The effectiveness of watching English YouTube educational videos on the improvement in pronunciation for third-year students of the English Faculty at a language university in Hanoi: Stu
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Pronunciation is a critical component of English language acquisition, as mispronunciation can change the meaning of sentences and hinder effective communication According to the Oxford Dictionary, pronunciation refers to how words and sounds are articulated Mastering the sound system of a language is essential for foreign language learners, as highlighted by Gimson (1970), who states that it is a fundamental requirement for effective communication ESL learners who develop their pronunciation skills gain confidence in their verbal interactions Comprehensive pronunciation instruction should cover three key areas: sound, rhythm and intonation, and stress (Chan, 2018) Even minor phoneme production errors can lead to significant misunderstandings, as noted by Kelly (2001), emphasizing the importance of prioritizing pronunciation alongside grammar and vocabulary in English language learning.
Research has focused primarily on segmental phonology, emphasizing individual sounds like vowels and consonants This focus is due to the simplicity of segmental features, which are easier to comprehend and teach than supra-segmental aspects.
Segmental attributes pertain to the distinct sounds found within words, like the 'T' in "lamp," the 'r' in "ramp," and the 'a' in "hat." These sounds, which include consonants, vowels, and their combinations, are known as phonemes Mispronouncing phonemes can change the intended meaning of a word.
Supra-segmental features refer to the overarching sound characteristics in speech that extend beyond individual phonemes Recent research has shed light on these critical aspects of prosody, which encompass the rhythm, stress, and intonation patterns that shape entire linguistic sequences This understanding is particularly significant when distinguishing between languages, such as tonal languages like Vietnamese, where pitch plays a crucial role in meaning.
Mandarin and English exhibit distinct timing patterns, with English following a stress-timed and syllable-timed rhythm, exemplified by phrases such as "WHAT's his addRESS?" According to Jenkins (2002), improving supra-segmental skills is essential for achieving proficient communicative pronunciation, surpassing the importance of merely focusing on segmental aspects Key elements such as speech connection, intonation, and emphasis are vital for effective pronunciation, emphasizing the significance of suprasegmental features (Burns, 2003).
Connected speech involves the seamless blending of the ending sound of one word with the beginning sound of the next This process includes merging consonants with vowels, consonants with other consonants, and vowels with vowels Additionally, speakers may reduce certain sounds or completely omit others, enhancing the fluidity of spoken language (Jenkins, 2002).
Intonation acts as the melody of the English language, highlighting pitch variations that speakers employ according to the context and meaning of their conversations For instance, a rising pitch in "Can you take the scissors?" indicates a request, while a falling pitch in "Can you take the scissors" signifies a command.
The emphasis placed on a particular syllable over others when pronouncing a word is referred to as stress (Rough, 1998) These focus words are stressed (made long and loud) to convey:
* the overall rhythm of the utterance
* the most meaningful part of the utterance
At the meaning level, some words are given more prominence than others to foreground which meaning is important For example, compare: ôCan YOU take the scissors? (not someone else)
* Can you take the SCISSORS! (not the knife).
Harmer (1993) highlights the necessity for students to communicate clearly and express their ideas effectively, prioritizing "effective pronunciation" over perfect accents Seferoglu (2005) reinforces this by stating that the emphasis should be on suprasegmental features of pronunciation, rather than segmental aspects, to enhance students' communicative skills.
Figure 1 Various features of English language pronunciation
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Variations in pronunciation abilities among learners in a homogeneous classroom have led researchers to investigate the personal traits that influence success in foreign language acquisition A study by Elliot (1995) on university students studying intermediate Spanish identified the students' attitudes towards achieving native or near-native pronunciation as the key factor affecting their pronunciation accuracy Specifically, those who prioritized their pronunciation showed significant improvement in producing target language sounds This finding is consistent with earlier research by Suter (1976), which found that students who were more focused on their pronunciation performed better in English as a Second Language.
Understanding second language learners' attitudes towards pronunciation and language acquisition requires an examination of Schumann's (1986) acculturation model, which emphasizes the importance of cultural integration in language learning Schumann argues that learners' success in acquiring a target language is directly linked to their openness to the target culture and their desire for social integration His research highlights that the social and psychological integration of immigrant students significantly influences their language acquisition and usage Ultimately, the extent to which students acquire and use a language reflects their level of acculturation to the host culture.
