000062370 IMPROVING THE PRONUNCIATION OF SOME CONSONANTS FOR FIRST YEAR STUDENTS AT ENGLISH DEPARTMENT, HANU: ACTION RESEARCH SUBMITTED IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL CẢI THIỆN CÁCH PHÁT ÂM MỘT SỐ PHỤ ÂM CHO SINH VIÊN NĂM THỨ NHẤT KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC HANU: NGHIÊN CỨU HÀNH ĐỘNG NỘP ĐỂ ĐÁP ỨNG MỘT PHẦN YÊU CẦU ĐỂ ĐƯỢC CẤP BẰNG THẠC SĨ TESOL
Background to the study and statement o f the problem
Globalization across industries worldwide has raised the prominence of foreign languages, especially English, making it a common medium of communication in science, technology, aviation, commerce, and diplomacy In international settings, the ability to communicate effectively in real-life situations enables smoother collaboration and clearer exchanges Consequently, speaking skills play a central role in connecting people across borders and cultures, driving successful interaction and cooperation.
“How to improve speaking skill?”, learners face the problem o f pronunciation which is inevitable due to some differences between English and learners’ mother tongue.
Richards (1984) and other linguists contend that pronunciation teaching should aim to enhance communicative efficiency; when learners mispronounce, they struggle to exchange ideas and may even experience communication breakdowns Evidence indicates that people rely on their native-language pronunciation patterns, making second-language pronunciation particularly challenging because the mother tongue exerts a strong influence Bloomfield noted that in practice, foreign phonemes are often replaced by the closest phonemes in the learner’s native language, and the problem is amplified when two or three foreign phonemes correspond to a single native phoneme, leading to serious misunderstandings This cross-language interference shapes learners’ efforts to master the sound system of the second language.
At HANU’s English Department, English has been offered as the major since the department’s establishment, reflecting a long-standing emphasis on English learning Students study the four language skills—reading, writing, listening, and speaking—during their first four terms, with about twenty periods per week They must achieve intelligible pronunciation not only to pass term tests, especially speaking assessments, but also to study future subjects taught in English, some of which, such as presentations and interpretation, require a high command of speaking To meet these demands, the English Department has prioritized pronunciation and has taught pronunciation as a separate subject for the past four years.
A im s and research questions o f the stu d y
Based on the author’s teaching experience, this study posits that mispronunciation of consonants is one of the main pronunciation challenges for students It aims to help English-major students in the English Department improve their consonant pronunciation and, as a result, their communicative quality To achieve this aim, two objectives are set: first, to identify the students’ pronunciation problems; and second, to deliver a pronunciation training course To address these objectives, the study raises three research questions.
1 W hat are the students’ most common problems regarding pronouncing English consonants sounds?
2 To what extent, does the pronunciation training course improve the pronunciation o f some consonants for the first year students at English Department, HANU?
3 W hat are students’ attitudes toward the training course?
Besides, this study tries to provide both teachers and English-majored students with a reference on some techniques used in pronunciation classes and some sample drilling units.
Scope o f the study
This study examines the pronunciation development of first-year students in the English Department at HANU Due to time constraints and the writer’s limited knowledge and experience, it cannot address all factors involved in improving freshmen pronunciation for teachers and students in the department Accordingly, the analysis focuses on several consonant sounds observed in a selected paragraph used for recording The study follows the pronunciation improvement of fifty freshmen over a six-week training course The results are generalized to reflect the pronunciation progress of first-year students in the target department within the scope of this limited investigation.
The significance o f the study
Pronunciation plays a crucial role in the early stages of language teaching and learning For effective instruction, teachers should have solid knowledge of English phonetics and pronunciation rules, and they must model accurate pronunciation of words and sentences to guide learners Many linguists consider pronunciation to be of primary importance for foreign language learners, since acquiring speaking skills is essential for expressing meaning through words and sounds A focus on good pronunciation supports both communication and the overall language learning process, making clear and correct pronunciation a central goal of instruction In short, prioritizing pronunciation helps learners speak more confidently and understand others more easily.
As a teacher of English, focusing on pronunciation in the English Department of HANU, the researcher is well aware of the importance of pronunciation in helping learners improve their speaking skills However, like many young and inexperienced teachers, the researcher has encountered a number of difficulties in helping learners enhance their pronunciation, especially in selecting and applying appropriate techniques, identifying one’s own mistakes when speaking, and finding effective solutions to learners’ problems The reasons for these challenges are varied, including a lack of experience in English pronunciation teaching, large class sizes, and the diversification of learners’ mistakes Whatever the reasons may be, helping learners improve their pronunciation remains the teachers’ primary goal.
Within the English Department, students come from many provinces, bringing diverse dialects and a wide range of speaking and pronunciation abilities, which can lead to misunderstandings when pronunciation is off; even when native speakers pronounce clearly, learners may still fail to recognize certain words Pronunciation affects not only speaking and listening skills but also performance in other subjects, making a study of pronunciation errors a valuable pursuit This thesis identifies and analyzes students’ pronunciation errors to guide improvement and, finally, provides practical references for teachers and English-major students by describing effective pronunciation teaching techniques and presenting sample drilling units.
Outline o f the th e sis
The study is divided into five main chapters under the headings: Introduction, Literature review, Methodology, Results and Discussion, and Recommendations and Conclusion.
Chapter 1, the Introduction, establishes the background and rationale for the study and delineates the research aims and questions It also defines the scope and significance of the work and provides an overview of the thesis structure.
Chapter 2, Literature Review, consists o f three sections Section 1 presents pronunciation in language learning Section 2 mentions general descriptions o f English consonants.
Chapter 3, M ethodology, provides readers with the definitions, characteristics, process o f the action research It also aims to present the data collection instruments, and the procedure o f the study.
Chapter 4, Results and Discussion, is organized into six sections—initial data, discovered problems and their causes, the action plan, post-data collected during the experimental teaching, the evaluation of the action research, and a discussion of the results—providing a coherent account of outcomes, insights, and their implications for practice Chapter 5, Recommendations and Conclusion, distills the major findings of the experiment into practical implications, presents recommendations, notes study limitations, offers suggestions for future research, and delivers the final conclusion of the thesis.
