Dealing with the above problems strongly urges me to consider the use of technology as an effective way at home to enhance the efficiency of English language teaching and improve my stud
INTRODUCTION
Rationale
English serves as a crucial international language, significantly impacting social, economic, and demographic transitions It is essential for young generations, particularly students, to master English to effectively adapt and compete globally Achieving communicative competence in English necessitates a focus on four key skills: listening, speaking, reading, and writing Among these, speaking is the most vital skill, as it defines an individual as a speaker of the language.
Many students at my school struggle with speaking English fluently and confidently, facing challenges such as incorrect pronunciation, frequent pauses, and poor intonation, which can lead to misunderstandings Additionally, their limited vocabulary and the influence of their first language accent make their speech difficult to understand These issues are often exacerbated by the lack of time available for practice and skill development in the classroom.
In the teaching process, various techniques have been utilized to enhance students' pronunciation However, there are notable shortcomings in these methods, as students often manage to pronounce individual words but struggle with speaking or reading complete sentences Challenges with consonant sounds, ending sounds, and intonation in longer sentences hinder many students from achieving correct pronunciation.
Incorporating technology at home can significantly enhance English language teaching and improve students' pronunciation Utilizing videos as a teaching medium allows for engaging activities that foster pronunciation skills Dubbing, in particular, aids in vocabulary acquisition, fluency, and pronunciation while promoting creativity and initiative (Danan, 2010: p.60) This effective learning activity not only develops students' articulation and enhances their speaking fluency but also improves listening comprehension and encourages collaborative learning.
Practicing at home demands significant self-study and motivation, making it essential for materials to be engaging, interesting, and easy to understand This is why I chose The Fable Cottage as a valuable resource.
For these above reasons, “The implementation of English video dubbing through
The study focuses on the use of "Channel The Fable Cottage" as a homework assignment in the "Language" lesson of English 11 (Global Success) to improve students' pronunciation The research aims to determine the effectiveness of English video dubbing as a method for enhancing EFL students' pronunciation and to gather their reflections on this approach.
Aims of the study
The study aims to research whether the application of video dubbing is effective in improving students' pronunciation To meet the aim, the following objectives are established:
- Boosting the students’ pronunciation through applying English video dubbing in homework
- Analyzing the students' reflections towards this method to find out its strengths and weaknesses in order to upgrade for the next classes
CONTENT
THEORITICAL BACKGROUND
Pronunciation is defined in different ways by different researchers According to Lado (1964: 70), “pronunciation is the use of a sound system in speaking and listening”
According to Kristina, Diah, et al (2006), pronunciation refers to the manner in which words are articulated and spoken It encompasses the accepted ways of speaking that are generally understood, involving both the production and reception of speech sounds to convey meaning effectively.
Pronunciation, as defined by the Cambridge Dictionary, refers to "how we say words." The way a word is pronounced can vary among individuals or groups due to factors like culture, environment, and education Typically, people speak a standard English dialect with an accent reflective of their geographical origin or current residence.
According to Kenworthy (1987, p 9), there are some various aspects of pronunciation, they are:
Sounds in language are categorized into two types: vowels and consonants, each serving distinct roles in syllables Vowels, as noted by Yule (2010, p.33), allow for a relatively unrestricted flow of air, while consonants are characterized by a restriction of airflow Consonants can be described through their place and manner of articulation, which can also involve substituting student voices in English for an existing soundtrack.
In English, one syllable in a word typically stands out more than others, with stress being a key tool for conveying meaning (Fraser, 2001, p 21) Effective communication in English requires speakers to master the stress system However, learners often struggle with using stress correctly, leading to misunderstandings, even though they can physically produce stressed and unstressed syllables.
Rhythm in speech refers to the movement created by stress, timing, and syllable quantity In spoken English, words with two or more syllables exhibit varying stress and length patterns The English rhythm is characterized by the alternating of stressed and unstressed syllables at regular intervals, with emphasis typically placed on content words.