Social and psychological interactions between a group and the target culture are essential for effective language acquisition Increased engagement fosters opportunities for learning, while decreased interaction leads to reduced language use Research by Sparks and Glachow (1991) supports this, showing that students with positive attitudes and motivation towards the target language are more successful They build on Gardner and Lambert's findings, which differentiate between instrumental motivation for achieving linguistic goals and integrative motivation for deeper cultural understanding Students motivated integratively tend to invest more effort in developing their communication skills, as they are eager to connect with native speakers.
The age at which a person begins learning a language is important, but motivation and cultural immersion are crucial factors influencing the ability to achieve native-like pronunciation Research shows that personal and professional goals related to English proficiency significantly impact a learner's desire to attain this level of pronunciation.
(2000) comprehensive review of adult English acquisition suggests that with the night
10 motivation, adults can attain a level of proficiency that mirrors native speakers Moyer
Research has shown that a positive attitude and deep engagement with the language play a crucial role in achieving native-like pronunciation (2007) Shively (2008) found that factors such as the age of initial exposure to Spanish, the number of formal instruction hours, living in Spanish-speaking areas, and opportunities for out-of-class interactions significantly impact pronunciation accuracy Therefore, educators should not only focus on teaching pronunciation and accents in the classroom but also encourage students to practice speaking English outside of formal settings and provide tasks that promote such interactions.
Foreign language instruction emphasizes four key areas: listening, speaking, reading, and writing While pronunciation is prioritized in the initial stages, particularly during the introduction of the target language's alphabet and sounds, its importance tends to decline after the introductory level This reduced focus on pronunciation may be due to a general lack of enthusiasm among researchers, teachers, and students, who often view it as less significant in second language acquisition (Elliot, 1995) According to Pennington (1994), pronunciation is frequently seen as a linguistic element rather than a crucial aspect of conversational fluency, resulting in its minimal emphasis in communicative classrooms (Elliot, 1995).
Elliot (1995) argues that teachers often view pronunciation as the least important of the fundamental language skills, resulting in the deprioritization of pronunciation instruction in favor of other language areas This neglect may stem from the belief that adult foreign language learners find it more difficult to master pronunciation compared to other aspects of language acquisition Additionally, a lack of proper training and resources for teaching pronunciation exacerbates this issue (Elliot, 1995).
Educators frequently use repetition drills and pronunciation rules to teach pronunciation, such as demonstrating how adding an "e" to a CVC pattern alters its pronunciation However, this method mainly helps students decode words for reading, rather than enhancing their actual pronunciation skills.
Students often lack guidance on the differences between fricatives and non-fricative continuants, as well as the distinctions between trilled and flapped /r/ sounds in Spanish and English, leaving them to learn independently Research on the effectiveness of explicit pronunciation instruction for second language learners has produced mixed outcomes For example, Suter (1976) found no significant link between formal pronunciation instruction and ESL learners' pronunciation, whereas Murakawa (1981) demonstrated that 12 weeks of phonetic training improved adult L2 learners' allophonic articulation Additionally, Nuefield and Scheiderman (1980) suggested that adults can achieve near-native fluency quickly with proper pronunciation instruction, without negatively impacting the overall language teaching program These discrepancies in findings may stem from differences in research methodologies.
Research by Derwing, Munro, and Wiebe (1997) focused on supra-segmental features of pronunciation among ESL learners with an average of ten years of study Participants engaged in a course that emphasized stress, rhythm, and intonation, while native listeners transcribed their speech samples at the beginning of the course to assess intelligibility, comprehensibility, and accentedness The findings demonstrated significant improvements in pronunciation over the 12-week period, highlighting that language learners can effectively modify their speech, as evidenced by a reading task (Derwing & Rossiter, 2003).
Learner exposure to the target language is influenced by daily life experiences and prior instruction, with language acquisition relying heavily on comprehensible input Adult learners often face limited opportunities for immersion in the target language, unlike children in English-speaking schools, leading to what theorists describe as ‘linguistic ghettos’ that restrict meaningful exposure This lack of immersion presents challenges for foreign language learners, as effective oral communication requires the ability to navigate diverse interactions appropriately (Shumin, 1997).