Pronunciation teaching and learning
The importance o f teaching and learning pronunciation
Pronunciation holds a central place in modern language teaching and learning As Kelly (2000:11) notes, learners must achieve good pronunciation to communicate effectively in the target language Yet pronunciation competence does not automatically accompany mastery of grammar or a rich vocabulary A learner can be strong in grammar and have a large lexicon, but mispronouncing words can prevent clear understanding Consequently, pronunciation is foundational to speaking ability, and true speaking skill is realized only when pronunciation is proficient.
Pronunciation is a key driver of listening comprehension because listeners rely on familiar rhythm and intonation patterns to decode spoken English When rhythm or intonation diverges from expectations, the intended meaning can be lost or misunderstood Understanding how speech is organized and what different intonation patterns signal helps listeners interpret spoken language more accurately Therefore, learning pronunciation strengthens learners’ ability to understand spoken English and communicate effectively.
Varonis and Gass (1982) demonstrated that grammar and pronunciation interact to shape listening comprehension and intelligibility for native English listeners exposed to foreign or second-language accents It is widely recognized that poor pronunciation negatively affects a learner's listening ability; when learners have grown accustomed to incorrect pronunciation, they often fail to recognize authentic native pronunciations In many cases, learners hear familiar expressions spoken by native speakers using common vocabulary, yet they cannot interpret them because the pronunciation diverges from their daily speech patterns As a result, they struggle to understand what the speakers mean.
Pronunciation is a cornerstone of communicative competence, because successful communication hinges on accurate pronunciation (Celce-Murcia, Briton and Goodwin, 1996) In addition, good pronunciation acts as a powerful motivator for language learners, who often see clear pronunciation as evidence of their language mastery When learners reach an adequate level of pronunciation, they gain confidence and become more willing to tackle new material without hesitation.
Approaches to pronunciation teaching
Pronunciation teaching approaches have waxed and waned in popularity throughout the history of language instruction Celce-Murcia et al (1996) identify two broad frameworks for teaching pronunciation that have guided much research: the intuitive-imitative approach and the analytical-linguistic approach Many researchers have adopted these two general methods, applying them in various classroom contexts and emphasizing imitation, perception, phonetic analysis, and articulation to improve learners’ intelligibility and spoken accuracy.
An intuitive-imitative approach holds that students will develop acceptable pronunciation and speaking skills when they are exposed to the target language through accurate models It relies largely on imitation and repetition, with no explicit instruction from the teacher Consequently, classroom activities focus mainly on listening and repetition, and the teacher does not explain how sounds are formed or produced Learners perform the core tasks of listening and imitating, and it is expected that their pronunciation competence will gradually emerge as they practice.
The early method o f pronunciation training called Direct Method, which gained acceptance in the late 1800s and early 1900s, was formed from observations o f children attaining their first language In this method, students would listen and imitate a model o f the target language that was spoken by the teacher (and later by recordings) (Celce M urcia, Brinton, & Goodwin, 1996) Some successors to this method are called naturalistic methods, which mean methods that devote a period o f learning solely to listening before speaking is allowed Linguists following this method believe that when learners are asked to listen to without worrying about speaking, they are better at recognizing the sounds because they are under less pressure Thus, it is likely that they will be able to produce correct sounds even without receiving explicit pronunciation instruction From the late 1960s and the early 1980s, there was a decline in explicit pronunciation teaching with the invention o f the language lab During this time intuitive-imitative approach was more popular in the pronunciation training with Total Physical Response by A sher’s
Total Physical Response (TPR), introduced in 1969 by James J Asher, posits that learners start to speak when they are ready and should tolerate early-stage errors as part of natural language development The Natural Approach, proposed by Krashen and Terrell in 1983, prioritizes listening to give students opportunities to internalize the target sound system before production Although many contemporary researchers continue to favor this receptive-to-productive sequence, further investigation is needed to determine the method’s foundational persuasiveness and overall effectiveness in language acquisition.
An analytic-linguistic approach foregrounds explicit pronunciation pedagogy as a core element of language acquisition It relies on a suite of instructional tools—including phonemic charts, contrastive exercises, and articulatory descriptions—to provide learners with explicit guidance on producing the sounds and rhythms of the target language This approach is designed to complement, not replace, the intuitive-imitative method by continuing to leverage authentic materials, along with listening and imitation activities, in the classroom.
Henry Sweet, Wilhelm Viëtor, and Paul Passy—the founders of the International Phonetic Alphabet—led a Reform Movement in language teaching in the 1890s that reshaped how pronunciation was taught They helped develop a system for describing and analyzing the sound systems of languages, influencing the study of phonetics and its classroom applications In the 1940s and 1950s, there was a shift toward explicit phonetics instruction, with audiolingualism in the United States and the Oral Approach in Britain These methods competed with the Direct Method by relying on a recording or the teacher modeling the target language followed by students’ repetition However, teachers also drew from their own experiences and methods to adapt these ideas to classroom practice.
Phonetics education in the classroom introduced simplified IPA charts and articulatory models to help students grasp pronunciation The audiolinguistic approach depended heavily on drilling sound contrasts and minimal pairs, with limited focus on intonation and conversational speech The technique of using minimal pairs drills was extensively employed, as exemplified by Baker's (1977) widely used course book on contrastive segmental instruction.
During the early 1970s, The Silent Way, developed by Gattegno in 1972, dominated language teaching In classrooms applying this method, accurate pronunciation is prioritized from the outset The teacher speaks little and relies on gestures to guide students, using a range of tools to signal what students should do and support their learning.
During the 1980s, there was a major shift toward a communicative, task-based paradigm whose primary aim was meaningful interaction This approach centers on real-life language use, employing activities like role-plays, problem solving, and games in a relaxed classroom to foster active communication It became clear that pronunciation ability below a certain threshold could render even advanced grammar and vocabulary unintelligible, underscoring the link between intelligibility and spoken accuracy (Hinofotis & Bailey, 1980) Methods to teach pronunciation included listening and imitation, phonetic drills, minimal pairs in context, visual aids, reading aloud, and recording students’ speech, with increased attention to suprasegmental features such as intonation, rhythm, and stress Overall, the communicative approach offers a more balanced framework that emphasizes both fluency and accuracy, blending elements of intuitive-imitative learning with analytical-linguistic analysis.
Shifting outlooks on language learning and teaching have reshaped how language competence is defined Rather than focusing on isolated linguistic skills, the emphasis is increasingly on broader communicative competencies that enable effective interaction in real-world contexts, setting these as the primary goals for both teachers and students (Morley).