Deterding & Poedjosoedarmo (1998) highlight the significance of rhythm in language interpretation, noting that it plays a more crucial role in some languages than others They emphasize that stress and rhythm, in conjunction with intonation, help convey the speaker's intent and the relationship between the speaker and listener Native English speakers are so familiar with the rhythm of their language that they can often infer unstressed words from the overall rhythm, making these weak sounds less of a barrier to understanding.
Intonation refers to the rise and fall of the voice during speech, encompassing variations in pitch (Deterding, 1998, p 111) While primarily focused on pitch changes, intonation also plays a crucial role in expressing attitudes and emotions, as well as emphasizing grammatical structures, often involving variations in other prosodic features According to David Crystal, intonation is not merely a system of contours and levels; rather, it results from the interaction of various prosodic elements, including tone, pitch range, loudness, rhythm, and tempo.
Assimilation in natural connected speech refers to how sounds from one word can influence the sounds of neighboring words This phenomenon varies based on the speaking rate and style, being more prevalent in rapid, casual speech and less so in slow, careful speech The effects of assimilation can range from very noticeable to quite subtle (Roach, 2008).
Elision refers to the phenomenon where sounds disappear under specific circumstances, often resulting in a phoneme being realized as zero or deleted This process is common in rapid, casual speech While foreign learners do not need to consciously learn to produce elisions, it is an inherent aspect of natural language use.
It is crucial for learners of English to understand that many phonemes they anticipate hearing in conversations between native speakers are often not pronounced.
Linking is the connection of the final sound (vowel or consonant of one word or syllable) to the initial sound of the next word or syllable
In English there are different ways that linking happens as follows:
Consonant to vowel linking - when the first word ends with a consonant sound and the second word begins with a vowel sound
Vowel to vowel linking - when certain vowels come next to each other an extra sound is added to make the link smooth
In Standard British English (RP), the letter 'r' is typically not pronounced when it appears after a vowel sound at the end of a word However, when the next word begins with a vowel, the /r/ sound is articulated to create a smooth transition between the words.
Pronunciation refers to the accepted way of articulating words or phrases, encompassing not just sounds but also intonation, stress, and rhythm To master correct pronunciation, students must focus on both individual sounds and prosodic elements.
This study aimed to enhance participants' pronunciation by focusing on four key aspects: vowels, consonants, stress, and intonation By clearly defining pronunciation and the elements of connected speech, the research clarified its scope and objectives.
1.2 Teaching pronunciation to EFL learners
Effective pronunciation learning is crucial for smooth communication Teachers should employ methods that encourage students to practice speaking in the target language This consistent practice helps students improve their pronunciation skills and enhances their overall understanding of the language.
Increased speaking time for students enhances their pronunciation skills and boosts their confidence (Miller in Szyszka, 2017) Conversely, students with weaker pronunciation abilities may experience diminished self-confidence, fear, or anxiety, which can negatively affect their attitudes toward learning pronunciation.
PRACTICAL BACKGROUND
Despite starting English lessons in Grade 3, students at Phan Dang Luu High School often struggle with the subject and show little interest This challenge largely stems from a traditional emphasis on grammar-based instruction, where students focus primarily on grammatical structures and exam preparation Consequently, their opportunities for engaging in communicative activities and speaking practice are severely restricted.
The grammar-focused teaching method poses significant challenges for educators in fostering students' speaking abilities Implementing speaking activities is especially difficult in classes with diverse language proficiency levels Even in groups with students who possess stronger intellectual and linguistic skills, speaking remains the least developed skill.
The main challenge in language learning is pronunciation and intonation, as many students find it difficult to pronounce words correctly, particularly in connected speech or longer sentences Furthermore, unnatural intonation patterns can impede their fluency and expressiveness in communication This underscores the necessity for more engaging and practical methods in teaching pronunciation and speaking, such as integrating dubbing activities and interactive oral tasks into the classroom.