Verbal communication significantly influences supra-segmental features such as pitch, stress, and intonation, which are not typically learned through traditional reading methods Additionally, non-linguistic elements like gestures, body language, and facial expressions play a crucial role in conveying meaning, yet they are acquired through immersive experiences rather than formal instruction Adult English language learners often face challenges in achieving native-like pronunciation, fluency, and mastery of idiomatic expressions, largely due to limited exposure to the target language and insufficient interaction with native speakers, which also affects their understanding of cultural pragmatics.
YouTube, a leading online video-sharing platform, has rapidly gained popularity since its launch, attracting over 2 billion daily views and more than 35 hours of video uploads per minute within its first five years (Jalaluddin, 2016; YouTube, 2010; Walk, 2010) Initially designed for general public use, YouTube has become a valuable educational resource, with hundreds of colleges and institutions establishing their own channels In March 2009, YouTube EDU was introduced, featuring a curated collection of channels from over 300 educational partners, offering more than 65,000 videos on lectures, news, and campus life for free public access (Greenberg, 2010) This vast array of content highlights YouTube's significant role in providing instructional materials.
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Open Educational Resources (OER) are freely accessible digital materials that support educators, students, and independent learners in enhancing their access to information YouTube serves as an effective medium for language teaching, engaging students through storytelling conveyed via music and visual sequences that create a sense of movement This platform can significantly boost student interest in learning, addressing the common issue of disengagement in traditional educational settings.
In today's English classes, where entertainment is crucial, YouTube stands out as a popular medium (Universitas Muhammadiyah Purwokerto, Lintang Kusuma, Zahriyanda Benti Syam, Magister Pendidikan Bahasa Inggris, 2022) It has been effectively integrated into various teaching scenarios (Garcia-Barriocanal et al., 2011; Milliken et al., 2008; Redecker et al., 2009), serving as a valuable educational resource for both teachers and students (Downes, 2008) YouTube is used to present topics, design classroom activities, create videos, and enhance students' digital skills (Bonk, 2008; Burke & Snyder, 2008; Snelson & Perkins, 2009) Additionally, it plays a significant role in online classrooms and distance education, fostering a sense of community and improving learning outcomes (Burke & Snyder, 2008; Duffy).
YouTube has emerged as a valuable resource for teaching and learning, especially among adult learners The platform offers students access to real-world videos and scenarios that can significantly improve their understanding and performance in English language classes Research indicates that students benefit positively from engaging with realistic, real-life content, enhancing their learning experience (Maness 2004).
Multimedia Sensory Memory Working Memory Long-Term
Figure 2 Cognitive Theory of Multimedia Learning
Mayer and Moreno's Cognitive Theory of Multimedia Learning emphasizes that deeper understanding is achieved when information is conveyed through both text and graphics, rather than text alone This theory is based on the idea that learning occurs through two distinct channels: auditory and visual Both channels work together to process information into working memory, enhancing the overall learning experience.
3.2 Impact of Watching YouTube Videos
Students can enhance their speaking skills by generating ideas, expanding their vocabulary, and mastering pronunciation through YouTube videos (Universitas Muhammadiyah Purwokerto, Lintang Kusuma, Zahriyanda Benti Syam, Magister Pendidikan Bahasa Inggris, 2022) The use of videos has proven to boost teaching productivity and provide significant enjoyment for educators (Tang & Austin, 2009) As the second most visited website globally, following Google (Alexa, 2019), YouTube serves as a valuable educational tool that engages students and supports their digital learning Additionally, it plays a crucial role in educational budgets as a free resource for teaching and learning (Burke & Snyder, 2008).
Online videos offer numerous benefits for higher education, including ease of use, adaptability, and access to a vast array of current information that enhances course content and boosts student engagement As the popularity of online videos grows, platforms like YouTube have become essential resources for educators and learners, facilitating the sharing of materials that enrich student learning and inspire engaging class discussions According to self-determination theory, students who actively participate in their education and are motivated to succeed are more likely to be intrinsically driven, fostering a deeper connection to their learning experiences.