Scholars argue for integrating pronunciation with meaningful oral communication, shifting emphasis from segmentals to suprasegmentals, addressing individual learner needs, and incorporating task-based practices, peer correction, and collaborative interaction Tench (1981) cautions that teaching phonemes alone does not guarantee intelligibility, while Morley (1991) contends that intelligible pronunciation is a core component of communication competence and should be taught in courses with clear expectations for student performance Neglecting pronunciation is seen as a professional responsibility issue, and research suggests a threshold of pronunciation ability below which oral communication fails regardless of grammar or vocabulary Gilbert (1993) links listening comprehension and pronunciation as interdependent, noting that poor hearing or poor intelligibility isolates learners from native speakers; McNiff (1993) adds that speech perception influences production, making learners’ listening and speaking practice essential Consequently, pronunciation should be integrated with communicative activities to provide opportunities for listening and speaking development, reflecting a trend that pronunciation instruction must accompany communicative practice to enable learners to communicate effectively with native speakers.
Research into the techniques used in teaching pronunciation
To date, teachers employ a wide range of pronunciation teaching techniques, which can be taught in isolation or integrated with the four core language skills—speaking, listening, reading, and writing The techniques discussed here are those proposed by Celce et al (1996:8) and Kelly (2000:16), providing a concise framework for how pronunciation instruction can align with overall language learning goals.
Listen and imitate is a language-learning technique where the pronunciation of the target language is demonstrated by the teacher or by audio sources such as tapes, CD recorders, or language labs Learners listen to a sequence of sounds or short sentences and then repeat them, a practice that not only improves pronunciation but also helps memory of new items This approach is versatile and can be conducted in two forms: whole-class drills or individual practice, depending on the classroom setup and learner needs.
According to Kelly (2000), these two forms are two phases of the same language-teaching technique In the initial phase, the whole class repeats after specific sounds and phrases, reinforcing pronunciation and pattern recognition After sufficient class drilling, students take turns practicing on their own, applying what they’ve learned independently.
Phonetic training leverages articulatory descriptions, diagrams, and a phonetic alphabet to help learners understand how sounds are formed It provides basic theoretical knowledge about speech production and, with teacher guidance, enables learners to produce authentic sounds However, this approach is not suitable for very young learners, who may struggle to grasp such a complex topic.
• M inim al p air drills: These relate to words which differ by only one phoneme
An effective listening activity in language learning has learners listen to a recording and distinguish between two sounds, targeting those pronunciations that learners commonly struggle with After the listening phase, learners produce the target sound themselves, reinforcing correct articulation through active production.
Contextualized minimal pairs enhance pronunciation practice by embedding target contrasts in meaningful sentences, turning dull, theory-heavy drills into practical language work When minimal pair drills use isolated sounds, learners often find them boring; contextualization provides motivation and helps learners hear the differences in real speech The sentence acts as a basis for students to produce appropriate responses with correct pronunciation and intonation, making the exercise more authentic Putting words into sentences makes practice more useful than vague, isolated minimal pairs because context clarifies when and how to pronounce each sound.
Tongue twisters offer a delightful, low-pressure method for pronunciation practice, helping language learners differentiate tricky sounds by turning them into memorable sentences This technique, drawn from traditional speech-correction strategies used with native speakers, makes articulation training engaging and effective A classic example is "She sells seashells by the seashore," which trains rapid, precise tongue movements and improves clarity and fluency.
Reading aloud and recitation involve students reading passages aloud—often from poems, rhymes, or song lyrics—to practice pronunciation and fluency According to Kelly (2000:22), this activity provides a good chance for learners to realize the link between spelling and pronunciation It also offers a vivid example of how stress and intonation relate to meaning, and highlights the importance of linking sounds between words in connected speech.
Recordings of learners’ production—where students record their reading of a passage or their spontaneous speech on a tape recorder—are followed by playback for teacher feedback and self-evaluation While this practice can be time-consuming, it provides a true reflection of pronunciation progress, with learners’ mistakes easy to identify, so they can focus on the exact aspects of pronunciation that need improvement.
Problems in pronunciation teaching
Elements o f pronunciation teaching
Pronunciation refers to the way a language or a particular word or sound is spoken While the question "What is pronunciation?" has inspired several definitions, the core idea is that pronunciation concerns how speech sounds are produced and heard in actual use In short, pronunciation is the spoken form of a language or its words, a key factor in clear communication, effective language learning, and accurate listening (Hornby, 2005).
Pronunciation teaching is a multifaceted field where scholars disagree on what should be taught Mortimer (1985) argues that the core elements include weak forms, clusters, linking, contractions, and stress-timed rhythm; Kelly (2000) expands the scope to cover vowels and consonants, word and sentence stress, intonation, other aspects of connected speech, and spelling; Jenkins (2004) provides an even more comprehensive view, noting that depending on the target second language, instruction may address any or all of consonant and vowel sounds, their modifications in connected speech, word-stress patterns, rhythm, and intonation—the nuts and bolts of pronunciation.
English learners must master letter sounds and pronounce them correctly because these sounds form the foundation for blending into words Yet English pronunciation does not always align with spelling, and one of the most confusing aspects is the irregular sound–spelling relationships English has borrowed many words from languages such as Latin, Greek, Eskimo, and Farsi, creating irregular correspondences between pronunciation and spelling Therefore, phonetic transcription is an indispensable part of pronunciation teaching.
Word stress should be emphasized at the start of any pronunciation course, because correct word stress makes English pronunciation understandable In multisyllabic words, one syllable is stressed, meaning it is higher, louder, and longer than the others, and this stressed syllable helps listeners distinguish the word from similar ones When stress is misused, listeners often have trouble understanding what is being said, which makes communication harder Learners can improve intelligibility by identifying the stressed syllable in each word and practicing common stress patterns in everyday English.
Rhythm is a fundamental feature of every language, rooted in word stress and how speakers emphasize meaningful items The rhythm of a language arises from the pattern of strong beats (emphasized, important items) and weak beats (unemphasized, less important items), making the rhythm easy to recognize After learners master word stress patterns, pronunciation teachers should introduce the rhythm of English, characterized by the alternation of strong and weak syllables (Kenworthy, 1987).
