Đề tài nghiên cứu khoa học cấp Trường: Using a communicative task to correct "ed" ending pronunciation mistakes for the non - english major students at Hai Phong university

1.6 Argument for the use of communicative tasks to improve the first year non-English major students’ –ed ending pronunciation ...32 1.6.1 An analysis on factors that can help improve l

Rationale

In today's globalized world, proficiency in English is increasingly essential across various fields Merely having a solid grasp of grammar, reading, and writing is no longer sufficient; effective communication in real-life situations has become a necessity This highlights the importance for students, the future leaders, to develop strong speaking and listening skills in English Good pronunciation is crucial, as poor pronunciation can hinder effective speaking and negatively impact listening comprehension.

As an experienced English teacher at Hai Phong University, I've observed that first-year non-English majors often neglect proper English pronunciation, leading to frequent errors, particularly with “ed” endings These mistakes are evident in their everyday speaking, final tests, and overall poor performance in speaking assessments for standard English graduation exams Addressing pronunciation issues, especially “ed” endings, is both necessary and urgent, requiring the collective effort of students and teachers I have focused on strategies to enhance students' pronunciation of “ed” endings to improve their overall speaking skills.

In the communicative language teaching approach, tasks are widely used to improve many students’ language skills such as listening, speaking, reading and writing

Communicative tasks, increasingly recognized by both students and teachers, play a significant role in enhancing pronunciation skills These tasks, rooted in task-based learning, prioritize a student-centered approach, fostering meaningful communication and facilitating the development of practical extra-linguistic skills.

Familiar tasks, such as visiting the doctor, can significantly enhance student engagement, ultimately boosting their motivation in language learning.

Tasks play a crucial role in language acquisition by requiring specific types of language and interaction While teachers may introduce language during the pre-task phase, students have the freedom to utilize any grammar and vocabulary they possess, enabling them to engage with all the language they are learning, not just the lesson's target language Additionally, tasks can be structured to make certain target forms essential for communication, encouraging students to practice these forms Notably, information gap tasks are particularly effective in fostering negotiation of meaning and output modification among learners.

At Hai Phong University, there is a pressing need to enhance students' pronunciation of the "ed" ending in English This research focuses on the effectiveness of employing communicative tasks to address and correct pronunciation errors among non-English major students By integrating task-based learning, the study aims to improve language teaching outcomes and boost students' confidence in their spoken English.

Statement of the problem

a Current general situation of the students’ –ed ending pronuncing

This chapter will analyze the current pronunciation of the -ed ending among students, focusing on the general characteristics of the identified problem.

Vietnamese students often find learning English pronunciation challenging due to their long-standing use of their native language According to Dewi (2009), the primary issue arises from the significant differences between the sound systems of Vietnamese and English Additionally, pronunciation, along with listening and speaking skills, is frequently overlooked in language education, as the focus tends to be on grammar, reading, and writing, which are perceived as more beneficial for academic success However, as noted by Nunu et al (2021), mastering pronunciation is essential for effective communication with other speakers of English, making it crucial for learners to develop their pronunciation skills to be understood by a diverse audience.

Research by Muslimah (2013) highlights that many students struggle with English pronunciation, perceiving it as challenging due to unfamiliar tongue movements Nunu et al (2021) found that students particularly have difficulty pronouncing words ending in –ed, often confusing the sounds /d/, /t/, and /id/, which is compounded by a lack of knowledge about these endings My preliminary observations at Hai Phong University reveal that first-year non-English major students frequently make pronunciation errors, especially with the –ed ending, negatively impacting their speaking test results in English courses, graduation exams, and overall communication skills post-graduation.

In their first year, non-English major students study English using the Complete Key for Schools curriculum (David McKeegan, 2013) However, teachers face challenges related to time management and effective methods for teaching pronunciation.

Teaching the pronunciation of the -ed ending is integrated into past simple lessons, but the available literature on the topic is sufficient However, I believe that the time allocated for this aspect in class is quite limited, preventing adequate practice and individual correction As a result, many students continue to make mistakes even after the -ed ending pronunciation lesson.

In teaching the pronunciation of the -ed ending, relying solely on word recognition and repetition is insufficient for university students While repetition is crucial for mastering pronunciation, it must be complemented by interactive activities that allow students to practice in real communication contexts This approach not only enhances their pronunciation skills but also provides opportunities for immediate correction of mistakes, leading to more effective learning outcomes.

Class size poses a significant challenge in language education, with classes often ranging from 30 to 70 students In such large groups, teachers struggle to monitor individual pronunciation during speaking activities like group or pair work While teachers can identify common mistakes and address them with the entire class, this method often lacks effectiveness, as students may perceive these errors as irrelevant to their own learning To enhance pronunciation skills, it is essential to implement more engaging and effective teaching activities that capture students' attention and empower them to recognize and correct their own pronunciation issues.

The Covid-19 pandemic has significantly impacted education by limiting direct interaction among students and teachers During the research period, online classes via Google Meet replaced traditional in-person sessions However, one major challenge of these online classes is the lack of interaction, making it difficult for teachers to facilitate pair and group work This has particularly affected the teaching of -ed ending pronunciation Therefore, it is essential to explore effective strategies for organizing communicative tasks that enhance students' -ed pronunciation and foster interaction in an online learning environment.

To effectively address the current demands, it is essential to select and organize a variety of activities, particularly during the crucial first year of university studies.

Purposes of the study

This research was designed to improve the students’ “ed” ending pronunciation performance by using communicative tasks Generally, it has two purposes:

- To investigate English –ed ending pronunciation mistakes made by the first-year non- English majored students at Hai Phong university

- To justify the effect of using communicative tasks on correcting the students’ English -ed ending pronunciation mistakes.

Research questions

With the above purposes, the research is conducted to answer the following questions:

1 What are the students’ mistakes in pronouncing English –ed ending?

2 What effects does the communicative task bring when being used in correcting the students’ English –ed ending pronunciation mistakes?

Scope of the study

The study focused on first-year non-English major students in the Mathematics department at Hai Phong University, specifically examining the impact of communicative tasks on their pronunciation of the English -ed ending The research was limited to this aspect of pronunciation, intentionally excluding other elements of English pronunciation Speaking tests served as a key tool in the research, concentrating solely on the students' pronunciation of the -ed ending.

The research was carried out during 12 months of the school year 2021-2022, in a first-year non-English majored class of Hai Phong university.

Research method

The method used in this study is action research, with the use of some instruments such as observation and oral tests

Action research was selected for this study to enhance students' pronunciation of the -ed ending in specific contexts By integrating observation with oral tests, the research aims to gather reliable data, facilitating a thorough investigation into the students' pronunciation challenges.

Significance of the study

The study can be much beneficial to English teachers, students and researchers

English teachers who have previously overlooked their students' pronunciation of the English –ed ending will gain new insights and experiences through this study, which emphasizes the use of communicative tasks in pronunciation teaching This research aims to serve as a resource for developing effective communicative tasks in pronunciation and other English skills lessons Additionally, the study addresses the limitations and challenges encountered when implementing communicative tasks, providing valuable guidance for English teachers to enhance the effectiveness of their task-based instruction.

The new method aims to create an engaging and dynamic environment for students during their pronunciation lessons, allowing them to directly benefit from enhanced learning experiences This innovative approach not only inspires students to explore new ways of mastering pronunciation but also equips them with valuable skills for self-study, ultimately improving their English pronunciation.

Finally, for the researchers, the study can provide useful information for further studies of the same topic in the future

Briefly, English teachers, students and researchers can benefit from the results of this research.

Design of the study

The study consists of four parts:

This study provides a comprehensive overview, outlining the rationale behind the research, including key research statements and objectives It addresses critical research questions while defining the scope and methodology employed Additionally, the significance of the study is highlighted, along with its overall design, offering a clear framework for understanding the research's contributions.

Chapter I of Part 2 focuses on the literature review, outlining the theoretical background pertinent to the study and defining communicative tasks It highlights various research efforts that have employed specific techniques or tasks to enhance language learning among students This section provides an in-depth analysis of the methodology utilized in the study, offering a rationale for the implementation of communicative tasks and the action research approach.