THE STUDY
The study involved 43 students from class 11D1 at PDL High School, comprising both male and female participants Initial observations indicated that their English proficiency was at the pre-intermediate level.
In this research paper, “pre-test”, “post-test”, “teacher feedback on students’ video dubbing assignments”, “questionnaires” are considered as the major ways to get necessary data and collect information
The initial phase involved conducting a pre-test to assess students' pronunciation of vowels, consonants, intonation, and stress in English This evaluation aimed to gather scores and insights to gauge students' proficiency and pinpoint specific pronunciation challenges they faced.
To address students' pronunciation challenges, the teacher created a comprehensive action plan that included tailored teaching materials, lesson plans, and teaching aids Over a 12-week period, the teacher utilized video dubbing as a method to enhance pronunciation skills in the classroom, effectively following the structured lesson plan.
After each lesson: Language of each unit in textbook Grade 11, the students are required to accomplish video dubbing assignments to get the teacher's feedback
The final phase involved administering a post-test and questionnaires to assess participants' achievements over three months This post-test aimed to evaluate improvements in pronunciation competence By comparing the results of the pretest and post-test, the effectiveness of English video dubbing was determined Additionally, questionnaires were conducted to gather students' reflections on the use of video dubbing in their pronunciation learning.
2.1: A comparison in the students’ pre-test and post-test results
To assess the effectiveness of the English video dubbing method on students' pronunciation, a pre-test and post-test were conducted with 43 participants from class 11D1 These tests, which evaluated pronunciation through three sections focusing on vowels, consonants, stress, and intonation, were scored by examiners The results of the pre-test and post-test scores are summarized in the accompanying table.
Table 4.1 The results of the pre-test and post-test
STT Participants Pre-test score Post-test score Difference in scores
The pre-test and post-test results indicate significant improvement in students' pronunciation after using English video dubbing Scores increased consistently, with differences ranging from 2 to 6 points The mean pre-test score was 8.65, while the post-test mean rose to 12.88, showing an average improvement of 4.23 points The pre-test standard deviation was 2.41, reflecting some variability, while the post-test standard deviation increased to 2.79, indicating a wider range of improvement among students These findings confirm that video dubbing effectively enhances pronunciation skills.
Figure 1: Comparison of Pre-test and Post-test Scores
• Pre-test scores ranged from 4 to 14, with a median score of 9
• Post-test scores ranged from 6 to 18, with a median score of 13
This demonstrates that, on average, students achieved a positive shift in their pronunciation abilities through this intervention
2.2 Students’ reflections toward English video dubbing method
A significant 35% of students find the videos quite challenging, indicating some difficulty in understanding the content Conversely, 65% of students believe the difficulty level is appropriate, suggesting that the videos effectively meet their understanding and expectations.
A survey revealed that 69% of students find the audio quality in videos to be acceptable, describing it as average In contrast, 20% rate the audio as good, indicating a higher satisfaction with clarity However, 11% of students view the audio quality as poor, highlighting the need for improvements to enhance the listening experience across all video content.
Seventy-seven percent of students find the visual quality of instructional videos to be good and engaging, highlighting satisfaction with clarity, resolution, and overall aesthetic presentation This visually appealing content effectively captures and maintains learners' attention, enhancing the educational experience However, 23% of students rate the visual quality as normal, indicating that while most perceive the videos as highly effective, a segment of learners views the visual presentation as satisfactory but not outstanding.
According to student feedback, 12% find the instructional videos' pacing too slow, which may hinder their learning preferences Conversely, 70% consider the video speed normal, indicating it generally meets their expectations and aids comprehension Additionally, 18% of students feel the videos are too fast, potentially complicating their understanding These differing perceptions underscore the need for adaptable playback speed options to cater to diverse learning needs.