Even if you pronounce each word clearly, non-standard intonation can obscure meaning, and listening for the exact words can lead to a loss of comprehension Intonation reflects the speaker’s intent and feelings, and a key feature of English is using an intonational accent and extra stress to mark sentence focus Therefore, learners need a solid grasp of sentence focus to achieve effective intonation, since intonation is an abstract concept and sentence focus is more concrete With sentence focus, speakers help listeners quickly grasp the message, because in spoken English stress is placed on the most information-rich words to signal importance If listeners cannot identify points of focus, interpreting what they hear becomes difficult, so teachers succeed in teaching sentence focus by selecting contexts where learners can easily understand the notion of importance.
Class setting
Classroom settings create many problems for pronunciation teaching A primary issue is large class sizes; even in foreign language faculties, classes commonly have about 25 students With such a high student-teacher ratio, it is difficult for pronunciation instructors to ensure that every student receives proper pronunciation instruction Another challenge is teacher quality: most English teachers are non-native speakers, and only a few have native-like pronunciation As a result, the daily language input students receive comes from non-native teachers, making it hard to expect perfect pronunciation when even the teachers themselves are not perfect speakers.
What pronunciation model to teach ?
Pronunciation assessment must consider the model of pronunciation used in instruction Kelly (2000) notes that, historically, English pronunciation teaching often centered on Received Pronunciation (RP), the accent associated with southeast England, and this RP model linked accent to social status and education rather than geographic origin Today, English encompasses a vast range of varieties—American English, Australian English, and many regional accents—both between and within countries where English is native Consequently, the choice of pronunciation model in the classroom influences how learners' pronunciation is judged and what counts as "correct" pronunciation.
Among language-education circles, it is widely observed that only a small proportion of Vietnamese teachers can achieve native-like pronunciation, and many instructors find it difficult to produce a perfectly fluent accent because their speech remains influenced by their mother tongue.
Some teachers adjust their accent only to a limited extent, and a student may be taught by several teachers who bring different accents into the classroom Individual preferences also vary, shaped by internal motivation: some students want to learn Australian English for study in Australia, while others prefer British English due to their admiration for Shakespeare As a result, it is virtually impossible to define a single model accent In practice, teachers typically allow students to develop any accent they choose, provided it is widely comprehensible to both Vietnamese learners and native English speakers The teacher should teach the accent they can use most effectively and clearly inform students about the existence of other English varieties.
Requiring students to produce a truly ‘perfect’ form of language is virtually impossible, and what constitutes perfection is hotly debated As a result, the goal of pronunciation teaching and assessment cannot be to achieve perfection In classrooms guided by communicative language teaching (CLT), which prioritizes real communication, the most common objective for learners’ pronunciation is intelligibility—the ability to be understood in everyday interaction rather than flawless articulation.
Kenworthy (1987) defines intelligibility as being understood by a listener at a given time in a given situation In practice, even if the speaker does not produce exactly the same sounds or use identical linking or stress patterns as a native speaker, the listener can still map what is heard to the native forms without undue difficulty Therefore, intelligibility hinges on the degree of sameness between the heard speech and the native reference, i.e., the counts of sameness that enable comprehension in context.
Pronunciation intelligibility is shaped by multiple factors beyond the sounds themselves, including other aspects of speech such as fluency and confidence If a speaker is unsure and hesitates, their utterances become harder to perceive and may lack natural intonation Listener familiarity with the speaker’s accent also influences understanding; learners often find it easier to understand voices from their own country speaking a foreign language than those from other countries This helps explain why Vietnamese listeners typically find Vietnamese speakers easier to understand than non‑Vietnamese English speakers.
Research into factors affecting pronunciation learning
According to Joanne Kenworthy (1987), a range of factors influences students’ pronunciation, including native language background, age, exposure to the target language, phonetic ability, and the learner’s attitude, identity, motivation, and concern for accurate pronunciation She also emphasizes that a teacher’s own concern for good pronunciation can inspire similar commitment in students, highlighting the teacher’s pivotal role These factors are succinctly summarized in her work Teaching English Pronunciation (1987).
Native language strongly influences how learners pronounce English, making their foreign accent easy to identify and sometimes even traceable to country or region by the way they speak This linguistic transfer can create both difficulties and advantages: for example, Vietnamese learners may find English pronunciation easier than Chinese learners—partly because Vietnamese uses a Latin-based script familiar to English, while Chinese relies on a logographic system However, English sounds that do not exist in Vietnamese, such as the "th" sounds /θ/ and /ð/ (and other consonants not present in Vietnamese phonology), can be difficult to produce accurately In short, a learner’s mother tongue shapes their English sound inventory and yields distinctive pronunciation patterns tied to their linguistic background.
Age of acquisition matters: the common belief that starting to learn a foreign language early leads to better pronunciation and a more native-like accent is supported by Oyama's 1976 study Sixty male Italian-born immigrants were tape-recorded reading a short paragraph and recounting a frightening episode, either completely unprepared or rehearsed Two experts judged their pronunciation on a five-point scale from no foreign accent to heavy foreign accent The results showed that the earlier a person began learning English, the more native-like his accent tended to be.
Snow and Hoefnagel-Hohle (1977) conducted a two-part study on second language acquisition with 136 British learners of Dutch in Holland, first in a laboratory where participants listened to and imitated five Dutch words In the lab phase, the two oldest groups of learners (eight 17-year-olds and seven 21–31-year-olds) achieved the highest scores, whereas the youngest groups (ten 5-year-olds and ten 6-year-olds) had the lowest results The second part was a long-term study in which subjects were retested at intervals during their first year of studying Dutch; initially, older learners appeared to perform better, but after four to five months no significant age differences remained.
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 Even if the age factor is a problem, nothing can be done for the learners It is the learners' choice when to start learning a foreign language and therefore, virtually impossible for teacher, to interfere.
People who live in the country where the target language is spoken and is surrounded by an English-speaking environment may have some advantages over some who do not However, it is difficult to measure the exact amount of exposure to English Some may use English at work, but use their own language at home Some may live in the UK, but work for companies from other countries Even if these people use English everyday, it is not an easy task to measure the length o f time they use English, and it is even more complicated to decide what kind o f English it is It may be business English, or just informal English in the market Furthermore, exposure is not the only important factor but the way people take advantage to listen to and use English is also essential Therefore there is still no clear evidence that an English- speaking country is a necessary factor for a foreigner to have good English pronunciation.
