04051001884 using english pronunciation – a mobile application to improve english pronunciation of grade 7 students at a secondary school in lang son province
INTRODUCTION
LITERATURE REVIEW
Pronunciation
Pronunciation involves the production of speech sounds, including stress and intonation This study focuses on the theory of pronunciation, examining key elements such as consonants, vowels, and word stress.
Pronunciation is the production of sounds used to convey meaning, encompassing both the specific sounds of a language (segments) and broader speech elements such as intonation, phrasing, stress, timing, and rhythm (suprasegmental aspects) Additionally, it involves voice quality and, in a wider context, includes gestures and expressions that are integral to effective communication in a language.
Pronunciation refers to the manner in which a term, word, or sound is articulated (Hornby, 2003) It plays a vital role in vocal communication, influencing how listeners perceive speech and recognize the identity of the speaker (Liu, 2008) Effective pronunciation enhances intelligibility and can signify membership within a specific community (Moghaddam et al., 2012).
Pronunciation involves the creation of sounds that convey meaning, encompassing both segmental elements (individual sounds) and suprasegmental features (such as intonation, rhythm, and emphasis).
Pronunciation plays a crucial role in effective communication, highlighting the important link between pronunciation and listening comprehension (Wong, 1993) Successful communication requires speakers to adhere to specific patterns of rhythm and intonation, as listeners expect spoken English to follow these norms Discrepancies in rhythm and intonation can lead to misinterpretation of meaning Additionally, listeners need to grasp the arrangement of speech and the implications of intonation patterns to accurately understand messages Therefore, a solid understanding of pronunciation significantly enhances learners' comprehension of spoken English.
Pronunciation errors can negatively impact communication, leading to misunderstandings and a poor impression, regardless of one's vocabulary and grammar skills A strong foreign accent and poor pronunciation can cause others to perceive you as a less competent English speaker Mastering vocabulary is ineffective if words cannot be pronounced correctly, as this hinders comprehension According to Hope Speak (2014), pronunciation is the most significant and challenging obstacle faced by non-native English speakers in their studies.
Pronunciation and teaching pronunciation approaches
Teaching pronunciation in foreign language education presents unique challenges and opportunities for both educators and students Despite its significance, many educational institutions often overlook the importance of pronunciation instruction.
According to Celce-Murcia (1987), there are two broad ways to teach pronunciation in the realm of modern language teaching: intuitive-imitative approach and analytic-linguistic approach
Intuitive-imitative approach allows students to approach pronunciation on an intuitive and communicative level before going on to a more analytical
8 examination of specific phonological features (Jones and Evans, 1995)
The analytic-linguistic approach enhances language learning by integrating listening, imitation, and production with essential tools like a phonetic alphabet, articulatory descriptions, and charts of vocal equipment This method specifically targets the sounds and rhythms of the target language, providing learners with valuable contrastive information and support Importantly, it is designed to complement, rather than replace, the intuitive-imitative method of language acquisition.
Tench (1984), Pennington (1989), and Evans (1995), and Dalton and Seidlhofer
(1994) all mentioned two other common approaches to teaching pronunciation which are bottom-up and top-down approach
The bottom-up approach emphasizes the importance of accuracy from the beginning of a course, guiding teachers to move from individual sounds to more complex concepts such as intonation and thought groups.
The top-down approach effectively helps in understanding contextualized sounds in connected speech by guiding learners from the broader aspects of pronunciation, such as intonation and thought groups, to the finer details, including individual sounds.
An integrated approach emphasizes the importance of pronunciation in language teaching by connecting it with other language components, such as the relationship between vocabulary and pronunciation, as well as grammar and pronunciation (Hewings and Goldstein, 2004).
A cognitive theory of learning views second language acquisition as a conscious and rational process that involves intentional learning strategies These strategies are unique methods of processing information that improve understanding, learning, and retention This theory posits that pronunciation is not solely a mental activity; it is also a physical skill that necessitates practice.
The focus in language education has evolved from specific linguistic skills to a broader emphasis on communicative competencies for both teachers and students (Morley, 1991) Additionally, the approach to pronunciation teaching has significantly transformed, shifting from a concentration on segmental sounds to a greater emphasis on suprasegmental features (Anderson-Hsieh, 1995).
