonetics and phonology
Teacher E emphasized the difficulty of using chants to teach pronunciation:
Teachers often find it challenging to use chants for teaching due to the presence of long and complex words Additionally, certain words, phrases, and sentence structures have intricate stress and intonation patterns, making it difficult for students to practice effectively.
Teaching English pronunciation presents challenges for both educators and learners, as many primary school teachers may not pronounce sounds accurately Additionally, the variation in pronunciation among teachers can lead to confusion for students trying to master English pronunciation.
Teacher C noted that primary students frequently struggle with English phonetics due to the discrepancies between pronunciation and written words While the Vietnamese alphabet consists of only 26 letters, the English language features 44 syllables, encompassing both vowels and consonants This complexity makes it challenging for elementary students to memorize and master English phonetics.
Teacher F stated that:” Students have common mistakes when learning
English pronunciation can be challenging, particularly with the omission of ending sounds like /s/, /z/, /t/, and /d/ Additionally, minimal pairs such as /i/ vs /I/, /e/ vs /ɛ/, and /ð/ vs /θ/ further complicate the learning process Despite teachers' efforts to correct these sounds, students often struggle to achieve accurate pronunciation.
Overall, almost teachers agreed with all given statements of the limitations of using chants to teach pronunciation
4.3.2 Factors impacting the use of chants to teach pronunciation for primary learners
There are some factors that impact the teaching of pronunciation by using chants This table shows some factors affect the use of chants in teaching pronunciation
Table 4 6.Factors affecting the use of chants to teach pronunciation for primary school learners
Teachers are not trained to use chants to teach young children
Lack of materials or equipment used to teach chants 13 43.3 Some students don‟t cooperate or are not involved in using chants 7 23.3
As showed in Table 4.6, 20.0 % of respondents thought that: “Teachers are not trained to use chants to teach young children.” affect the use of chants to teach
Many primary school English teachers lack specific training for teaching young learners, as they were primarily prepared for high school and adult education Consequently, they often employ teaching methods designed for older students, which are inappropriate for the primary level Additionally, some educators are not equipped to effectively teach chants and other engaging techniques that are essential for capturing the interest of young learners.
In a recent interview, Teacher E revealed that she has not participated in any training courses focused on using chants for teaching primary school students Instead, she relies on guidelines from teacher's books and implements the suggested methods while also incorporating her own techniques to teach chants effectively.
About 43.3% of the surveyed respondents chose that:” Lack of materials or equipment used to teach chants” impact the use of chants to teach primary students
When answering about the difficulties to teach chants, teacher D said that:
Teaching chants with musical instruments can be challenging, as these instruments are typically confined to music rooms and cannot be easily transported to English classrooms Additionally, not all primary school teachers possess the skills necessary to effectively incorporate musical instruments into their lessons.
Chapter summary
This chapter presents the research findings based on data collected from questionnaires, interviews, and classroom observations The results indicate that most teachers maintain a positive attitude towards using chants in English instruction for primary school students Additionally, the findings highlight effective methods for teaching chants, while also addressing some limitations and providing suggestions for optimizing their use in teaching pronunciation The subsequent chapter will summarize these key findings and offer recommendations for future research.