Research shows that some people have a natural "better ear" for foreign languages, giving them an early advantage in pronunciation and listening skills These learners tend to benefit most from pronunciation-focused exercises such as imitating native speech, repetitive drilling, and distinguishing subtle sounds Others may struggle to reproduce certain phonemes, a difficulty that appears largely innate and less responsive to teaching methods Teachers can’t change this inherent difference, but they can maximize learning by offering a varied repertoire of activities—imitation, drills, listening discrimination, minimal pair practice, and targeted feedback—so every learner, regardless of innate ability, can improve in pronunciation and overall language proficiency.
Numerous studies show that learners with a positive attitude toward speakers of a foreign language tend to achieve more native‑like pronunciation, because when people like something they pay closer attention to it, especially to linguistic input and pronunciation cues This interest not only enhances language skills but also deepens curiosity about the language's people and culture, delivering broader benefits To foster this mindset, teachers can share vivid cultural information and use authentic materials, making lessons more engaging and effective in supporting pronunciation and overall learning outcomes.
M otivation and concern for good pronunciation
Motivation plays a vital role in language learning, especially in pronunciation When learners genuinely care about their pronunciation, they become more attentive speakers and gradually develop solid pronunciation skills Many students are deeply concerned about how they sound and actively seek feedback from teachers to improve their speaking At times, the fear of pronouncing a word incorrectly can inhibit them from speaking altogether.
In teaching pronunciation, the teacher is expected to play an important role in guiding and helping learners According to Kenworthy (1987), the teacher has to perform the following roles:
An effective language teacher provides learners with clear auditory input of the target sounds to hear how the phonemes should sound Without this input, learners may develop misconceptions about the language’s phonology and misperceive how sounds are produced, hindering their ability to pronounce accurately When learners have access to authentic, well-structured listening input, they build correct auditory representations and gradually produce genuine sounds and utterances with greater accuracy Incorporating targeted listening activities, model pronunciation, and contrastive practice helps learners distinguish subtle sound differences and develop confident pronunciation skills.
Helping learners produce English sounds requires recognizing that many pronunciation features do not exist in their native language While some students can imitate target sounds when clear models are provided, others may struggle, making instruction essential In those cases, the teacher’s task is to explain how the difficult sounds are formed and to supply targeted guidance and practice to help learners achieve accurate pronunciation.
Providing effective feedback is a core part of teaching because it helps learners see where they stand, measure what they have gained, and identify what still needs improvement In pronunciation instruction, feedback is especially vital since learners often generalize how English is pronounced from its spelling and may not notice that they repeatedly make the same errors Therefore, teachers should deliver precise, timely feedback and targeted guidance to help learners correct pronunciation, monitor progress, and build more accurate speaking skills.
Many learners are unaware of what and how they are speaking because speaking is largely unconsciously controlled, which can lead to mispronouncing sounds or placing stress in the wrong places and ultimately cause misunderstandings The teacher’s role is to identify the specific areas where learners need to pay attention so as not to provoke miscomprehension, guiding practice toward clear pronunciation, correct stress, and natural prosody for effective real-world communication.
Establishing priorities: Native-like pronunciation is not easy to achieve
Language learners benefit from a clear guide that highlights which aspects to master and which can be left less-than-perfect In practice, aiming to master every feature is unrealistic, so learners should prioritize essential skills and accept a satisfactory level for non-vital areas The exact level of proficiency that feels acceptable varies by situation and individual, depending on goals, context, and personal learning pace.
Devising pronunciation activities is challenging for teachers, who must identify which exercises will most benefit learners and which activity types will engage the class When planning these activities, teachers should recognize that some options suit certain students better than others, so a varied approach can maximize participation and learning outcomes.
Consonants
General descriptions o f consonants
From a phonetic perspective, consonants are produced by one of two mechanisms: a closing movement that creates a narrow constriction through which air can still pass, or a complete closure that blocks the airflow altogether The closure can involve the lips, the tongue, or the throat, and each option yields a different kind of articulation from the open, unimpeded quality of vowels In articulatory phonetics, a consonant is defined as a sound produced by a closure or a tight stricture of the vocal tract that generates audible turbulence.
Consonants are sounds produced with closed or near-closed articulations Consequently, they disrupt the stream of speech, defining a perceptual and articulatory boundary for a unit—usually a word or syllable—that contains one or more vowels Consonants are classified according to three criteria: voicing (the degree of vocal cord vibration), place of articulation, and manner of articulation.
English consonants
English dialects typically feature about 24 distinct phonemic consonants, categorized by voicing, place of articulation, and manner of articulation This classification is often presented in a table that arranges places of articulation along the rows and manners of articulation along the columns, illustrating how each consonant corresponds to its specific articulatory properties.
Table 2.1- Consonants in the English language (Gimson, 1989)
Phonetics classify sounds by how air is shaped as it flows through the vocal tract A stop blocks airflow entirely for a moment; when this block occurs in the oral cavity it is an oral stop (also called a plosive) such as /p, b, t, d, k, g/, while a nasal stop redirects air through the nasal passages, as in /m, n, ŋ/ English fricatives produce continuous streams of air with a narrow constriction, including /f, v, s, z, θ, ð, ʃ, ʒ, h/ Affricates are sounds that begin as a stop and release into a fricative at the same place of articulation; in English the main affricates are /t͡ʃ/ and /d͡ʒ/ (the "ch" and "j" sounds).
These consonants can be described as fricatives or affricates depending on their manner of articulation, and as dental or post-alveolar depending on their place of articulation They are similar in some respects but differ in other language-specific characteristics, so it is easier to study them in pairs: /t/ vs /d/, /θ/ vs /ð/, /s/ vs /z/, /ʃ/ vs /ʒ/, and /t͡ʃ/ vs /d͡ʒ/.
According to Gimson (1989), the complete articulation o f a plosive, or stop, consonant consists o f three stages:
1 The closing stage, during which the articulation organs move together in order to form the obstruction.
2 The hold or compression stage, during which lung action compresses the air behind the closure.
3 The release or explosion stage, during which the organs forming the obstruction part rapidly, allowing the compressed air to escape abruptly.
For plosive consonants, the entire vocal tract behind the main closure must form a sealed chamber to prevent air from escaping, and because the primary closures for English plosives are typically made in the oral cavity, the soft palate must stay raised for at least the first two stages of articulation.