Self-regulation theory posits that learners can assess their behavior and learning styles while evaluating themselves against established standards (Ormrod, 2000) With the advent of internet technology and abundant online resources, students can easily choose when and where to study, facilitating access to information Self-regulated learning is defined as learning guided by metacognition, strategic action, and motivation It emphasizes a student-centered approach, contrasting with traditional teacher-centered methods Pintrich and Groot (1990) identified three key components of self-regulated learning: metacognitive strategies for planning and monitoring, management of effort on tasks, and cognitive strategies for learning and understanding material Learners must take responsibility for their planning and monitoring during self-study Ellis (2009) highlights characteristics of self-regulated learning, including self-efficacy, self-monitoring, self-regulation, and collaboration between teachers and students Zimmerman (1989) outlines three stages in the self-regulated learning process: preparation, performance control, and self-reflection.
As for the application of self-regulated learning in teaching instructions, Zhou & Sang (2007) has put forward three models The first one
The article discusses three teaching models that enhance student learning: the personal interaction-oriented model, which promotes equal status between students and teachers; the meaning construction-oriented model, where learners engage in activities like group discussions and self-evaluation to deepen their understanding; and the self-regulated learning-oriented model, emphasizing the importance of learners' ability to manage their own learning strategies Scott and Alison (2001) note a shift from in-classroom to out-classroom learning, with the latter including self-access centers and distance learning Despite the increased focus on out-classroom activities, challenges remain, such as a lack of goals and motivation among students, as well as inadequate learning materials and strategies Teachers continue to play a crucial role in supporting self-regulated learning, yet they often find themselves constrained by traditional teaching models and assessment practices (Zhao, 2013).
The researcher selected Self-regulation theory as the framework for this study, which posits that learners can assess their behavior and learning styles while evaluating their progress against established standards (Ormrod, 2000) Pronunciation instruction has evolved from traditional classroom settings to include out-of-classroom activities, allowing students to enhance their pronunciation skills both with teachers and independently.
Self-regulation in learning, particularly through mobile applications, empowers learners to create personalized study plans and enhances their pronunciation practice This approach aligns closely with self-regulation theory, enabling the author to effectively organize their study and address the research questions.
Elements of English pronunciation
Different researchers have varying perspectives on the content of pronunciation classes Colin Mortimer (1985) identifies key elements such as weak forms, clusters, linking-up, contractions, and stress In contrast, Gerald Kelly (2000) emphasizes a broader scope, including vowels, consonants, word and sentence stress, intonation, connected speech, and spelling Jennifer Jenkins (2004) further expands on this by highlighting consonant and vowel sounds, sound changes in connected speech, word stress patterns, rhythm, and intonation as essential components of pronunciation teaching Given the focus of this study, the researcher has chosen to concentrate on consonant and vowel sounds, along with word stress, for teaching children.
Learners of English must accurately pronounce letter sounds, as these are fundamental for forming words It's important to understand that English pronunciation often does not align with spelling, leading to confusion due to irregular sound and spelling patterns The language has incorporated numerous words from other languages, including ancient Latin and Greek, contributing to these inconsistencies.
According to Roach (2000), consonant sounds are produced when two articulators come together, creating an obstruction that restricts the airflow English features 24 consonants, while Vietnamese has only 21 This discrepancy means that certain phonemes are present in English but absent in Vietnamese, and vice versa, posing challenges for both Vietnamese teachers and learners.
Vowels are produced without any obstruction to the airflow, allowing air to escape freely (Roach, 2000, p.11) In English, there are a total of 20 vowels, consisting of 12 simple vowels and 8 diphthongs.
Word stress is crucial in pronunciation courses, as correct stress is essential for understandable English pronunciation In words with two or more syllables, one syllable is stressed, making it higher, louder, and longer than the others This stressed syllable plays a vital role in helping listeners differentiate between words Consequently, when speakers misuse word stress, it can lead to misunderstandings and difficulty in comprehension for listeners.
Mobile applications
Mobile devices, including cell phones and smartphones, significantly enhance language learning The Cambridge Dictionary defines a mobile application as a software program designed to operate on mobile phones, with "application" being a shortened form of "application software."