Chapter II - Methodology - gives the description of research components such as participants, contexts, research instruments…, as well as research program Chapter III –

Findings – shows the findings of the research which express the effectiveness of the study

Part 3 - Discussions and Implications – discusses the findings of the research, gives implications

Part 4 - Conclusion- presents the conclusions, limitations of the research Besides, this part makes recommendations for further research in the same field.

Rationale for the use of action research

University teachers frequently engage in action research to address classroom challenges When problems arise in their teaching environment, it becomes their responsibility to explore effective solutions Consequently, action research is an essential and prevalent practice in the educational field.

Action research, as defined by Mills (2003), is a systematic inquiry conducted by teacher researchers to understand school operations, teaching methods, and student learning outcomes Its primary goals are to gain insights, enhance reflective practices, implement positive changes in the educational environment, and ultimately improve student performance Kemmis and McTaggart (1988) highlight three key characteristics of action research: it is conducted by practitioners, involves collaboration, and aims to facilitate change.

A typical action research needs to go from one step to another Eileen Ferrance

(2000) suggested an action research cycle as follows:

The first step in action research is to identify the problem based on the researcher's cycle Following this, data is collected through various methods such as interviews, portfolios, and questionnaires The next phase involves analyzing this data to pinpoint issues Subsequently, the researcher designs an action plan aimed at implementing changes and studying their effects After the intervention, it is crucial for the researcher to evaluate its impact to determine its effectiveness If the intervention proves ineffective, the researcher must explore alternative methods to enhance the situation.

Another researcher that has conducted a thorough investigation into action research, Nunan (1992), defines the framework of a research as consisting of seven steps:

 Step 1: Initiation (Identify the problem)

 Step 2: Preliminary investigation (Collect data through a variety of means)

 Step 3: Hypothesis (Develop research questions)

 Step 4: Intervention (Devise strategies and innovation to be implemented)

 Step 5: Evaluation (Collect data again and analyze it to work out the findings)

 Step 6: Dissemination (Report the result by running workshops or issuing a paper)

 Step 7: Follow-up (Find alternative methods to solve the same problem)

Action research is conducted widely due to its advantages that cannot be denied

We can see the advantages of an action research more clearly in comparison with other kinds of research as follow:

Table C: Differences between Action Research and Formal Research

Topic Formal research Action Research

Extensive On own or with consultation

Goals of research Knowledge that is generalizable

Knowledge to apply to the local situation

Method of identifying the problem to be studied

Review of previous research Problems or goals currently faced Procedure for literature review

More cursory, using secondary sources

Sampling approach Representative sampling Students or clients with whom they work

Research design Rigorous control, long time frame

Looser procedures, change during study; quick time frame; control through triangulation

Measurement procedures Evaluate and pretest measures

Convenient measures or standardized tests standardized tests

Data analysis Statistical tests; qualitative techniques

Focus on practical, not statistical significance; present raw data

Application of results Emphasis on theoretical significance

(http://mypage.iusb.edU/~gmetteta/Classroom_Action_Research.html#Differences)

Action research is characterized by its situational nature, offering targeted solutions to specific problems within unique contexts Unlike other research methods that test pre-existing theories, action research focuses on enhancing the current situation, making it particularly advantageous for improving the teaching and learning process.

Action research is well-suited for addressing the specific goal of improving ed ending pronunciation among non-English major students at Haiphong University Its focus on applying knowledge to local contexts aligns perfectly with the aim of utilizing task-based teaching methods Additionally, action research prioritizes practical significance over statistical analysis, making it effective for identifying and solving real-world pronunciation challenges faced by students The quick turnaround of action research is particularly beneficial given the time constraints of this study, allowing for timely implementation of practical solutions.

In sum, for the goals, characteristics and conditions of this research, an action research can be considered the most appropriate choice for it

While action research offers notable benefits, it also has inherent limitations when compared to experimental research One significant drawback is its situational nature, which restricts its applicability; findings from one classroom may not translate effectively to another with a different context Consequently, if the same research is conducted in a different setting, the outcomes may not yield the anticipated effectiveness This limitation highlights the challenge of generalization in action research.

This action research is applicable across various classes due to several reasons Firstly, many students involved in the study exhibited difficulties in pronouncing the "ed" ending during previous oral tests, highlighting a common pronunciation issue that can benefit other classes facing similar challenges Secondly, the pronunciation problems stem from the broader context of the Vietnamese education system, suggesting that these issues may also be prevalent in other regions Consequently, the findings of this research serve as a valuable example for educators in different contexts, addressing one of the typical shortcomings of action research, which is the lack of generalizability.

LITERATURE REVIEW

Pronunciation

Pronunciation is the production of sounds that convey meaning, encompassing both the specific sounds of a language (segments) and broader speech elements such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), and voice quality It also includes gestures and expressions that enhance verbal communication (Yates, 2002, cited in Nunu et al., 2021) Learning pronunciation is a complex process that requires practice and skill, as effective pronunciation is crucial for clear oral communication; mispronunciation can hinder understanding The Oxford Advanced English Dictionary defines pronunciation as the manner in which a language or word is spoken English, as a global language, varies in vocabulary, spelling, and pronunciation across different nations, exemplified by the British pronunciation of /grɑːs/ versus the American pronunciation of /grổs/ (Nunu et al., 2021) Therefore, it is essential for both teachers and learners to understand these variations to communicate effectively in English.

“Ed” ending is added after verbs to make the form “V_ed”, for example: “played, picked…

The “-ed” ending can serve as both a verb, as in "wanted," and an adjective, like "interested." While this research primarily examines the pronunciation of the “-ed ending” in the past forms of regular verbs, it also addresses its broader application Notably, the “-ed ending” is utilized in the past simple tense, encompassing both regular and irregular verbs.

The "-ed" ending is commonly found in the past forms of regular verbs and serves as the past participle for these verbs It plays a crucial role in forming perfect tenses, passive voice constructions, and participial phrases Additionally, adjectives can be formed by adding "-ed" or "-ing" to verbs The "-ed" ending describes the effect a person, thing, or situation has on us, while the "-ing" ending characterizes the person, thing, or situation itself (Redman, 2001:64).

The pronunciation of verbs ending in –ed varies based on specific phonetic rules According to Syafei (1988:90), there are three distinct pronunciations: [t] as in "picked" [pIkt], [d] as in "believed" [bIli:vd], and [Id] as in "needed" [ni:dId] The rules for these pronunciations are as follows: [d] follows all voiced consonants except [d] and all vowel sounds, as seen in "planned" [plổnd], "begged" [begd], and "played" [pleid]; [t] occurs after all voiceless consonants except [t], illustrated by "stopped" [stopt], "kissed" [kIst], and "picked" [pIkt]; and [Id] is used after the sounds [d] and [t], as in "needed" [ni:dId] and "wanted" [wɔntId].

Bowler and Cunningham demonstrated that adjectives ending in –ed exhibit three distinct pronunciations: [t], [d], and [Id], similar to their past forms and participles The pronunciation rules are as follows: (a) –ed is pronounced [Id] after the sounds [d] or [t]; (b) it is pronounced [t] following voiceless consonants such as [p], [k], [f], [s], [θ], [∫], and [t∫]; (c) it is pronounced [d] after vowel sounds or voiced consonants excluding [d] However, certain adjectives, like "naked" and "wicked," do not adhere to these rules and are pronounced with [Id].

To correctly pronounce the “ed” ending in English, follow these three essential rules applicable to both verbs and adjectives First, the “ed” ending is pronounced [id] after the sounds [t] and [d], as in "wanted" [wɔntId] and "needed" [ni:dId] Second, it is pronounced [t] after all voiceless consonants, including [p], [k], [f], [s], [θ], [∫], and [t∫], except for [t], as seen in "stopped" [stopt] and "kissed" [kIst] Lastly, the “ed” ending is pronounced [d] after vowel sounds and voiced consonants like [b], [g], [v], [z], [ð], [ʒ], [dʒ], [m], [n], [ŋ], [l], and [r], except for [d], as in "planned" [plổnd] and "begged" [begd] Notably, some adjectives consistently pronounce the “ed” ending as [Id], such as "naked" [‘neikId] and "wicked" [‘wikId].

Overview of approaches and methods in pronunciation teaching

1.3.1 Overview of approaches in pronunciation teaching

In modern pronunciation teaching, two primary approaches are identified: the intuitive-imitative approach and the analytic-linguistic approach (Celce-Murcia et al., 1996, p 2).