Video 1 is the most popular choice among students, with 33% selecting it as their favorite, followed by Video 2 at 20% and Video 3 at 18% These videos are particularly effective in engaging learners and delivering content In contrast, Videos 4 and 7 each garnered a 7% preference, while Videos 5, 6, and 8 were chosen by only 5% of respondents This distribution indicates that some videos are significantly better at capturing student interest, suggesting a need to explore the factors that enhance their appeal, such as video length.
In terms of preferred dubbing speed, 35% of students expressed a preference for Video
A majority of students, 40%, preferred the dubbing speed of Video 1 for their learning experience Following this, 30% favored Video 2, while 15% chose Video 3 Additionally, 10% found Video 4's dubbing speed suitable, and 5% preferred Video 5 Videos 6, 7, and others were less favored.
Eight options received no votes for dubbing speed, indicating that 0% of students preferred them This distribution underscores the diverse preferences among students regarding the pace of content delivery.
In evaluating the effects of English video dubbing assignments on pronunciation development, 35% of students noted a moderate improvement, suggesting that these activities led to some noticeable enhancement in their pronunciation skills Additionally, a larger segment, 55%, recognized a significant advancement in their abilities.
The majority of students reported significant improvement in their ability to articulate English sounds accurately through video dubbing assignments, indicating that these exercises serve as an effective pedagogical tool for enhancing pronunciation and speaking skills While 10% of respondents noted only minimal improvement, the overall data suggests that the activity also positively impacted broader speaking competencies, such as fluency and confidence.
3.1 Some criteria to choose appropriate videos as English dubbing material: 3.1.1 Content
CONCLUSION
Summary of the study
The initiative at Phan Dang Luu school has successfully enhanced students' pronunciation through the application of the dubbing method Participants showed significant improvements in vowels, consonants, intonation, and stress This research is poised to contribute meaningfully to the effectiveness of English pronunciation teaching for EFL students via video dubbing The findings will enable teachers to develop more effective teaching techniques and serve as a valuable resource for those facing challenges in improving pronunciation for students aged 15 and older Additionally, students struggling with pronunciation practice at home can utilize English video dubbing to strengthen their skills.
In summary, the research strongly hopes that this technique - “The implementation of
English video dubbing via Channel The Fable Cottage is an effective homework assignment in the "Language" lesson of English 11 (Global Success) that enhances students' pronunciation This method not only improves pronunciation skills but also supports the teaching process by providing a variety of online materials for homework.
Limitation
Due to time constraints, this study focused on a limited number of students in an English class, ultimately confirming the effectiveness of the technique for improving pronunciation skills within the researcher's specific context.
Some students found video dubbing assignments and teacher feedback on English word stress ineffective due to their low perception of self-study.
Furthermore, having good pronunciation in the dubbed videos does not definitely mean having good pronunciation in the test due to other factors that influenced the learners' pronunciation during testing
Implementing this strategy presents several challenges for teachers, such as technical difficulties, accessing videos, correcting students' pronunciation errors within a limited timeframe, and managing diverse individual characteristics among students.
Last, because of the limited knowledge, there must be unavoidable defects and mistakes
28 in this paper Remarks from everyone are thus highly appreciated.
Suggestions for further study
Further research is recommended to assess the effectiveness of English video dubbing in enhancing students' vocabulary Students who are motivated to improve their pronunciation through dubbing may benefit from increased vocabulary acquisition using this method Additionally, engaging in dubbing activities can help nurture students' confidence in remembering new words.