A mobile application, commonly referred to as an app, is a software program specifically designed to operate on mobile devices like smartphones, tablets, or smartwatches Unlike desktop applications, mobile apps are tailored for the unique functionalities and interfaces of portable devices.
Applications can be categorized into desktop software designed for computers and web applications that operate in mobile browsers instead of directly on mobile devices The abbreviation "app," which stands for "software application," gained significant popularity and was recognized as the "Word of the Year" by the American Dialect Society in 2010.
Mobile application-assisted language learning (MALL) utilizes technology to enhance language teaching and learning (Gruba, 2006; Hismanoglu, 2011) It encompasses various technological tools and approaches, including virtual learning environments and web-based resources, making it particularly effective for pronunciation training (Levis, 2007; Cordier, 2009) Research has shown the effectiveness of mobile application-assisted pronunciation training (MAPT) software, particularly those using automatic speech recognition (ASR) technology, which caters to individual student needs, promotes learner autonomy, and reduces classroom anxiety (Hismanoglu, 2011; Elimat & AbuSeileek, 2014) The inherent capabilities of computers facilitate personalized instruction, frequent practice, and automatic visual support, positioning them as ideal tools for language learning (Levis, 2007).
MAPT is a promising approach to teaching pronunciation, supported by various empirical studies that demonstrate its effectiveness in pronunciation instruction when applied wisely (Levis, 2007).
A MAPT system, as outlined by Levis (2007), must include several key qualities: it should offer a significant amount of meaningful input through the integration of various models and precise articulatory guidance, and it should motivate learners to engage in practice by incorporating rule-oriented exercises.
14 realistic materials; [and] (3) provide immediate, useful feedback, especially for those features that are most important for intelligibility (p.186)
MALL (Mobile Assisted Language Learning) and MAPT (Mobile Assisted Pronunciation Training) are increasingly utilized in English education, thanks to advancements in technology MALL was selected for this study due to its modernity and alignment with the 4.0 trend Its widespread popularity, particularly among secondary students who own mobile phones, provides an opportunity for learners to practice English pronunciation Additionally, many free mobile applications for English learning are available, which is crucial for regions like Lang Son, where a significant portion of the population consists of ethnic minorities who cannot afford paid programs This accessibility allows both teachers and students to focus on learning without financial concerns Consequently, the author chose a free mobile application for teaching English pronunciation, facilitating frequent practice and ultimately leading to improved pronunciation skills among learners.
2.4.1 Advantages of mobile applications in teaching English pronunciation
EPA is a very useful mobile application that helps English learners to recognize and play the record of the phonetics in English according to the standard native accent
The EPA not only guides you in proper English pronunciation but also evaluates your pronunciation to ensure accuracy Additionally, the EPA provides support to teachers, enhancing their ability to effectively educate their students.
Using Electronic Pronunciation Aids (EPA) offers numerous advantages for teaching pronunciation They provide access to authentic speech through videos and audio clips from native speakers, allowing students to learn independently while teachers monitor their progress EPA also serve as effective tools for home practice, featuring engaging visuals, movies, and quizzes that keep students motivated Additionally, the recording function enables self-assessment of pronunciation However, teachers must ensure they are well-prepared with necessary technology, such as smartphones and reliable internet, as any shortcomings can hinder the lesson's success Finding free, user-friendly mobile EPAs that align with students' levels and interests can be challenging, and teachers need to supervise students closely to minimize distractions and ensure proper sound imitation.
This EPA will guide you through essential aspects of proper English pronunciation, including short and long vowels, diphthongs, and the distinction between voiced and voiceless consonants You will also learn about the correct mouth and tongue positions for sound articulation, as well as the rules for word stress in English Additionally, unique features are included to enhance your English pronunciation skills.
Discover the correct pronunciation of 16 words through various examples, including phrases and sentences You can also tap on words in the practice area to hear their accurate pronunciation Additionally, earn points by successfully pronouncing the words correctly.