Perspective is defined by the Oxford Dictionary as the ability to think about problems and decisions rationally, without exaggerating their significance This balanced mindset enhances judgment and decision-making, promoting rational thinking while minimizing unnecessary stress By maintaining perspective, individuals can approach personal and professional challenges more constructively and calmly Ultimately, cultivating this mindset fosters resilience and clarity, enabling individuals to navigate adversity more effectively.
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Every person has a unique perspective influenced by their experiences and environment This cognitive viewpoint is shaped by various factors, such as age, professional background, and personal responsibilities, which together create a distinct outlook on life.
Viewing situations from a student's perspective involves understanding their experiences, needs, and concerns within an educational context To enhance English pronunciation skills, it is crucial to integrate pronunciation lessons into the broader framework of oral communication classes, rather than treating them as isolated topics (Morley, 1991) This approach fosters a more cohesive learning experience that aligns with students' interests and promotes effective communication.
A 2012 survey study examined the views of EFL university students from Italy, Poland, and Spain, revealing that students prioritize good pronunciation and aspire to sound native-like The research highlighted that their pronunciation improved through exposure to authentic English, practical phonetics instruction, imitation of native speech, and interactions with native speakers Additionally, students engage in self-study by reading aloud, mimicking authentic speech from various media, and consuming English-language programs.
Numerous researches have been carried out on the utilization of YouTube videos to enhance English pronunciation proficiency, encompassing studies conducted in Vietnam as well as various international contexts
Research on YouTube's influence on pronunciation has largely focused on students' perspectives, as highlighted by studies conducted by Mulyani & Sartika (2019) and Istiyan’ & Murtiningsih (2022).
Recent studies, including "Analyzing Students’ Proficiency in English Pronunciation Using YouTube-Based Video Media" and "Enhancing Students' English Pronunciation Through English With Lucy YouTube Videos," have demonstrated significant improvements in students’ pronunciation skills through the use of YouTube content However, there remains a scarcity of scholarly research examining the impact of YouTube on pronunciation from the perspectives of both educators and learners Additionally, Mulyani and Sartika’s research primarily focused on the enhancement of pronunciation among students.
Perspective Conceptualization
Each person has a unique perspective shaped by their individual experiences and environments Factors such as age, professional background, and personal responsibilities significantly influence this cognitive stance, ultimately shaping how individuals view different aspects of life.
Viewing a situation from a student's perspective means understanding and analyzing issues within an educational context, focusing on their experiences, needs, and interests To enhance English pronunciation, it is crucial to integrate pronunciation practice into broader oral communication classes rather than treating it as a separate subject (Morley, 1991).
A 2012 survey-based study examined the views of EFL university students from Italy, Poland, and Spain, revealing that students prioritize good pronunciation and aspire to sound native-like The research indicates that their pronunciation has improved through exposure to authentic English, practical phonetics instruction, and interactions with native speakers Additionally, students engage in self-study by reading aloud, imitating authentic speech from diverse media, and consuming various programs.
Research gaps e5
Numerous researches have been carried out on the utilization of YouTube videos to enhance English pronunciation proficiency, encompassing studies conducted in Vietnam as well as various international contexts
Recent scholarly research on the influence of YouTube on pronunciation has primarily focused on student perspectives, as demonstrated by studies conducted by Mulyani & Sartika (2019) and Istiyan’ & Murtiningsih (2022).
Recent studies, such as "Analyzing Students’ Proficiency in English Pronunciation Using YouTube-Based Video Media" and "Enhancing Students' English Pronunciation Through English With Lucy YouTube Videos," demonstrate significant improvements in students' pronunciation skills through the use of YouTube content Despite these findings, there remains a lack of comprehensive scholarly research examining the effects of YouTube on pronunciation from both educators' and learners' perspectives Additionally, Mulyani and Sartika's research primarily focused on the enhancement of pronunciation among students, indicating a need for broader exploration in this area.
This study addresses a significant gap in research regarding the use of YouTube to improve pronunciation skills among third-year junior high school students By gathering insights from both teachers and students, it aims to enhance understanding of this educational tool and its multifaceted benefits.