2.4.2.2 Fricatives /0 / and /6/, /s/ and /z/, /JV and /3/
Katamba (1996) defines fricatives as sounds produced when the articulators come very close together, leaving a narrow air channel through which the breath is forced and turbulence is generated, as in English /f, v, θ, ð, s/ Kelly (2000) then provides detailed consonant descriptions, including the dental fricatives /θ/ and /ð/ (as in think, the, bath, bathe, mathematics, father) For these dental sounds, the tongue tip makes light contact with the back of the upper front teeth, or may protrude between the teeth, while the soft palate is raised /θ/ is unvoiced and fortis, /ð/ is voiced and lenis, and /ð/ may be devoiced at the end of a word.
Post-alveolar sounds, specifically /ʃ/ (as in she) and /ʒ/ (as in measure), are articulated with the tongue blade lightly touching the alveolar ridge while the front of the tongue is raised The /ʃ/ sound is voiceless and fortis, whereas /ʒ/ is voiced and lenis Both sounds tend to devoice at the end of a word, and in English, /ʒ/ does not occur as an initial sound and is rare as a final sound.
Cruttenden (2001) describes affricates as consonants produced with a complete closure somewhere in the oral cavity, behind which air pressure builds up, and a slower separation of the articulators compared with plosives that yields a characteristic extended friction The defining feature is this delayed release, which gives affricates a distinct second element in their sound In English, there are only two affricates: the voiceless palato-alveolar affricate /tʃ/ (as in “ch”) and its voiced counterpart /dʒ/ (as in “j”).
Palato-alveolar sounds, such as those in church, judge, nature, and larger, are produced with the tongue tip, blade and rims pressed against the alveolar ridge and side teeth The front of the tongue is raised, and when the air is released there is audible friction The soft palate is also raised The /tj/ is unvoiced and fortis, /M3/ is voiced and lenis, and /d3/ is devoiced at the end of a word.
Review o f previous research on pronunciation
Numerous studies examine Vietnamese learners’ difficulties in English pronunciation, particularly with consonants For example, Nguyen Quoc Hung (2000) proposed a model to teach English pronunciation to Vietnamese learners and showed that final consonants are the most challenging area, with voiced stops being especially problematic The work also provides detailed examples of typical mispronunciations, underscoring the need for instructional approaches that target these consonant-specific difficulties in Vietnamese speakers.
60% 10% 30% tj is pronounced as c tj
Or “9 Essential English Pronunciations in the Vietnamese Context” (http://www.scribd.com/doc/49405480/13300638-Teachine-Pronunciation-Celce-
A study by Murcia found that English sounds not found in Vietnamese, such as the interdental fricatives /θ/ and /ð/, can be mixed up with Vietnamese sounds like /th/, though this may not influence overall comprehensibility A further finding from the study is that Vietnamese learners often neglect these sounds, so regular practice on final endings should be emphasized in any course to improve pronunciation accuracy and listening comprehension.
Ha Cam Tam’s 2005 article, “Common pronunciation problems of Vietnamese learners of English,” identifies two main pronunciation challenges for Vietnamese learners: sound omission and sound confusion Nevertheless, many prior studies published in books, linguistic journals, or online resources address general pronunciation issues without pinpointing the specific consonants that most impede Vietnamese learners’ intelligibility in communication This gap motivated us to conduct a focused study to identify those particular consonants and assess their impact on communication.
This chapter presents six sections: it begins with the research questions, then describes the participants who took part in the study, followed by an overview of action research, including definitions, characteristics, and processes from different authors It then introduces the action research procedures applied in the study, proceeds to describe the data collection instruments, and ends with a concise summary of the chapter.
Research Questions
This action research aims at answering the following questions:
1 W hat are the students’ most common problems regarding pronouncing English consonants sounds?
2 To what extent, does the pronunciation training course improve the pronunciation o f some consonants for the first year students at English Department, HANU?
3 W hat are the students’ attitudes toward the training course?
Description o f the p a rtic ip a n ts
The two teachers
To enhance the accuracy of the study results, an American English teacher was invited to evaluate students’ pronunciation in both the pre-test and post-test With more than ten years of experience as an English teacher and advisor at ED, HANU, he holds a CELTA certificate that confirms his ability to teach adult learners worldwide, along with a Master of TESOL earned in the United States, making his marking a key factor in producing objective and reliable pronunciation data The second evaluator is the researcher herself, who taught two selected classes totaling 50 students over six weeks She holds a B.A in English and has nearly five years of English teaching experience at ED, HANU, and is currently pursuing a Master’s degree in TESOL at Hanoi University.
The students
With two classes, the study ensures a diversity of student backgrounds since participants were randomly selected from the class cohort, which helps broaden the findings’ applicability to other classes and mitigate some limitations of action research Through continued observation, interviews, and conversations with students, more information about them emerged Most students are 18–20 years old and come from different cities and provinces in Northern Vietnam When entering university, they faced numerous life adjustments and a new academic culture that requires substantial self-directed study, so they needed significant support from teachers In terms of language proficiency, some students come from gifted English programs, but many do not The university entrance exam covered mathematics, literature, and English, with English scores weighted double; this meant that students with lower English grades but high marks in mathematics and literature could still gain admission Overall, their reading skills and grammar were fairly strong, but listening, writing, speaking, and pronunciation were generally weaker The good news is that the students were willing and determined to improve their weaker skills.
To minimize the risk of invalid results and ensure that every participant was subjected to identical research conditions, the researcher carefully screened potential participants until a final sample of 50 students was established These participants provided performance data suitable for analysis and remained engaged from the study’s start to its finish.
Research methodology: action research
Definitions o f action research
Action research has been defined in many ways over the last forty years, but a common thread is that it is a small-scale intervention in real-world practice followed by a close examination of its effects (Burns, 1999) Mills (2003) defines action research as systematic inquiry conducted by teacher researchers to gather information about how their school operates, how they teach, and how well their students learn, with the aims of gaining insight, developing reflective practice, enacting positive changes in the school environment and educational practices, and improving student outcomes Whitehead and McNiff (2005) argue that action research looks at questions in the classroom that disturb us and strives to find solutions The teacher’s role is not only as a teacher but also as a researcher (Stenhouse, 1983) Action research can help teachers develop professional competence as well as improve students’ learning (McNiff, 1993) In The Action Research Planner (1988), Kemmis and McTaggart identify three characteristics of action research, including that it is “carried out by practitioners.”
"collaborative" and "aimed at changing things".
Action research is driven by the need to uncover problematic situations or issues that participants themselves consider worthy of investigation It proceeds through collaborative inquiry to design and implement practical interventions aimed at resolving these issues The goal is to produce informed changes in practice that are evidence-based, context-specific, and sustainable within the participants’ real-world environment.