The intuitive-imitative approach emphasizes learners' ability to listen to and imitate the rhythms and sounds of a target language without explicit instruction This method primarily relies on the use of authentic materials and recording devices, with the teacher facilitating listening and repetition activities There is no obligation for the teacher to explain sound formation; instead, learners focus on imitating sounds, which is expected to lead to gradual improvement in their pronunciation skills.

The analytic-linguistic approach enhances language learning by incorporating tools like phonetic alphabets, articulatory descriptions, and vocal apparatus charts to aid in sound production This method not only provides explanations but also trains learners in producing specific sounds of the target language Rather than replacing its predecessor, this approach builds upon it by continuing to utilize authentic materials and emphasizing listening and imitation throughout the lessons.

Today, the dominant teaching approach has been the Communicative Approach

Under this approach, the main objective of language is communication Therefore, students are not required to have a native-like pronunciation, but intelligible one This is a kind of

“accepted pronunciation”, which means students may make some mistakes provided those mistakes do not affect negatively on the comprehension of the listeners or cause misunderstanding

1.3.2 Overview of methods in pronunciation teaching

Different language teaching methods emphasize pronunciation in varying degrees, leading to distinct approaches in pronunciation instruction, as noted by Tran.

Traditional methods like Grammar Translation and Reading-based approaches often neglect pronunciation, focusing primarily on grammar and text comprehension through the learners' native language As a result, speaking skills receive minimal attention, and pronunciation is largely overlooked.

Many teaching methods prioritize pronunciation, reflecting a genuine concern for this aspect of language learning Each new method introduces innovative approaches to specific issues, often influenced by the era in which they emerge.

The Direct Method, popularized in the late 1800s and early 1900s, emphasizes native-like speech models provided by teachers or recordings Learners enhance their pronunciation through extensive listening and imitation of these models This approach has led to the development of naturalistic methods, which focus on listening before allowing speaking Proponents argue that listening without the pressure to speak enables learners to better recognize sounds, increasing the likelihood of accurate pronunciation even without direct instruction.

During the 1940s and 1950s, methods such as Audiolingualism in the US and the Oral Approach in Britain emphasized the importance of explicit pronunciation instruction from the beginning of language learning In these classes, teachers or recordings model sounds for students to repeat A key distinction between Audiolingualism and the Direct Method is that Audiolingualism incorporates various teaching aids, including phonetic descriptions and transcription systems One of the primary techniques used to teach pronunciation is minimal pair drills, where learners distinguish between similar-sounding sounds through listening exercises followed by oral practice.

In the 1970s, the Silent Way language teaching method gained prominence, emphasizing accurate pronunciation from the outset Instructors minimize their speech, relying on gestures to guide students' actions This approach is supported by various tools, including sound-color charts, Fidel charts, word charts, and colored rods, enhancing the learning experience.

Developed in the 1970s, Community Language Learning (CLL) prioritizes learners over the teacher and curriculum, emphasizing a student-centered approach An essential component of this method is the use of a tape recorder, which plays a crucial role in the learning process.

In a collaborative learning environment, students gather around a table and request the teacher to translate specific phrases they wish to master in the target language The teacher provides the necessary phrases orally, allowing students to practice their pronunciation until they can fluently produce the entire utterance Once proficient, their speech is recorded, enabling them to compare their pronunciation with the teacher's original version The choice of phrases for pronunciation training is entirely up to the students, while the teacher functions as a responsive resource, akin to a “computer” activated by student requests.

How can learners achieve good pronunciation? This can be done by the appropriate choice or combination of methods and techniques in a way which suits them.

Overview of tasks

To clarify the topic “correcting “ed” ending pronunciation mistakes through communicative tasks”, it should first make the concept “task” clearer

A comprehensive literature review highlights various definitions of "task." Long (1985) defines a task as "a piece of work undertaken for oneself or for others, freely or for some reward," encompassing everyday activities such as painting a fence, dressing a child, or making an airline reservation This broad interpretation indicates that "task" refers to the myriad of actions people engage in daily, both personally and professionally Nunan (1989) suggests that this non-linguistic definition reflects how learners might describe their motivation for language acquisition.

Richards, Platt, and Weber (1985) define a task as an activity resulting from processing or understanding language, such as drawing a map while listening to a tape or following instructions Tasks can involve language production but are not limited to it Incorporating a variety of tasks in language teaching enhances communication by providing purposeful classroom activities that extend beyond mere language practice Unlike Long, the authors emphasize a pedagogical definition, framing tasks within the context of classroom endeavors.

According to Breen (1987), a "task" in language learning is defined as any structured endeavor with a specific objective, relevant content, a clear procedure, and various outcomes for participants (Breen, 1987, p 23) This concept encompasses a wide range of work plans aimed at enhancing language acquisition, from simple exercises to more intricate activities like group problem-solving, simulations, and decision-making processes.

All authors agree that tasks are fundamentally linked to communicative language use, emphasizing that these activities involve learners understanding, producing, and interacting in the target language The focus of these tasks is on conveying meaning rather than adhering strictly to grammatical form.

When designing language lessons, teachers face various choices regarding task types, which can be classified differently by linguists and researchers Willis (2006) emphasizes that tasks can be defined based on various aspects, while Nunan (1989) categorizes them into two main types: real-world tasks and pedagogical tasks Additionally, Willis (1996) identifies six specific types of tasks for task-based language teaching (TBLT): listing, ordering and sorting, comparing, problem solving, sharing experiences, and creative tasks These tasks range from easy to difficult and reflect the recognition process of students, highlighting the importance of task selection in language education.

Task-Based Language Teaching (TBLT) is designed to mirror real-life scenarios, enabling students to effectively complete tasks and demonstrate their communicative competence both in the classroom and in everyday situations (Willis, 1996, p 149) Additionally, tasks can be categorized by various criteria, including topic types, cognitive processes, required language skills, or the intended outcomes of the task.

Nunan (1989) emphasizes the importance of real-world tasks in language learning, as they allow students to engage with language beyond the classroom, while pedagogical tasks often involve scenarios that are unlikely to occur in real life Ideally, teachers should create real-world tasks tailored to their students' levels and classroom conditions; however, such tasks are frequently modified, making them less authentic For instance, simplifying a news piece for high school students or repeating it multiple times for comprehension does not reflect real-life situations To enhance classroom learning, Nunan suggests transforming real-world tasks into pedagogical ones, though distinguishing between the two can be challenging While real-world tasks, like deciding whether to carry an umbrella based on a weather forecast, are straightforward, some pedagogical tasks may possess real-life relevance, such as summarizing an aural text Ultimately, there is no definitive criterion to differentiate between real-world and pedagogical tasks.

In the meantime, there are six types of tasks listed by Willis (1996, p.149) which relate to the recognition process of learners:

(1) Listing: Including brainstorming and fact-finding The outcome of this task is a completed list or draft mind-map Listing tasks help train students’ comprehension and induction ability

(2) Ordering, sorting: Including sequencing, ranking, categorizing and classifying

The outcome of tasks is a set of information ordered and sorted according to specific criteria These types might foster comprehension, logic and reasoning ability

Comparing involves matching items and identifying similarities or differences Upon completing tasks, students will effectively match or assemble items and recognize key similarities and differences This approach can significantly enhance students' discernment skills.

Problem-solving involves analyzing both real and hypothetical situations, utilizing reasoning and decision-making skills to arrive at effective solutions Engaging in these tasks can significantly enhance students' abilities in reasoning and decision-making, ultimately leading to better problem-solving outcomes.

Sharing experiences involves narrating, describing, exploring, and explaining various attitudes, opinions, and reactions, often resulting in significant social interactions This process encourages students to exchange knowledge and personal experiences, enhancing their learning and understanding.

Creative tasks encompass a variety of activities such as brainstorming, fact-finding, sorting, comparing, and problem-solving These tasks can lead to end products that resonate with a broader audience Engaging in these activities helps students enhance their comprehensive problem-solving skills, as well as their reasoning, logic, and analytical abilities.

In this research, tasks which are designed to use in pronunciation lessons are only pedagogical tasks according to the classification of Nunan (1989)

The introduction of task components given by Nunan (1989) will be the focus of the current research According to him, a task should include six components:

Figure 1 A framework for analyzing communicative tasks

Goals in education can encompass a variety of general outcomes, including communicative, affective, or cognitive aspects, and may specifically outline the behaviors of teachers or learners (Nunan, 1989) These goals can be explicitly articulated in each lesson or remain implicit, and a single task may serve multiple objectives.