A 2022 study by Truong & Le explored the practices and perceptions of EFL university students using YouTube to enhance their English-speaking skills Involving 106 students from various academic years, the research utilized a questionnaire and semi-structured interviews to gather both quantitative and qualitative data The findings revealed that EFL students at the tertiary level significantly improve their speaking abilities through YouTube, recognizing its effectiveness as an educational tool for practicing and enhancing their skills.
Mulyam & Sartika (2019) explored an innovative method for teaching English pronunciation to junior high school students by integrating YouTube-based video media with engaging activities Their mixed-method study utilized a quasi-experimental design, collecting quantitative data through pre-test and post-test assessments to measure the effectiveness of this approach on eighth-grade students' pronunciation skills Additionally, qualitative insights from field notes and interviews enriched the analysis, offering a deeper understanding of the outcomes The results revealed a notable improvement in students' English pronunciation from the pre-test to the post-test, highlighting the positive impact of using YouTube-based video media in the learning process.
Andini and Zaitun (2023) investigated the effectiveness of learning pronunciation through YouTube content, specifically English with Lucy, among high school students participating in remote online learning Using a qualitative methodology, the research aimed to improve students' pronunciation proficiency, employing various data collection tools such as assessments and observational techniques The findings indicate that YouTube videos significantly enhance pronunciation skills among junior high school students.
Darmawan (2018) conducted a study to explore the effects of YouTube pronunciation tutorials on students' pronunciation proficiency Using an experimental design, the research involved two groups: one that used YouTube videos for pronunciation practice and a control group that did not Both groups of second-year university students, totaling 90 participants, took identical pre-tests and post-tests, with data collected through a reading-aloud test The analysis indicated a significant correlation between the use of instructional videos and improvements in students' pronunciation skills.
A study by Truong & Le (2022) explored how EFL university students use YouTube to enhance their English-speaking skills, involving 106 students from various academic years Through a combination of questionnaires and semi-structured interviews, the research gathered both quantitative and qualitative data on students' perceptions and behaviors The findings revealed that tertiary-level EFL students can significantly improve their speaking abilities by utilizing YouTube as an educational resource, emphasizing the platform's effectiveness in facilitating practice and skill enhancement during the learning process.
There is a lack of research on the impact of YouTube on pronunciation, particularly from the perspectives of educators and learners, focusing on third-year students This study aims to fill this gap by providing valuable insights from both teachers and students It seeks to enhance understanding of how YouTube can be utilized to improve pronunciation skills among third-year students, highlighting various aspects of this educational approach.
METHODOLOGY 20
This investigation employs a quantitative approach, specifically utilizing descriptive survey research to collect data from a sample of third-year students at University Y The study aims to explore how these students utilize YouTube-based video content to enhance their pronunciation skills and assess their interest in using the platform for learning A structured questionnaire, consisting of 32 items, was administered to gather quantitative data on participants' perceptions of YouTube's usability, accessibility, and practicality for pronunciation improvement Respondents selected one of four options—strongly agree, agree, disagree, or strongly disagree—for each statement, providing insights into their opinions on the effectiveness of YouTube videos in enhancing their pronunciation skills.
The study focused on enhancing English speaking pronunciation skills and involved 300 third-year students from the English Faculty at a language-specialized university in Hanoi, with an average age of [insert average age].
Twenty students were selected for this study, which focuses on improving pronunciation skills essential for their majors that require extensive use of English The participants are believed to have accessed various resources, particularly educational videos on YouTube, to enhance their learning experience.
A survey employing cluster sampling techniques will be conducted due to its simplicity and cost-effectiveness, targeting third-year English major students with comparable language learning abilities and experiences
Specifically, a language-specialized university in Hanoi will be selected, known for its accessibility and a substantial population of students learning English as a
The survey will focus on third-year English Language majors, targeting 19 classes with 30 students each A random selection method will be employed to choose 10 classes from the total, using individual slips of paper for the draw The selected classes are numbered 1, 3, 5, 7, 9, 11, 13, 15, 17, and 19, resulting in a total participation of 300 students in the survey.
The research team will engage with class monitors from the selected classes and distribute paper questionnaires to facilitate thorough participation from all students in each chosen class.