Rationale for the use o f action research
Action research is conducted widely due to its advantages that cannot be denied Comparing it with other kinds o f research, we can see its advantages more clearly.
Topic Formal research Action Research
Extensive On own or with consultation
Goals o f research Knowledge that is generalizable Knowledge to apply to the local situation Method o f identifying the problem to be studied
Review o f previous research Problems or goals currently faced
Extensive, using primary sources 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
Evaluate and pretest measures Convenient measures 01 standardized tests Data analysis Statistical tests; qualitative techniques
Focus on practical, not statistical significance; present raw data
Application o f results emphasis on theoretical significance
A dapted from : http.V/mypage iusb edn/~gmetteta/Classroom_Action_Research html#Differences
Action research is inherently situational, providing context-specific solutions to problems in each setting Rather than testing a pre-assumed theory, action research aims to improve the current situation This practical emphasis directly benefits teaching and learning by adapting strategies to real classroom contexts.
When thinking o f choosing an appropriate methodology, the researcher, who is also a teacher, found out that action research is the best choice for the purpose o f improving the students' pronunciation.
Action research means acting upon research findings to address real classroom realities Without adequate observation, it isn’t safe to assume the pronunciation problems students face Action research enables the teacher to conduct a thorough, daily investigation of students’ pronunciation, making the findings up-to-date and largely reliable It provides a clear view of performance over time and supports a detailed analysis as the study progresses In short, action research helps design a targeted program tailored to the class, which can be used to build a more suitable pronunciation course for other students who share similar problems.
In this action research, data are collected from every student and analyzed individually, allowing the teacher to monitor each learner's progress clearly This method provides up-to-date information and enables sensible adjustments to the research design to meet students' needs For pronunciation mistakes that persist, the teacher can allocate more in-class practice and offer more focused feedback Student performance is tracked weekly, so any potential problems can be identified and resolved promptly.
Action research offers notable benefits, but it has limitations when contrasted with experimental research A common critique is its limited applicability because of its situational nature: a research program that succeeds in one classroom context may not transfer to other classes in different contexts, and the same study conducted elsewhere may produce less effective results In other words, action research often lacks generalization across diverse educational settings, which can restrict its broader usefulness.
Action research is widely applicable across diverse language classes, and this broad applicability rests on two key points First, students in the English Department were randomly distributed into different classes with no categories based on hometown or entrance exam marks, so each class includes learners from many regions and even learners who studied in the same high schools but are spread across several classes As a result, pronunciation problems may arise in multiple classes due to similar teaching methods Second, random sorting is expected to produce an approximately even distribution of English proficiency across classes, even though some classes may have more proficient students This variability is a common feature of language classes and should not be treated as a major barrier to generalizing the findings.
Process o f action research
In discussion o f the processes o f action research, Bums (1999) stressed that the model o f action research should be flexible and different combinations o f researchers in different situations will need to make their ow n interpretations o f what are appropriate processes for circumstances o f the research And many linguists are all agree that a typical action research needs to go from one step to another Eileen Ferrance (2000) suggested an action research cycle as follows:
According to her cycle, the first step o f an action research is to identify the problem Then, data must be collected through means o f interviews, portfolios, questionnaires, etc Next, the data is analyzed to find out problems The fourth step is to design a plan c| action that will allow the researcher to make a change and to study that change Alter the intervention has been carried out it is the researcher's task to evaluate its effects in order to justify whether the intervention worked or not Then, if it has not been very effectively the researcher would have to consider another method so as to improve the situation.
Another researcher that has conducted a thorough investigation into action research Nunan (1992), defines the framework o f a research as consisting o f seven steps:
Step 1: Initiation (Identify the problem)
Step 2: Preliminary investigation (Collect data through a variety o f 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)
Within the scope of my thesis and in line with the study’s aims, I apply McBride and Sckotak’s action research model According to McBride and Sckotak, action research consists of a series of steps that unfold as a spiraling, evolving process The procedures of this model are illustrated in the figure shown here, which is adapted from Somekh (1989).
(1) identifying a focus of analyzing data/ interest or a problem generating hypotheses r c n f T A T 1
'spiral to fc-J V_* J - 1 1 (4) planning next circle1 j j j ac^lc>1^ steps
(7) analysis and (5) implementing ev aluation action steps
(6) collecting data to monitor change
Adapted from : http://www enguirylearnins net/EL U/Issues/Research/'Res 1 Ch4 html
Adopting this model offers a clear, step-by-step methodology for the research, with a procedure that is easier to follow than the alternative methods described by other researchers The subsequent sections provide detailed descriptions of what was done at each step of the model, ensuring transparency and replicability in the methodology.
Action research process applied in the s tu d y
Identifying a problem (week 1 -2 )
From teaching experience and discussion with other teachers at English Department, HANU, the researcher finds out and assume that one o f the students’ biggest pronunciation problems is consonants.
Collecting data (week 3 )
Data were collected by recording the English pronunciation of 50 freshmen majoring in English at HANU's English Department Before recording, the writer distributed worksheets with predefined exercises, including reading aloud and free speaking, targeting sounds deemed difficult and prone to pronunciation errors Students read a paragraph and perform dialogues in pairs, and their voices were captured on CDs for their long recording duration and clear sound; the CDs were then transferred to tapes to facilitate repeated listening This setup allowed the writer to review the recordings repeatedly and note the deviated sounds produced by each student Once the best sound quality was achieved, data analysis began: the recordings were listened to initially to form ideas about common errors, then each student’s pronunciation was checked and errors were recorded on an exercise sheet, with the frequency of each error counted and expressed as percentages Because the writer is not a native speaker, a colleague from the USA was invited to verify the results by following the same process, listening to the recordings, noting errors, and providing parallel results The writer then compared the two sets of results; when they were broadly similar, verification was considered complete and data handling was finalized.
Analyzing data (week 4 )
The information collected from the recording, the pre-test, is analyzed to form a hypothesis.
Planning action (week 5 )
Based on a thorough literature review and pre-test results, this study proposes modifying a consonant-pronunciation training course to improve students’ pronunciation The proposed changes apply evidence-based adjustments to instructional content and practice activities, targeting gaps in consonant articulation to enhance overall spoken accuracy.