Input is the foundational data essential for initiating communicative tasks, as highlighted by Nunan (1989) This input can originate from various sources, making it challenging to categorize all types Authentic materials such as letters, newspapers, drawings, invoices, and menus are common, but input can also come from teachers, textbooks, or even the learners themselves The key factor is not the authenticity of the input but rather how these materials are creatively combined to offer learners the best possible learning opportunities.

Learners engage in various activities during task implementation, which are essential for processing input The Bangalore Project identifies three main types of activities: information gap, reasoning gap, and opinion gap (Nunan, 1989, p.66) Additionally, activities can be further categorized into detailed types, including questions and answers, dialogues and role-plays, matching activities, communication strategies, picture stories, puzzles, and discussions (Pattison, 1987).

In educational settings, roles define the expected contributions of both learners and teachers during learning tasks Various teaching approaches assign different responsibilities, particularly in task-based learning where teachers primarily focus on motivating learners and providing support for task completion (Branden, 2006) Meanwhile, learners are expected to take an active role, engaging in the lesson while assimilating new knowledge (Nunan).

Task-based language teaching

1.5.1 Definition of task-based language teaching

Over the past two decades, task-based language teaching (TBLT) has gained significant attention from researchers, curriculum developers, educators, and teachers in the field of second language acquisition While the Presentation-Practice-Production (PPP) model is associated with the weaker version of Communicative Language Teaching (CLT), tasks play a crucial role in the stronger version of CLT (Ellis, 1999) TBLT is viewed as a specific implementation of CLT, focusing on tasks as the central element of instruction The primary goal of task-based learning is to create a classroom environment that closely resembles the target language context, ultimately enhancing students' communication skills.

Task-based language teaching (TBLT) is defined by Nunan (1999) as an approach that prioritizes tasks over a traditional list of linguistic items in course design This perspective is echoed by Richards and Rogers (2001), who describe TBLT as focusing on tasks as the central unit of planning and instruction Ellis (2003) further clarifies that the primary goal of TBLT is to engage learners in authentic language use through task completion, facilitating the acquisition of new linguistic knowledge while reinforcing their existing skills.

Task-Based Language Teaching (TBLT) is not a rigid methodology that educators must adhere to strictly Skehan (1996) categorizes the task-based approach into two types: strong and weak The strong form positions tasks as the fundamental units of teaching that drive language acquisition, while the weak form regards tasks as essential components of language instruction, integrated within a broader pedagogical framework In the strong approach, tasks are focused on communicative outcomes, whereas the weak approach emphasizes structural elements Skehan further highlights that the weak form closely aligns with general communicative language teaching, emphasizing the importance of tasks while allowing for focused instruction to occur before or after task completion Tasks in this weak form can be likened to the production stage of the Presentation-Practice-Production (PPP) method.

The definition of “the weak form” by Skehan (1996) is likely to similar to what Ellis

(2003) calls “task-supported language teaching” in which tasks act “as a means by which learners can activate their existing knowledge of the L2 by developing fluency” (Ellis,

In task-supported language teaching, focused tasks serve dual purposes: they encourage communicative language use and emphasize a specific target feature within meaningful communication (Ellis, 2003) These tasks are integrated into traditional language teaching methods, such as the PPP approach, which includes focused tasks in the final phase of learning This method starts with the presentation of a chosen linguistic form, followed by controlled practice, allowing learners to recognize the linguistic focus and providing them with opportunities to use the targeted language item in free production.

In this study, students engaged in interactions without being explicitly informed about a targeted language form, allowing them to select forms that effectively conveyed their intended meanings The primary focus was on the task, which served a diagnostic purpose This research employs task-based language teaching, aligning with Skehan's classification of it as the "weak form" of this approach.

(1996) Nevertheless, “task-based” will be the only term used in this study

1.5.2 The framework of task-based language teaching:

The widely recognized framework for task-based teaching, developed by Willis in 1996, outlines a structured approach that consists of three key stages (see Table 1) This framework serves as the foundational model for task-based language teaching utilized in this study.

Table A Willis 'framework of task-based teaching approach

Pre-task Introduction to topic and tasks

In the initial phase, known as the Pre-task stage, teachers are crucial as they offer essential background information, knowledge, and procedures, enabling students to become acquainted with both the topic and the task at hand.

In the second stage of the learning process, students engage in three critical phases: the task phase, planning phase, and report phase During the task phase, learners collaborate in pairs or groups while teachers act as supervisors, providing guidance to ensure successful task completion Prior to the report phase, where students present their findings to the entire class, they must adequately prepare during the planning phase, which involves organizing their thoughts and rehearsing their presentations.

The language focus stage consists of two key phases: analysis and practice During this stage, students either review existing language knowledge or learn new concepts, with activities specifically designed to reinforce and apply what they have learned through practical tasks.

1.5.3 Principles for task-based language teaching

Nunan (2007) suggests seven principles for task-based language teaching and they are criteria for the researcher while designing and conducting pronunciation lessons with the use of tasks

It means that students need support from teachers to complete tasks Teachers should provide “a supporting framework within with the learning can take place” (Nunan, 2007, p.35)

In a lesson, one task should be built on the foundation of previous task

“Recycling language maximizes opportunities for learning and activates the “organic” learning principle.” (Nunan, 2007, p.36) Principle 4:

Learners should be active during the lesson and use the language they are learning

There should be clear relationships between linguistic form, communicative function and semantic meaning in the lesson

“Learners should be encouraged to move from reproductive to creative language use” (Nunan, 2007, p.37)

It is necessary for teachers to provide chances for students to show what they have learnt

Table B Seven principles of task-based language teaching

1.6 Argument for the use of communicative tasks to improve the first year non-

English major students’ –ed ending pronunciation

This article outlines the rationale behind utilizing communicative tasks to address the pronunciation errors of the –ed ending among first-year non-English major students By implementing these interactive activities, we aim to enhance students' speaking skills and boost their confidence in using English correctly.

1.6.1 An analysis on factors that can help improve learners’ -ed ending pronunciation

Numerous studies have identified key factors influencing students' pronunciation, including the pronunciation of -ed endings These factors are concisely outlined in Kenworthy's 1987 work, "Teaching English Pronunciation."

1/ The native language : It is inevitable that learners’ native language has a great impact on their ability of pronouncing English The “foreign accent” is therefore easy to identify Even in some cases, it is possible to identify what country and what region a speaker comes from based on his/her way of pronouncing English Furthermore, the native language may cause difficulties, as well as advantages for learners

2/ The age factor : It is often assumed that the younger a person starts learning foreign languages, the better he is at pronouncing it and therefore, a greater chance of having a native-like accent Oyama (1976) conducted a research whose results showed that the younger a person was when he started learning English, the more native-like was his accent Nevertheless, Snow and Hoefnagel-Hohle (1975) conducted a research which showed opposite results Therefore, we can come to a conclusion that there is no trusted evidence relating to the relationship between age and a person’s ability to pronounce a new language

Age should not be seen as a barrier to learning a foreign language, as the decision to start learning ultimately lies with the learners themselves Consequently, it is nearly impossible for teachers to influence this choice.

The amount of exposure to English can vary significantly for individuals living in countries where the language is spoken, providing certain advantages over those who do not However, quantifying this exposure is challenging, as it involves assessing not only the duration of English usage but also the context, whether it be business or informal communication Additionally, how individuals engage with and utilize English plays a crucial role in their language proficiency Consequently, there is no definitive evidence that residing in an English-speaking country is essential for achieving good English pronunciation.

Types of correction

Three types of correction applied in the research are listed below:

Self-correction is a vital skill for students, as it encourages them to reflect on their statements, analyze their errors, and consciously focus on the correct forms By doing so, they not only correct their mistakes but also enhance their understanding, preventing similar errors in the future.

Peer-correction: other students correct their counterparts' errors

Teachers should empower students to self-correct and collaborate with peers, fostering a supportive learning environment When students struggle to resolve their mistakes independently, educators should step in as a final resource to guide them towards the correct solutions.