2.4.2.1 The role of teachers in pronunciation lessons with mobile app
In pronunciation lessons, teachers serve as both trainers and assistants, actively engaging in the teaching-learning process by monitoring, guiding, and supervising student activities This approach minimizes teachers' talking time and encourages student participation Furthermore, effective planning of class activities and their management is crucial for a successful lesson.
The implementation of the mobile app allows students to engage actively in their learning by independently identifying sound differences and recording their own pronunciations for self-assessment Consequently, teachers transition from traditional roles to becoming supportive companions, focusing on observing and providing feedback on students' progress rather than leading the instruction.
2.4.2.2 The role of learners in pronunciation lessons with mobile app
At the start of the semester, every student must download the EPA, which facilitates in-class learning and allows for personalized home study The app remains accessible offline, enabling students to use it anywhere, even when they feel bored at home With the support of the mobile app and their teachers, students can assess their performance and are motivated to practice individually before sharing their insights with peers.
2.4.3 MALL application in teaching pronunciation at a secondary school in Lang Son province
Lang Son, a mountainous province predominantly inhabited by ethnic minorities, faces significant challenges in teaching and learning English pronunciation The local accent hinders many residents from speaking standard Vietnamese, making it difficult for them to distinguish and correctly pronounce English sounds Ethnic group students encounter even greater difficulties, as they struggle with basic Vietnamese phonetics, which complicates their ability to hear and imitate English sounds Additionally, low income levels, primarily derived from farming and low-paid jobs, limit access to modern learning tools and paid educational programs To enhance English pronunciation among Lang Son's secondary students, the author explored effective teaching methods and ultimately selected Mobile-Assisted Language Learning (MALL), specifically the free and user-friendly EPA app Students were encouraged to download and practice with the app daily, and with guidance from their teacher, EPA proved to be an effective tool for improving their pronunciation skills.
Some studies into the integration of software in pronunciation training, with contrasting results, were closely investigated, with a special attention to
METHODOLOGY
Context of the study
3.1.1 An overview of the secondary school
The research was carried out in a secondary school at the start of the second semester of the 2020-2021 academic year, highlighting the school's commitment to enhancing students' English proficiency through effective teaching and learning practices.
The school has significantly enhanced its training facilities and standardized learning environment, providing students with optimal conditions for learning, especially in English practice Most classrooms are equipped with modern technology, including internet-connected computers, smart boards, projectors, speakers, and cameras.
3.1.2 English language training in the school
In the secondary school where the research took place, English is a mandatory subject in the curriculum, receiving significant attention and resources from the Directorate Board A dedicated classroom has been established, equipped with a variety of modern tools to facilitate regular and effective learning and practice for both teachers and students.
English teachers were responsible for instructing students using standard textbooks while also designing additional activities to enhance the learning environment and provide more opportunities for English practice.
The English subject, designated as 24, commences at the start of the academic year and continues until its conclusion, featuring four 45-minute lessons each week Despite the challenges faced in English teaching and learning, the integration of technology into English classes is a viable option for the school, taking into account its regulations, available facilities, and the preparedness of students.
The EPA application offers essential pronunciation resources for students and teachers, providing immediate access to teaching materials It includes definitions, explanations, and practice examples, along with various menus that address stress and intonation, short and long vowels, diphthongs, and consonants, as illustrated in Figure 1.
Each discussion topic includes a concise explanation, word samples, and their transcription and pronunciation Additionally, images illustrating mouth positions for specific sounds enhance the learning experience, aiding students in accurately pronouncing the provided words The examples primarily consist of simple words, making them ideal for beginners at the start of the semester to learn, practice, and memorize English vocabulary, as demonstrated in Figure 2.
The app offers a basic and simple vocabulary, making it an excellent resource for beginners It allows students to review previously learned English words while also introducing new vocabulary in a stress-free manner While there is no obligation to learn every word, students are free to explore and expand their vocabulary at their own pace Examples of the vocabulary can be found in Figure 3.
To effectively teach pronunciation, students require guidance from teachers or interaction with native speakers Providing personalized feedback can be challenging for teachers managing large classes of over 30 students This application serves as a valuable tool to assist teachers in enhancing their students' pronunciation skills As an English teacher, utilizing this application can significantly strengthen the foundational pronunciation abilities of students, particularly those in their first semester With its focus on basic and concise vocabulary, the application facilitates a smoother learning experience for beginners, minimizing confusion during the learning process.