This study will utilize a quantitative research method, characterized by structured inquiry through the collection of numerical data and the application of statistical, mathematical, or computational techniques Rooted in the positivism paradigm, quantitative research emphasizes statistical analysis and incorporates strategies such as inferential statistics, hypothesis testing, experimental designs, randomization, blinding, and structured questionnaires with predetermined responses.
A researcher conducted a study at a language university in Hanoi, distributing a paper-based questionnaire to third-year English Faculty students to gather their perspectives on using English YouTube educational videos for improving pronunciation skills The study utilized closed-ended questions designed according to Binmahboob's 2020 framework for learning tools aimed at enhancing speaking abilities The questionnaire featured a 5-point Likert scale, allowing students to express their views with options ranging from "Strongly Disagree" to "Strongly Agree." Comprising 32 items, the questionnaire was organized into three sections, including personal information and the perceived effectiveness of YouTube videos in supporting English pronunciation improvement.
The study examines the impact of YouTube educational videos on improving English pronunciation, utilizing a questionnaire divided into three sections The first section gathers participants' background information, including gender and English proficiency The effectiveness of the videos is evaluated through 11 key items, alongside 15 additional items focused on pronunciation enhancement.
This article explores the relationship between English pronunciation levels, the frequency of pronunciation practice, and the impact of YouTube educational videos on improving pronunciation skills It examines how often learners engage with these videos and the types of content they prefer The findings highlight the effectiveness of YouTube as a resource for enhancing English pronunciation, providing insights into learners' perceptions of its utility for their language development.
To prevent any misunderstandings, the questionnaire was translated into Vietnamese The data collected will be analyzed using a quantitative descriptive method The online questionnaire includes 32 statements that students are required to complete based on their perceptions It explores the development of students' English pronunciation and the effectiveness of using YouTube videos as a tool for enhancing English pronunciation learning.
6.1 Data analysis methods: descriptive analysis
Descriptive analysis is an essential statistical method that summarizes and presents the key features of a dataset, making complex information more accessible to researchers and decision-makers By utilizing various statistical measures, such as mean, median, mode, and dispersion metrics like range and standard deviation, descriptive analysis reveals patterns and trends within the data This approach not only enhances understanding but also aids in interpreting the characteristics of the information, providing valuable insights for informed decision-making.
The data analysis procedure begins with the collection of data, utilizing a paper-based questionnaire checklist filled out by three hundred third-year students at the time of distribution This data is then consolidated and organized into an Excel sheet The next step involves cleaning the data, which includes removing duplicate entries, eliminating excess spaces, using the "SORT" function for data arrangement, identifying outliers for standard deviation calculations, and ensuring consistency in data types.
21 e The third step is checking the data’s reliability During this stage, the
"CONFIDENT" function will be applied to assess the data's reliability e The fourth step is visualizing data, the refined data will be presented in tabular form
We are a group of third-year students from the University of Languages and International Studies at Vietnam National University, conducting research on "The Effectiveness of Watching English YouTube Educational Videos on Pronunciation Improvement from the Perspective of Third-Year Students in the Faculty of English Language Teaching Education." As part of our data collection, we have developed a questionnaire to gather university students' insights on using English YouTube videos to enhance their pronunciation skills The questionnaire is divided into two parts.
SECTION 2: Students’ Perspective on Using English YouTube video in improving pronunciation, which has 26 items on a Likert scale from 1 (Strongly disagree) to 4 (Strongly agree)
Your information will remain confidential, and the questionnaire is anonymous, designed solely for research purposes If you feel uncomfortable at any point while completing it, you may stop immediately.
After the survey, you will receive a small gift from us as a token of our gratitude for your participation Please fill your email in the corresponding blank
We would be really grateful if you can devote a few minutes of your time to complete this questionnaire
PHAN 1: Background Information (Thông tin cá nhân)
1 What is your gender? (Gidi tinh cua bạn là)
2 What is your English level?
3 How do you assess your pronunciation level?
In a study examining students' perspectives on the use of English YouTube videos for enhancing pronunciation, participants responded to 23 items on a Likert scale ranging from 1 (Strongly disagree) to 4 (Strongly agree) This research highlights the effectiveness of digital resources in language learning, particularly in improving students' pronunciation skills through engaging audiovisual content.