Related studies

There have been great deals of notable researches of both foreign and Vietnamese researchers about -ed ending pronunciation, pronunciation, pronunciation teaching, in language teaching

A study by Nunu et al (2021) revealed that many students struggle with the correct pronunciation of words ending in –ed These students often have difficulty distinguishing between final sounds like –ed, -d, and -t This challenge stems from their limited understanding of –ed pronunciation rules, as well as a lack of theoretical knowledge and insufficient oral practice.

Researchers identified several issues impacting students' pronunciation of words ending in –ed The students struggle to distinguish between the sounds /d/, /id/, and /t/, and they also possess limited knowledge regarding –ed ending words However, the study did not provide solutions to address these challenges.

Some of the works express the foreign writers’ concern about pronunciation problems

Avery and Ehtlich (1992) were the first to identify the challenges faced by Vietnamese learners of English, particularly highlighting the significant differences between the sound systems of the two languages, which can lead to serious pronunciation difficulties The article also provides practical teaching tips aimed at helping both educators and students overcome these challenges and enhance pronunciation skills.

According to Jones (1972), students learning spoken English face five key pronunciation challenges First, they must quickly and accurately recognize various speech sounds when heard Additionally, they need to remember the acoustic qualities of these sounds and learn to produce them using their speech organs Furthermore, it's essential for learners to use these sounds correctly in connected speech and understand the proper attributes of sounds, such as length, stress, and pitch Lastly, students must master the ability to link sounds together seamlessly, enabling them to pronounce sequences fluently and without hesitation (Afifah, 2013).

In Vietnam, Nguyen's (1999) study, "A Model of Teaching English Pronunciation for Vietnamese Learners," identifies six key challenges faced by Vietnamese learners in mastering English pronunciation, including difficulties with vowels, consonants, consonant clusters, sound linking, stress, rhythm, and intonation He also suggests targeted methods to address each of these issues Additionally, other researchers, such as Tran (2008), have explored pronunciation challenges, notably in the study "An Action Research on the Use of Continuous Feedback to Improve First-Year Students' English Pronunciation at the English Department, College of Foreign Languages, Vietnam National University, Hanoi."

The question of how to address learners' errors, including whether correction is necessary, is a significant issue in language education Spada and Lightbown (1993) conducted experimental research to explore the impact of corrective feedback combined with form-focused instructional materials on ESL learners whose native language is French While the study observed positive effects, it could not definitively conclude the effectiveness of error correction alone, as it was administered alongside intensive form-focused instruction.

Task-based teaching is a well-established methodology that has been researched for its effectiveness in improving students' communication skills Both educators and researchers prioritize practicality in language teaching and learning This approach can be applied across all language skills—reading, writing, speaking, and listening—serving various educational purposes Notably, Tilfarlioglu and Basaran (2007) found that task-based writing activities can significantly enhance reading comprehension.

In a study conducted by Đang (2010) titled “Using simulation tasks to improve ESP vocabulary for second-year students of the Automotive Engineering Technology Department at Sao Do University,” it was revealed that challenges in pronunciation and retention of word meanings hinder students' vocabulary mastery The research highlights that among various teaching techniques utilized at Sao Do University, simulation tasks have demonstrated significant effectiveness in enhancing students' ESP vocabulary skills.

Nguyen (2011) conducted action research on the effectiveness of task-based teaching in grammar lessons for grade 10 students in Hanoi The findings revealed that students demonstrated higher motivation when engaged in task-based activities compared to traditional teaching methods Key elements contributing to this increased motivation included real-life objectives, collaborative group work, and the use of relevant materials.

Despite the crucial role tasks play in second language acquisition, there remains insufficient research to support their impact on students' pronunciation performance The influence of tasks on pronunciation has not been thoroughly explored, prompting us to conduct further research in this area.

METHODOLOGY

Background of the study

The study involved a total of 40 first-year students from the Mathematics Department at Haiphong University However, due to the absence of 9 students during one of the tests, the primary focus of the action research was on the remaining 31 participants.

2.1.2 The English program and –ed ending pronunciation

In the first semester, the English program for non-English major students includes eight lessons based on the book "Complete Key for Schools" by David McKeegan (2013) Notably, the lesson on ending pronunciation is integrated into the past simple lesson, specifically within lesson 7.

Data collection Instruments

In action research, various observation and non-observation methods are utilized to gather data effectively (Burns, 2010) The primary questions guiding these methods are: "What do I need to see?" for observation and "What do I need to know?" for non-observation This study employs self-observation as the chosen observation method, alongside pre-test and post-test as non-observation techniques By integrating these instruments, the research aims to produce valid and reliable data.

For the focus of the study is to deal with the students’ problems of –ed ending pronunciation, observation is the best instruments for finding the mistakes

Burns (2010, p.67) emphasizes that observation and description are essential components of action research In this approach, collecting data through observation allows teachers, who also act as researchers, to uncover insights about their practices that they may not have previously recognized This process transforms familiar experiences into unfamiliar ones, fostering deeper understanding and reflection.

This research focused on evaluating students' pronunciation of the –ed ending through audio recordings of pre-tests and post-tests Data collection involved observing students during communicative tasks to identify their pronunciation errors and measure their progress Additionally, this approach provided insights into students' responses to the new pronunciation teaching method and the overall effectiveness of the research program.

During the research program, students participated in two oral tests focused on the pronunciation of the -ed ending The first test assessed their pronunciation after learning the lesson, while the second test, conducted after engaging in communicative tasks, aimed to correct any identified mistakes These tests were designed to investigate students' pronunciation errors in both individual words and conversations The tests were video recorded and subsequently compared to evaluate any improvements made throughout the research For detailed information, refer to the appendices.

The tests focused on the pronunciation of six "ed" ending words: worked, visited, joined, asked, walked, and arrived In the initial test, students read the words individually, received corrections, and were guided to create a dialogue using these words After practicing the dialogue and receiving further corrections, a second test was conducted where students were asked to engage in the dialogue again.

Intervention

Communicative tasks play a crucial role in addressing students' pronunciation errors related to the –ed ending in English This research highlights that these tasks encompass not only specific strategies employed but also reflect the insights gained regarding the students' challenges with –ed ending pronunciation.

The communicative task was provided by the teacher under the type: creative tasks (See Appendices)

The task involved two primary types of activities: individual work and pair work These activities included engaging in conversations, listening to identify mistakes, and discussing as well as correcting errors, both collaboratively and through self-correction.

In an online class conducted via Google Meet, students utilized the video recording feature of Padlet.com to engage in conversations and practice their pronunciation This interactive approach enhanced their learning experience by allowing them to record and review their speaking skills.

Following the identification of students' pronunciation errors with the -ed ending, a communicative task was developed and implemented to address these issues The impact of this task on enhancing students' pronunciation will be detailed in the research findings presented in the subsequent chapters.

Research program

The research was conducted in 2 weeks, December 20 th to December 27 th , 2022 The focus of the research was on the students’ English –ed ending pronunciation

In the first week, all mistakes related to the -ed ending were thoroughly investigated The following week, these errors were addressed using a specially designed communicative task Finally, a post-test was conducted to evaluate the outcomes of the research.

After pinpointing the pronunciation errors of students regarding the -ed ending, a targeted communicative task was developed for classroom implementation to address these mistakes This task was specifically crafted to align with the lesson content, aiding in the reinforcement of key concepts while also enhancing students' speaking skills.

The detailed program of the research was presented as follows:

Table D: An overview of the research program for the first year students

Teach the lesson of –ed ending pronunciation as usual (online class on “Google meet”)

Pre-test after the lesson (video- recording on “Google meet”)

- - find the students’ mistakes on English –ed ending pronunciation after the lesson

Applying communicative tasks to correct the mistakes (online class on “Google meet”)

Posttest after correcting mistakes (video-recording on “Padlet”)

- correct the students’ mistakes on English –ed ending pronunciation

-justify the results of using the communicative task to correct the students’ mistakes on English –ed ending pronunciation.

Procedures

The chronological steps of the study are summarized as follows:

- Study the literature to form the theoretical background for the study;

- Work out the methodological framework of the study;

- Apply the research program on the experimental group;

- Collect all the data for analysis;

- Analyze the data for findings; and

- Yield conclusions, implications and suggestions for further study based on findings.