Implementing the action plan (week 6 - 1 1 )
The action plan is implemented for 6 weeks (two 45-minute periods per week) with the participation o f the researcher and 50 freshmen from the two classes 5a/10 and 6a/10, ED.
Some units from the main course book, English Pronunciation in Use (Elementary), were used by the researcher The book is regarded as effective for consonant knowledge and pronunciation practice, offering extensive principles and exercises to help learners pronounce clearly and accurately, with clear explanations and illustrations that make the lessons easy to learn To keep the lessons engaging, the researcher also drew on additional books to diversify the material and maintain student interest.
Two cornerstone books for pronunciation teaching are Pronunciation Games (1995) by Mark Hancock and Primary Pronunciation Box (2005) by Caroline Nixon and Michael Tomlinson, both published by Cambridge University Press The article also describes the researcher’s experimentation with various pronunciation games and activities to support learners’ pronunciation development Beyond these books, it highlights several online resources that offer pronunciation game ideas and activities, including TEFL.net’s Top Fun Pronunciation Games, Sounds of English tips, ESL Printables (printable resource ID 70669), a Slideshare presentation on fun and effective pronunciation games, ESL Games World’s pronunciation games, and an eHow guide on pronunciation games for ESL learners.
The list o f lessons for six weeks is presented in Table 3.2 below.
1 Lesson 1: Introduction o f consonants in general and the two sounds N and /d/ in detail
2 Lesson 2: “-ed” practice and introduction o f the two sounds /tj/ and M3/
3 Lesson 3: /tf/ and IO l ^I practice and introduction o f the two sounds /s/ and Izl
4 Lesson 4: “-(e)s” practice and introduction o f the two sounds /0/ and /6/
5 Lesson 5: /0/ and /6/ practice and introduction o f the two sounds l\l and
6 Lesson 6: !\! and /3/practice and revision
■S Handling out the materials: The materials with rules and exercises of intonation were distributed to the students in each lesson.
Follow-up activities are designed to reinforce students’ attention to consonants and maintain their engagement To encourage learners and draw their attention to consonant sounds, the researcher planned a variety of activities—minimal pair drills, tongue twisters, and recitation exercises—to be used in every lesson (see 2.1.3).
Collecting post-data (week 12)
Another recording, post-test, is conducted with the same procedure This recording is employed to find out if the training course helps to improve:;.the students’ pronunciation.
Analyzing post data (week 1 2 )
The action research was evaluated using post-test results, and the findings from this evaluation yield recommendations and suggestions for future research.
Description o f the data collection instruments
Questionnaire for students
3.5.1.1 Justification for the use o f questionnaire
Questionnaire was selected as a data collection instrument since it helps to obtain information about different kinds o f issues that is relatively easy to analyze (Richards,
Questionnaires enable teachers to collect large amounts of information quickly and at a very low cost Most importantly, they give student informants the opportunity to express their opinions and needs without fear of embarrassment or of speaking their minds By ensuring confidentiality—namely, by not mentioning students' names—questionnaires encourage more candid and impartial responses from students.
A questionnaire consisting o f four questions was designed to find out the students' opinions about the training course It also asked for students’ self-assessment o f the target sounds.
3.5.1.2 Detailed description for the use of questionnaire
To obtain valid information, the questionnaire was designed with a two-part structure: Part I collects information on students' general impressions of the pronunciation training course, while Part II evaluates the actual effectiveness of the teaching and learning within the course.
Part 1 of the questionnaire comprises two questions: Question 1 gathers students' subjective impressions of the course, and Question 2 asks whether they perceive benefits from the pronunciation training Part 2 contains Questions 3 and 4: Question 3 measures each student's level of improvement for individual sounds, while Question 4 evaluates the effectiveness of the in-class activities.
During the final week of the course, a questionnaire was distributed to 50 students in two classes, 5A J10 and 6A/10 All students completed the questionnaire and submitted it to the researcher in the same week The results of the questionnaire are presented in Appendix 2 and in 4.4.1.
Tests
Tests play an important role in research and sometimes they can be used as the main data collection instrument.
3.5.2.1 Justification for the use o f tests
Tests were selected as one of the data-collection instruments in this study because they enable objective evaluation of individual items Tests are commonly used to obtain data in educational research studies When feasible to administer, tests can greatly reduce the effort required to prepare for data collection.
Two tests—the pre-test and post-test—were designed to assess students' pronunciation of the ten target consonants Each test consists of two parts and is written in English The procedure for administering the tests should be clearly explained by the researcher before she distributes them to the students.
3.5.2.2 Detailed description for the use o f tests
The one-version pretest was designed to diagnose students' pronunciation problems and consists of two parts, with the test items created by the researcher and reviewed by a native English-speaking teacher.
The assessment consisted of two parts: reading aloud and conversation In the reading-aloud portion, presenting an appropriate passage for the students to read allowed the researcher to identify almost every pronunciation error they made Nevertheless, the use of reading-aloud exercises has been criticized by researchers as an unrealistic measure of real-world pronunciation.
Spelling accuracy can affect students' pronunciation, and when learners read aloud the focus on words can distort intonation, rhythm, and elision, making speech sound unnatural Therefore, spontaneous speaking better reflects real speaking ability, which is rarely captured by reading-aloud exercises that place everything beyond students’ control By concentrating on the pronunciation of individual English sounds, these exercises help students become more aware of pronunciation and concentrate on accurate articulation without worrying about connected speech With regular practice and recordings to identify mistakes, the mental representation of single sounds can be deeply internalized, and over time learners are more likely to pronounce sounds correctly in natural speech, laying a foundation for the development of other aspects of connected speech.
Part 2 presents a pair-based conversation activity to check pronunciation in real-life speaking In this phase, the researcher observes students as they engage in authentic dialogue Students work in pairs, with Student A holding Card A and Student B holding Card B Student A initiates the discussion using the ideas on their card, then the partners switch cards and roles, continuing the dialogue so both participants practice and the researcher can assess pronunciation in a natural communication context.
A pre-test was administered to 50 students from classes 5a/10 and 6a/10 to evaluate pronunciation and identify students' difficulties The test was completed in Week 3, and each student's performance was marked by both teachers The results of the test are presented in Appendix 5 and Table 4.1.
The post-test followed the same format and content as the pre-test to directly assess changes in pronunciation, with the researcher present during the final week of the treatment Student performance was evaluated by the same two teachers, ensuring consistency in marking The results are reported in Appendix 5 and in section 4.4.2.