1 Burston, J (2005) Video Dubbing Projects in the Foreign Language Curriculum Calico Journal 23(1), 79-92
2 Danan, M (2010) Dubbing project for the language learner: a frame work for integrating audio-visual translation into task-based instruction Computer Assisted Language Learning, 23, 441-456
3 Deterding, D & Poedjosoedarmo, G (1998) The Sounds of English: Phonetics and Phonology for English Teachers in Southeast Asia Singapore: Prentice Hall
4 Fraser, H (1999) ESL Pronunciation Teaching: Could it be more effective? ALAA Conference, Perth, 1999
5 Fraser, H (2001) Teaching Pronunciation: A handbook for Teachers and Trainers Canberra: Department of Education Training and Youth Affairs
6 Kelly, G (2000) How to teach pronunciation England: Longman
7 Kenworthy, J (1987) Teaching English Pronunciation London: Longman
8 Kristina, D & ZitaRarasteja (2006) Pronunciation 1 Surakarta: SebelasMaret
9 Lado, R (1964) Language Teaching: A Scientific Approach New York: McGrow-Hill Inc
10 Roach, P (2009) English Phonetics and Phonology Intonation Cambridge: Cambridge University Press
11 Tench, P (1991) Pronunciation Skills London: Macmillan
PRE – TEST
Section 1: Say the following word using correct pronunciation of all sounds, stress:
Section 2: Say the following sentences using correct pronunciation of all sounds, stress, intonation
2 Do you see this sign?
3 I can’t take you to Taiwan
4 You sound like a weather person
5 Which kind do you like best? Green, red, or oolong tea?
Section 3: Say the following passage using correct pronunciation of all sounds, stress, intonation
Every house possesses its own uniqueness, with distinct interiors that often contrast their similar exteriors In London, numerous centuries-old houses showcase stunning architecture, preserving much of their original wood and stone features I enjoy admiring these beautiful homes during my travels.
POST-TEST
Section 1: Say the following word using correct pronunciation of all sounds, stress:
Section 2: Say the following sentences using correct pronunciation of all sounds, stress, intonation
2 Where did you go yesterday?
3 Wow, that’s great! I’m so happy!
4 I’m not too excited about seeing my brother
5 John has bought some apples, pears and oranges
Section 3: Say the following passage using correct pronunciation of all sounds, stress, intonation
My home is a warm and loving environment filled with joy and fun Despite occasional disagreements, my parents help us appreciate the good things in life, fostering a deep love for our home Living in the city, we cherish our weekends spent exploring, and we often enjoy trying new dishes that my mom prepares.
SURVEY QUESTIONNAIRES
This questionnaire aims to gather data for the study titled “The implementation of English video dubbing through Channel 'The Fable Cottage' as a homework assignment in the 'Language' lesson of English 11 (Global Success) to enhance students’ pronunciation.” Your responses are crucial for this research, and all information will be used solely for research purposes Rest assured, only the researcher will have access to your answers, so please respond honestly and accurately.
Please put a tick (√) and fill in the information where necessary
1 How do you rate the level of videos compared to your English level?
⃞ Very difficult ⃞ Quite difficult ⃞ Suitable ⃞ Easy
2 How is the audio quality of the videos in the lessons?
3 How is the visual quality of the videos in the lessons?
4 How is the speed of the videos in the lessons?
⃞ Slow ⃞ Normal ⃞ Quite fast ⃞ Very fast
5 Which video do you enjoy the most during lessons?
6 Which video has the right speed for dubbing that you like?
7 To what extent does the English video dubbing assignments improve your pronunciation?
⃞ No improvement ⃞ A little improvement ⃞ Moderate improvement
SURVEY QUESTIONNAIRE DATA
Question Very difficult Difficult Suitable Easy Total
1 How do you rate the level of videos compared to your
Questions Poor Normal Good Total
2 How is the audio quality of the videos in the lessons? 11% 69% 20% 100%
3 How is the visual quality of the videos in the lessons? 0% 23% 77% 100%
Question Slow Normal Quite fast Very fast Total
4 How is the speed of the videos in the lessons? 12% 70% 18% 0% 100%
7 To what extent does the English video dubbing assignments improve your pronunciation
5 Which video do you enjoy the most during lessons?
6 Which video has the right speed for dubbing that you like?