FINDINGS

Students’ mistakes in pronouncing –ed ending in the pretest

This section analyzes data from research focused on students' mistakes in pronouncing the -ed ending after completing a lesson on its pronunciation The analysis aims to answer the research question: "What are the students’ mistakes regarding English -ed ending pronunciation?" Findings were gathered through observation, which assessed the students' abilities in pronouncing the -ed ending The results of this observation are presented in Table 1 Although the test included the entire class of 40 students, the number of participants recorded was fewer.

31 because 9 of them were absent in one of the tests

3.1.1 General situation of the students’ mistakes in pronouncing “ed” ending in the pretest ending in the pretest

Word Worked Visited Joined Asked Waited Arrived

10 ab ab ab ab ab ab

Vietnamese sounds that have the same spelling

Table 1 categorizes mistakes using symbols: N indicates the "ed" ending was not pronounced, V signifies the "ed" ending was pronounced with Vietnamese phonetics, and -> denotes the "ed" ending was altered to a different sound Blank boxes represent the absence of mistakes.

In the oral test, 31 students individually pronounced six words ending with "ed," resulting in a total of 186 pronunciations According to the data presented in Tables 1 and 2, there were 93 mistakes recorded, indicating an error rate of 50% among the pronunciations.

According to Table 1, only 4 out of 31 students (12.9%) were able to pronounce words ending in "ed" without any mistakes In contrast, 27 students (87.1%) made between 1 to 6 errors, with 4 students making 1 mistake, 2 students making 2 mistakes, 5 students making 3 mistakes, 11 students making 4 mistakes, 4 students making 5 mistakes, and 1 student making 6 mistakes Despite having learned the pronunciation rules and practiced during lessons, a significant majority (87.1%) of students struggled, resulting in a total of 50% errors in their pronunciations This data is further illustrated in Pie Chart 1 below, highlighting the students' challenges in mastering the pronunciation of "ed" endings.

“ed” ending is still poor It’s high time the teacher and students themselves took action to correct the mistakes

Students find it easiest to pronounce words ending in "ed" after "t" as "tid," with only 6.4% mispronouncing "visited" and 32.2% mispronouncing "waited." In contrast, over 64.5% of students made mistakes with other "ed" endings, highlighting the need for increased focus on correcting these pronunciation issues Detailed results are presented in Table 2 and Chart 1 below.

3.1.2 The students’ common mistakes in pronouncing “ed” ending in pretest

Pie chart 1: Percentages of the students making pronunciation mistakes of "ed" ending in the pretest

Students making mistakes students making no mistakes

V pronounced like Vietnamese sounds that have the same spelling

Table 2: The numbers of the mistakes in pretest

According to Table 2 and Chart 1, students made a total of 93 mistakes on the test, which were categorized into three types: mispronunciation of the "ed" ending, pronunciation of the "ed" ending resembling Vietnamese sounds with similar spelling, and alteration of the "ed" ending into different sounds.

The most prevalent error observed in English pronunciation is the failure to articulate the "ed" ending, accounting for 51.6% of all mistakes This issue occurs consistently across various contexts and is particularly frequent in specific instances.

“asked” and “worked” by 11 (34%) and 13 (40%) of the 31 students and the least in

“visited” by only 2 (6.4%) of the 31 students In the rest cases, it is made by from 7 (22.5%) to 9 (25.8%) of the 31 students

The least common mistake is “ed” ending was changed into another sound or mistaken for another case of pronouncing “ed” ending For example, in table 1, the student 4 pronounced

Many students incorrectly pronounce the "ed" ending in words like "worked" as /id/, saying /wɜ:kid/ instead of the correct /wɜ:kt/ This common mistake occurs predominantly in words where "ed" should be pronounced as /t/ or /d/ Notably, only one student, student number 6, correctly pronounced "waited."

Worked Visited Joined Asked Waited Arrived

Chart 1 The numbers of the mistakes made for each words in pretest

The pronunciation of the "ed" ending can vary, with some individuals pronouncing it as /id/ instead of /t/ This discrepancy may stem from a lack of understanding or memorization of the relevant theory, difficulty in distinguishing the various pronunciations, or insufficient practice time.

A frequent error among students is the mispronunciation of words ending in "ed," where they pronounce the endings as Vietnamese sounds with the same spelling This issue specifically arises in words where "ed" is pronounced as /t/ or /d/ Although students can identify the correct pronunciation, they struggle to articulate it naturally, often defaulting to the Vietnamese sounds for "t" and "d."

The pretest results indicated that students achieved correct pronunciation of the "-ed" ending in only about 50% of the cases Many students exhibited one or more errors when pronouncing words with the "ed" ending.

The study revealed that students struggle significantly with pronouncing the -ed ending, particularly finding it more challenging to articulate the sounds /t/ and /d/ compared to /id/ The most frequent error is omitting the -ed ending entirely, while less common mistakes include substituting it with different sounds or pronouncing it with Vietnamese phonetic influences It is essential for both teachers and students to focus on addressing these pronunciation errors These insights can serve as a foundation for targeted interventions aimed at enhancing students' proficiency in pronouncing the -ed ending correctly.

Comparison of the students’ –ed ending pronunciation performance in the pretest and the

In the pretest, students read words with -ed endings after studying them, revealing pronunciation mistakes To address these errors, a communicative task was implemented in the following lesson, where students engaged in conversations using these words Their pronunciation was then checked and corrected by the teacher and peers, leading to a second round of conversations aimed at perfecting their -ed endings The posttest involved creating more complex conversations, reflecting an increase in difficulty and communicative interaction, as students transitioned from individual word study to practical application Despite the challenges, students received careful guidance, with multiple corrections provided to enhance their performance A comparison of -ed ending pronunciation in the pretest and posttest will demonstrate the effectiveness of the communicative task in improving students' pronunciation skills This analysis specifically excludes students who were absent during either test.

3.2.1 Comparison of general situation of the students’ mistakes in pronouncing “ed” ending in the pretest and the posttest posttest

Words Worked Visited Joined Asked Waited Arrived

PN Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T

10 ab N ab N ab N ab N ab N ab N

15 ab N ab N ab ->/id/ ab N ab ab

16 ab ->/d/ ab N ab ab ab N ab N

22 ab ab ab N ab ab N ab

23 ab N ab ab ab V ab N ab

33 ab ab ab ab N ab ab

Table 3 illustrates the comparison of students' pronunciation errors regarding the "ed" ending in both the pretest and posttest Mistakes are categorized using specific symbols: N indicates the "ed" ending was not pronounced, V signifies it was pronounced similarly to Vietnamese sounds with the same spelling, and -> denotes a change to a different sound Blank boxes represent instances where no mistakes were made.

Table 3 indicates a significant reduction in pronunciation errors related to the "-ed" endings among students Both tests featured the same six words with "-ed" endings, resulting in a total of 186 pronunciations recorded from each test.

The initial analysis revealed a total of 93 mistakes, accounting for 50% of the 186 word pronunciations in the test However, as shown in tables 3 and 4, the post-test results indicate a significant reduction in errors, with only 43 mistakes, representing 23.1% of the same 186 pronunciations This marks a substantial decrease of 53.7% in total mistakes, dropping from 93 to 43.

40 ab ab N ab ab V ab

RP Right pronunciation of “ed” ending red Mistake doesn’t change

PN Participant Number yellow Mistake is replaced by another one

Pre-T Pre-test green Mistake is corrected

Pos-T Post-test orange Mistake is correct in the pretest but incorrect in the post test

-> changed into ab absent mistakes This shows that using the communicative task has good effectiveness in correcting –ed ending pronunciation mistakes for the students

The study analyzed the changes in students' pronunciation of the –ed ending between pretest and posttest performances, using a color-coded system to indicate progress: red for unchanged mistakes, yellow for mistakes replaced, green for corrections, and orange for errors that were initially correct but later incorrect Out of 93 mistakes, 19 (20%) remained unchanged (red), 15 (16.5%) were replaced (yellow), 59 (63.4%) were corrected (green), and 9 (9.7%) were incorrect in the posttest (orange) The results showed a significant improvement, with 63.4% of mistakes corrected, highlighting the effectiveness of communicative tasks in addressing pronunciation errors However, 36.6% of mistakes persisted, indicating that students who continue to struggle with –ed ending pronunciation may require additional practice and alternative correction methods outside of class Teachers should address these ongoing issues to further support student improvement in pronunciation.