When students begin learning, they often struggle to remember difficult words, especially those introduced in later stages, such as the third semester or beyond To combat boredom and lack of motivation, teachers can focus on using short and simple vocabulary This approach can significantly enhance students' enthusiasm and improve their pronunciation motivation.
The integration of mobile applications in education significantly enhances students' motivation and learning performance, as they engage with familiar and enjoyable tools (Li, 2018) Traditional language learning methods, which prioritize the teacher as the primary source of knowledge, are becoming obsolete in today's digital landscape, necessitating the incorporation of technology to cater to the needs of tech-savvy students The ownership of smartphones among students has surged and is projected to continue rising, reflecting a societal trend in the Industry 4.0 era where individuals spend considerable time on their devices On campus, many students are often seen using their smartphones before and after classes, and some even during lessons, highlighting the need for academic institutions to address this phenomenon as part of their educational strategy.
The study was conducted on 25 Grade 7 students, girls and boys, studying at a secondary school in Lang Son province They were all 12 years old when taking part in this research
The study was carried out in 8 weeks in the second semester of the academic year 2020 – 2021 Taking the results of the students' speaking ability
The first semester assessment, combined with pre-training tests and the researcher's observations, serves as a foundation for this study It highlights significant pronunciation issues among students that impede listener comprehension Consequently, the research aims to identify these pronunciation errors, implement the EPA, and evaluate students' speaking abilities through a post-impact test in the second semester.
To protect participants' privacy, students in this study are referred to as Student 1, Student 2, and so on The researcher, who also served as the teacher responsible for the class from the start of the semester, contributed to a consistent approach in conducting the research.
Research design
3.2.1.1 Rationale for the use of Action Research
Action research, originating from the early 20th century with John Dewey and later Kurt Lewin, was formally introduced to the educational community in 1949 by Stephen Corey at Teachers College, Columbia University Corey defined action research as a method for practitioners to investigate their own practices in order to address and resolve personal practical issues.
Action research is frequently a collaborative effort where educators join forces to design and implement classroom investigations As John Elliott notes, teacher action research focuses on practical challenges faced by teachers, in contrast to the theoretical issues addressed by pure researchers This approach empowers teachers to design, conduct, and execute their own research initiatives.
28 to improve teaching in their own classrooms, sometimes becoming a staff development project in which teachers establish expertise in curriculum development and reflective teaching
As an English teacher, the author recognizes the challenges students face in enhancing their English pronunciation Consequently, the author believes that action research is the most suitable methodology for this thesis, aimed at improving students' English pronunciation skills.
According to Calhoun (1993), there are three types of action research which are individual teacher research, collaborative action research and school wide action research
Individual teacher research is a process where a single educator investigates a specific issue within their classroom, focusing on areas such as classroom management, instructional methods, resource utilization, or student learning This research often involves gathering data or assessing student engagement, with potential support from administrators, course instructors, or parents However, a significant limitation is that findings may remain unshared unless the teacher opts to present them at faculty meetings, conferences, or through publications Consequently, multiple teachers may unknowingly address the same problem without collaboration or awareness of each other's efforts.
Collaborative action research involves a group of teachers and interested individuals working together to address specific classroom or departmental issues, which can impact one or multiple classrooms This initiative may include external support from universities or community partners, and participants can range from teachers and principals to college professors and school board members Throughout the academic year, this study group convenes regularly, typically every 2-4 weeks, to focus on a problem or topic that aligns with the needs of the school.
3.2.1.2.3 The school wide action research
The entire faculty engages in a school-wide action research process alongside a school consortium, typically participating in a three-year program aimed at long-term renewal in a specific academic discipline This collaborative effort involves a study group of six to ten members, including the principal, educators, therapists, and media specialists, who meet biweekly for approximately two hours to focus on a chosen area of student learning where teachers can make a significant impact The study group learns to implement the action research process to collect, organize, and analyze data related to students and the learning environment This initiative enhances their understanding of effective teaching practices, identifies staff development needs, and formulates a plan to improve the learning environment, while also encouraging attendance at training sessions on the action research process.