Despite correctly pronouncing the –ed endings in a pretest, 20.9% of mistakes emerged in the posttest, indicating that students struggle with these pronunciations in conversational contexts This highlights a significant gap between their ability to pronounce –ed endings in isolation versus in actual dialogue To address this issue, incorporating communicative tasks into teaching is essential, as they provide students with the necessary practice to improve their pronunciation of –ed endings in real-world conversations.

3.2.2 The comparison of the students’ common mistakes in pronouncing “ed” ending in pretest and posttest

Table 4: The comparison of the students’ common mistakes in pronouncing “ed” ending in pretest and posttest

T Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T Pre-T Pos-T

Table 4 illustrates the comparison of common pronunciation errors related to the "ed" ending among students between the pretest and posttest The findings further validate the effectiveness of employing communicative tasks to address and rectify students' mistakes with the "ed" ending in the classroom.

Table 4 highlights that both the pretest and posttest featured six words ending with "ed." In the pretest, students made a total of 93 mistakes, which were categorized into three distinct types: mispronunciation of the "ed" ending, pronunciation resembling Vietnamese sounds with similar spelling, and alteration of the "ed" ending into different sounds.

The overall number of mistakes has decreased across all categories The first category, where the "-ed" ending was not pronounced, saw a reduction of 35.4%, dropping from 48 to 31 mistakes The second category, where the "ed" ending was pronounced like similar-sounding Vietnamese words, experienced the most significant decline of 93.7%, falling from 32 mistakes to just 2 Lastly, the third category, where the "ed" ending was altered to a different sound, decreased by 23%, from 13 mistakes to 10.

Chart 2: Differences in the numbers of mistakes between pretest and posttest

Most of the six words show a decrease in the total number of -ed ending pronunciation mistakes, with only one word experiencing a slight increase in errors.

The total number of pronunciation mistakes related to the –ed ending in the word “arrived” was significantly reduced, dropping from 21 to just 5 errors Although two new mistakes were identified in the posttest, the overall correction rate improved remarkably, indicating that the most successful adjustment involved pronouncing the “ed” ending in a manner similar to Vietnamese phonetics.

After implementing communicative tasks to address errors, no students in the class made mistakes with the word "arrived" in the posttest This marks a significant improvement, as 14 students (45%) had initially made errors in the pretest, resulting in a 100% reduction in mistakes.

All the total numbers of –ed ending pronunciation mistakes in the other words except

The pronunciation mistakes for the –ed ending in the word "worked" decreased by 45%, dropping from 20 to 11 errors Additionally, the total mistakes for the –ed endings in "joined" and "asked" saw a significant reduction of 55%, reflecting a notable improvement in pronunciation accuracy Overall, the total number of mistakes decreased by approximately 50%.

9 mistakes The total number of –ed ending pronunciation mistakes in the word “waited” decreased by 40% of the mistakes, from 10 mistakes to 6 mistakes

The total number of pronunciation mistakes for the –ed ending in the word “worked” rose from 2 to 3, as an additional student failed to pronounce the “ed” ending correctly.

In summary, the analysis of students' mistakes in the pretest and posttest reveals a significant reduction in errors across all aspects, with an overall decrease of 53.7% in the total number of mistakes All types of mistakes saw declines, ranging from a notable 93.7% to a minimum of 23% Specifically, mistakes related to the pronunciation of –ed endings showed reductions between 50% and 100% for most of the six words assessed, with only one word experiencing a slight increase of just one mistake These findings demonstrate the effectiveness of the communicative task in addressing students' pronunciation errors related to –ed endings.

Discussion of research questions

1.1 What are the students’ mistakes regarding English –ed ending pronunciation?

The study revealed that students struggled significantly with the pronunciation of the English –ed ending, with nearly half of the tested words pronounced incorrectly This indicates that a substantial number of students made one or more errors when articulating words that feature this ending.

A study on the pronunciation of the "-ed" ending revealed that students struggled significantly with this aspect of English phonetics The analysis identified three primary types of pronunciation errors: the omission of the "-ed" ending, mispronouncing it with Vietnamese phonetic equivalents, and altering it to different sounds Notably, students found it more challenging to correctly articulate the "-ed" ending as /t/ and /d/ compared to /id/ The most prevalent error was failing to pronounce the "-ed" ending at all, while the least frequent mistake involved changing it to another sound Additionally, mispronouncing the "-ed" ending using similar Vietnamese sounds was also a common issue among students.

The findings indicate that students' English pronunciation is significantly affected by their mother tongue, as noted by Tran (2008), who references several researchers, including O'Connor (1991) and Ohata (2003), supporting this claim Many instances of mispronunciation among students, discussed in Chapter III, reveal a tendency to replace English sounds with Vietnamese equivalents that appear more familiar in terms of pronunciation or spelling Tran (2008) also highlights that this pattern of sound substitution has been previously addressed in Tench's work.

(1981), who claimed that “L2 learners often use a more familiar sound in their first language to replace the L2 sound that they perceive as difficult.” (Tench, 1981: 26).”

The students demonstrated insufficient proficiency in pronouncing the -ed ending, which can hinder their motivation to speak and learn English It is crucial for both teachers and students to address these pronunciation errors The findings from this assessment can serve as a foundation for developing strategies to enhance students' pronunciation of the -ed ending.

1.2 What effects does the communicative task bring when being used in correcting the students’ English –ed ending pronunciation mistakes?

The results from Chapter III, Part 3, indicate that students demonstrated notable improvement in their pronunciation of –ed endings after the teacher-researcher implemented a communicative task to address pronunciation issues This raises the question of whether the observed improvement can be attributed to the effectiveness of the communicative task utilized in the study.

The pretest and posttest conducted before and after the implementation of the communicative task indicated a significant improvement in students' pronunciation of the -ed ending Students reported no additional English lessons focused on this aspect during the testing period, reinforcing that the observed progress was primarily due to the communicative tasks This highlights the effectiveness of communicative tasks in addressing and correcting students' pronunciation errors related to the -ed ending in English.

The reliable improvement in students' pronunciation of the -ed ending indicates that communicative tasks significantly enhance their learning experience Classroom observations revealed that these activities sparked students' interest by providing opportunities for conversation and pronunciation practice that were previously lacking This evidence supports the effectiveness of communicative tasks in improving -ed ending pronunciation Moreover, incorporating these tasks regularly not only boosts students' motivation but also enhances their overall English pronunciation skills.

The impact of communicative tasks on students varies significantly due to their differing English proficiency levels and interests Students with lower English skills struggle to comprehend and apply literary concepts, resulting in less improvement compared to their peers Additionally, those lacking interest or motivation in the activities tend to show minimal progress While it is challenging to create communicative tasks that cater to every student's needs, teachers can support weaker students by guiding and eliciting responses to enhance their pronunciation of -ed endings Furthermore, the effectiveness of these tasks in online classes may differ from traditional offline settings, influencing the overall improvement in students' pronunciation skills.

In response to the challenges posed by Covid-19, a study was conducted using Google Meet and Padlet.com for online classes The teacher instructed students to utilize Padlet's video recording feature to create, record, and upload their conversations Observations revealed a disparity in upload times, with some students successfully submitting their work within three minutes, while others took longer This variation in completion time was influenced by factors such as infrastructure, technological equipment, and the students' proficiency with technology.

Using communicative tasks in online classes offers distinct advantages for improving students' pronunciation The video recording function enables teachers to easily monitor student participation and motivate those who may be less engaged, a challenge often faced in offline settings To address this, offline teachers could encourage students to record their pronunciation and share it in social media groups like Zalo Additionally, platforms like Padlet facilitate public and peer corrections, enhancing the effectiveness of feedback Furthermore, the incorporation of engaging activities such as video recording and Padlet makes lessons more enjoyable, increasing student interest and participation.

While online classes offer communicative tasks, they present notable disadvantages compared to offline classes Firstly, the lack of direct communication in online settings leads to less natural conversations Secondly, the types of interactions are limited; in the researcher’s experience, only repetitive and question-answer formats were feasible on platforms like Google Meet and Padlet, whereas offline classes allow for a broader range of conversational styles, including discussions Additionally, the effectiveness of communicative tasks in online classes is influenced by various factors such as infrastructure, technological equipment, and students' proficiency with technology.

Each teaching method has its own set of advantages and disadvantages, and it is essential for educators to apply them judiciously To maximize teaching effectiveness, teachers should integrate these methods with communicative tasks.

In conclusion, research indicates that communicative tasks effectively enhance students' pronunciation of the –ed ending While no single method is flawless, teachers should integrate both online and offline strategies tailored to the diverse needs of their students By providing targeted support, educators can maximize the impact of communicative tasks on improving pronunciation skills in the classroom.

Pedagogical implications

The use of communicative tasks has proved its effectiveness in improving Vietnamese students’ –ed ending pronunciation From the discussion above, a number of implications can be made

2.1 Increasing the use of communicative tasks

To enhance students' pronunciation skills, it is essential for teachers to identify and address common pronunciation issues before implementing communicative tasks By thoroughly assessing students' pronunciation challenges, educators can leverage the effectiveness of these tasks to improve overall language proficiency and maximize the benefits discussed.

To identify pronunciation issues, teachers should encourage students to speak in class and monitor their pronunciation closely Increased student participation allows teachers to detect more errors English teachers must prioritize pronunciation while instructing on various language skills, including speaking, listening, reading, and writing It is essential for educators to create ample opportunities for students to practice speaking English accurately, rather than solely concentrating on the content of their speech.

To enhance speaking skills, teachers should provide students with ample opportunities for pair and group work While students engage in these activities, teachers must circulate the classroom to identify common pronunciation issues, focusing on specific mispronunciations of English sounds By addressing these prevalent mistakes with the entire class, teachers can foster a collective awareness of errors Implementing communicative tasks will ensure that all students recognize and work to correct their pronunciation mistakes effectively.

To effectively enhance students' English pronunciation, communicative tasks should be used strategically alongside other activities Given the varying skill levels within a classroom, it is essential for teachers to ensure that even the least proficient students can engage with and complete these tasks Clear instructions and explanations of new language elements are crucial, and teachers should offer assistance to students struggling to understand Additionally, teachers should proactively support disengaged students by approaching them during activities While communicative tasks are beneficial for improving pronunciation, they are not a standalone solution; therefore, integrating them with exercises and digital resources is vital for achieving optimal results in language development.

2.2 Focusing more on students’ self study

Self-study is essential for students to enhance their academic performance, as classroom time is limited Teachers play a crucial role in motivating and managing this self-study process, rather than allowing students to study aimlessly during breaks It is vital for educators to actively engage with students throughout their self-study journey For instance, assigning relevant reading passages or exercises related to specific aspects of English pronunciation each week can foster effective self-study habits Students should record their practice and present it in class, allowing for constructive feedback from peers and teachers Ultimately, teachers must take an active role in guiding self-study, rather than leaving students to navigate it independently.

2.3 Combining online teaching and offline teaching

Online teaching offers significant advantages that should be integrated into training programs, not just during the Covid-19 pandemic but also in regular circumstances With the rapid advancements in technology and infrastructure, the effectiveness of online teaching is expected to improve continuously.

Conclusions

This study addresses two key research questions: the types of mistakes students make in pronouncing the English -ed ending and the impact of communicative tasks on correcting these pronunciation errors To investigate these issues, action research was employed alongside various instruments to gain a clearer understanding of the challenges faced by students.

A recent study at Haiphong University revealed that first-year students struggle with the pronunciation of -ed ending sounds Despite their literature studies and practice exercises, many students exhibited poor pronunciation skills The research highlighted that a significant number of students made multiple errors when pronouncing words with -ed endings, with the most frequent mistakes identified.

Many students struggle with the pronunciation of the "ed" ending in English, often failing to pronounce it correctly A frequent error is pronouncing the "ed" ending in a way that mimics similar sounds in Vietnamese Additionally, some students mistakenly alter the "ed" ending to a different sound altogether However, with practice, students can improve their pronunciation of these endings more easily.

“ed” ending as /id/ correctly than as /t/ and /d/ It is necessary for the teacher and students to pay more attention to correcting these errors

The study demonstrated the effectiveness of communicative tasks in enhancing students' pronunciation of the –ed ending by comparing pretest and posttest results Findings indicated a notable improvement in participants' pronunciation skills It was confirmed that implementing communicative tasks significantly reduced pronunciation errors during lessons However, additional methods for addressing remaining mistakes are still essential for students who have not fully corrected their pronunciation issues.

The study's findings provide essential insights for pedagogical practices, emphasizing the need to enhance communicative tasks, prioritize student self-study, and integrate online and offline teaching methods It is anticipated that this research will significantly aid English teachers in identifying key aspects of English pronunciation to concentrate on when instructing Vietnamese students.

Given the inherent limitations of the study, several recommendations for future research were proposed, aiming to enhance the understanding of how communicative tasks can effectively improve students' pronunciation of -ed endings.

Despite the writer's diligent efforts in conducting the research, certain limitations are unavoidable Constructive feedback from colleagues, experts, and individuals interested in the research would be greatly appreciated.

Limitations of the study

Despite the proven effectiveness of communicative tasks in enhancing student performance, a comprehensive understanding of their implementation remains elusive due to various factors.

The study's small sample size of just 31 participants limits the understanding of first-year students' pronunciation issues with the –ed ending, making it challenging to generalize findings across different contexts Nevertheless, this limitation is inherent in action research.

The research duration was limited, restricting the lesson time for the -ed ending, which hindered significant student progress Consequently, many students only improved on certain mistakes A longer research period is anticipated to yield better results.

The researcher conducted only one action research cycle within a limited timeframe, suggesting that additional cycles could reveal further student improvements and the trajectory of their development.

A limitation of the research is its exclusive focus on the pronunciation issues related to the -ed ending, leaving other aspects of English pronunciation unaddressed Expanding the study to include additional pronunciation elements could provide insights into the effectiveness of communicative tasks in enhancing students' overall English pronunciation skills.

Suggestions for further study

Given the study's limitations, the author strongly suggests that additional research is needed to better understand the impact of communicative tasks on the overall pronunciation of Vietnamese students, with a specific focus on the pronunciation of -ed endings.

The study concentrated solely on the pronunciation of -ed endings among first-year students, while English pronunciation encompasses a broader array of elements Different student groups may exhibit varied behaviors, indicating the need for further research Additional studies should explore the impact of communicative tasks on other pronunciation aspects, including intonation, rhythm, and connected speech, across diverse student populations.

To enhance the validity of the research findings, it is essential to expand the study to include a larger sample of students This broader approach will provide more comprehensive insights, as the current limited sample size makes it challenging to generalize the effects of focused tasks across a diverse range of subjects.

Pronunciation plays a crucial role in English lessons and can be effectively integrated with language skills like writing and reading Further research in this area is essential to maximize student benefits.

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APPENDIX 1: The content of the “ed ending” lesson

APPENDIX 2: The communicative task applied in the reserch

Activity 1: Listen to your teachers’ feedbacks to your performance of “ed” pronunciation in unit 7 Practice the words in part C of the lesson “ed” pronunciation in Unit 7 correctly again

Engage with your teacher's instructions by creating a dialogue on Padlet.com Record and upload your video to the designated page Ensure to incorporate the "ed" pronunciation words from part C of Unit 7 while responding to the questions provided.

1 Where did your father work when he was young?

2 Who did you visit last year?

3 When did you join a trip with your family

4 What did you ask about our university first?

5 How long did you wait to go to university?

6.When did you arrive home after school last month?

In Activity 3, students are instructed to attentively listen to their teacher's guidance and engage with their partner's dialogue on Padlet.com, as provided by the instructor They are tasked with identifying and correcting any pronunciation errors related to the "ed" endings in their partner's speech Corrections should be documented in the comment box for review and feedback.

Activity 4: Read your partner’s correction Listen your self’s dialogue on the Padlet.com Give feedback to your partner’s comments

Activity 5: Make the dialogue again, correct your mistakes you have found Upload your video on the page again

Tiêu đề	Using A Communicative Task To Correct “Ed” Ending Pronunciation Mistakes For The Non-English Major Students At Hai Phong University
Tác giả	ThS. Phạm Hải Yến
Trường học	Hai Phong University
Chuyên ngành	Foreign Language
Thể loại	Research Report
Năm xuất bản	2022
Thành phố	Hải Phòng

Định dạng
Số trang	79
Dung lượng	2,26 MB