Action research plays a crucial role in school development by broadening the focus area and establishing clear goals Its primary purpose is to ensure ongoing accountability in evaluating and managing the school improvement plan To effectively implement significant whole school reform, schools should concentrate their research efforts on a single area for a minimum of three years Each type of action research offers unique benefits, and selecting the most suitable approach for your group requires careful consideration of specific factors.
2) Support provided by outside agencies such as universities, intermediate service agencies
The researcher selected individual teacher research to enhance the pronunciation skills of her students, as she aimed to directly support those she taught This approach allowed her to manage the research process independently.
Action research steps can differ based on various perspectives As noted by Burns (1999), each action research study is unique, enabling researchers to select the most suitable dynamics for their specific context.
Traditionally, Lewin‟s model of action research (1946) involves a cyclic sequence including two major phases – diagnosis and therapeutic – with a four-stage procedure: planning, acting, observing and reflecting
Similarly, Kemmis and McTaggart (1988) developed a concept for action research They suggested a four-step spiral model that included planning
(understanding a problem and identifying potential strategies), acting (executing the strategies), observing (noticing outcomes for the strategies), and reflecting (evaluating the outcomes of the strategies)
Figure 3.1 The Model of action research by Kemmis and Taggart (1988, p.85)
The next framework designed by Nunan (1992), formulates the action cycle with seven continuous steps
Figure 3.2 Action cycle conducted in the thesis
Table 3.1 Steps in the action cycle (by Nunan, 1992)
Step 1 Initiation The concept of action research is sparked by a problem
Step 2 Preliminary To better understand the nature of the problem, baseline data is gathered
Step 3 Hypotheses After evaluating the preliminary data, a hypothesis is developed
Step 4 Intervention A variety of strategies are developed and implemented
Step 5 Evaluation The intervention is evaluated by an assessment It's possible that certain processes will be repeated
Step 6 Dissemination The study's findings are published in a report
The investigation elicited several ideas, which were then presented
Step 7 Follow-up Alternative solutions to the problem are being looked into on a regular basis
Among classifications above, the researcher believed that Nunan‟s model would be the most appropriate action cycle for the scheme of the study due to its simpliciation and clarification
This research employs both quantitative and qualitative data collection methods Quantitative data is gathered by analyzing students' scores from oral tests, while qualitative data aims to understand the students' circumstances, particularly regarding pronunciation challenges The instruments utilized in this study include pre- and post-tests, questionnaires, and semi-structured interviews.
3.2.2.1 Oral tests (see appendix 1, p.I, II, III)
In a study, students initially read forty-four words to evaluate their understanding of forty-four English sounds and ten phrases to assess stress patterns before undergoing pronunciation instruction After ten weeks of training, they completed a post-test that mirrored the pre-test, utilizing the same questions to measure their progress.
The 33 examinations should be distinct and of equal difficulty, especially for vocabulary and grammar assessments, as students can easily memorize answers However, for pronunciation tests, the focus is on correct sound articulation, allowing for the acceptance of identical pre- and post-test results With approximately two months between these tests, memorization is minimized Test results were documented for data analysis, utilizing materials from two websites and the textbook "English 7." The researcher developed pre- and post-test marking schemes to enhance the study's validity and reliability, which were then reviewed by a native English instructor for accuracy in grading Each test is scored out of 10, with a deduction of 0.25 points for each error in consonant pronunciation, vowel pronunciation, or word stress.
The writer employs an oral test to assess students' English pronunciation proficiency, aiming to evaluate their ability to pronounce intelligible words The analysis focuses on three key characteristics: pronunciation emphasis, vowels, consonants, and word stress The standard pronunciation referenced in this study is derived from the Oxford Learner's Dictionary.
The pre-test and post-test are designed with a consistent structure to evaluate the training content, specifically assessing participants' skills in recognizing and pronouncing five key components of English pronunciation Among the test items, Questions 3 and 4 present the greatest challenges for students, as they must read two complete passages.
To achieve a high score, students must read smoothly with correct sounds, intonation, linking sounds, and stress Their performance is evaluated based on fluency and naturalness.