Rationale of the study
Since the invention of the first computer in 1943, technology has dramatically transformed various aspects of human life, including education, industry, and science, even extending to marine fish breeding Information technology has become a crucial foundation in both scientific and non-scientific fields, prompting countries worldwide to strive for advancements in technological innovation Notably, nations with high-tech capabilities tend to have higher GDPs Vietnam made significant progress in 2006 by joining the WTO, which facilitated its integration into the global information technology landscape, particularly in education.
Information Technology (IT) has significantly transformed traditional teaching and learning methods in Vietnam With just a click, individuals can access a wealth of information online, expanding their knowledge on various topics In recent years, nearly all educational institutions have embraced this shift, actively promoting innovative teaching and learning approaches As a result, IT has successfully played its role in this educational evolution.
English serves as a vital means of communication across various fields such as culture, technology, and education, with approximately 375 million native speakers and official status in many countries Its global dominance was solidified through British colonization and further accelerated by the cultural and economic influence of the United States post-World War II In Vietnam, English has gained historical significance since the “Doi Moi” reforms in 1986, leading to a rapid increase in learners and making it a mandatory subject in universities Horizon International Bilingual School (HIBS) stands out as a leading institution for foreign language training, employing both Vietnamese and foreign teachers However, English instruction at HIBS has traditionally been teacher-centered, resulting in passive learning where students struggle with speaking and listening skills Despite extensive vocabulary, students often find it challenging to communicate effectively in English, highlighting the need for improved pronunciation and communicative competence to navigate social and cultural contexts successfully.
Learning English as a foreign language presents challenges, but technology can significantly enhance the experience by making English pronunciation easier and more engaging Mary Masterson from Georgia State University highlights the benefits of using innovative tools in language learning.
Multimedia elements like text, graphics, video, and audio enhance language immersion, making the learning of English pronunciation more engaging The integration of technology with pronunciation skills has created a powerful impact on everyday learning experiences.
As an English teacher working and lecturing at HIBS ,I am well aware of the situation and
Students taught by local teachers often face challenges in learning English pronunciation due to inadequate technological support This observation has inspired my research on “Students' Attitudes Towards Using Technology in Language Classes for Learning Pronunciation.”
2 Aims and objectives of the study
This thesis explores the challenges and opportunities in teaching English pronunciation to grade 9 students at HIBS The primary objective is to identify factors that either hinder or enhance the use of technology in pronunciation learning Additionally, the research aims to provide practical suggestions and recommendations to help students overcome difficulties in mastering pronunciation.
In details, it aims at:
➢ Investigating and finding out the major problems that HIBS GRADE 9 students face during English Pronunciation course
➢ Determining the fact that to what extent technology contributes in teaching pronunciation to students, and students‟ attitudes towards technology
➢ Giving some recommendations to students about how effectively, they can employ technology in improving pronunciation
Focusing on a case with a target on students at HIBS, this research examined the teaching of pronunciation effectively through utilizing technology To achieve this, two research questions were proposed:
(1) What are the main problems students face in learning pronunciation in HIBS?
(2) To what extend does the technology contribute in teaching pronunciation?
Due to the limited time, the author only focuses on using Technology to promote grade 9 students learning English Pronunciation at HIBS because of the following reasons
Firstly, there are too many means of Information Technology in Vietnam, in recent years
It is obvious that, technology is making giant leaps in every aspect of life in Vietnam
Secondly, English far beyond being the global language has an enormous influence in every field, including education Then, as Pronunciation is being a compulsory tool in English learning
Thirdly, by combining above reasons it is crystal clear that HIBS students are far beyond able to seize an enormous opportunity in learning English Pronunciation
This minor thesis aims to provide an overview of the current state of teaching and studying speaking skills at HIBS, focusing on enhancing English pronunciation for grade 9 students The researcher will suggest effective methods to help students achieve the objectives outlined in their syllabus, serving as a valuable reference for both teachers and learners By implementing these techniques more frequently and efficiently, the study seeks to foster greater interest in English language learning, particularly in pronunciation, among non-English major students and educators.
Quantitative methodology was selected for this case study This involves the following methods:
The data was gathered from 21 ninth-grade students at Horizon International Bilingual School, and the subsequent analysis aimed to address the research questions effectively.
The study consists of six chapters
Chapter One, INTRODUCTION, outlines the thesis's background and objectives, highlighting the study's significance and scope Chapter Two, LITERATURE REVIEW, offers a concise theoretical overview of Computer-Based Learning and its impact on English Pronunciation.
Chapter two, METHODOLOGY, focuses on analyzing data from a questionnaire administered to students to assess their attitudes towards technological devices in audio labs It discusses the questions included in the questionnaire and identifies the main challenges junior year students face in learning English pronunciation, along with the solutions proposed by EFL teachers Additionally, this chapter presents statistical results derived from the questionnaire and emphasizes the application of technology from the students' perspectives.
Chapter three, FINDINGS AND DISCUSSION, is the cornerstone of this research, presenting essential facts and thorough data analysis to address the research questions It employs specific techniques and features a variety of exercises designed to provide clear and vivid illustrations.
Chapter four highlights the study's implications, offering recommendations for the integration of the latest technological devices in educational settings Additionally, the author provides personal suggestions aimed at both teachers and students to enhance the learning experience.
In conclusion, Part C highlights key findings and offers recommendations for teaching pronunciation, while also addressing the study's limitations and proposing avenues for further research This chapter reviews the historical context of computers in English as a Foreign Language (EFL) and presents a comprehensive analysis of the evolution of English pronunciation.
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Pronunciation is essential for language learners, just like grammar and vocabulary (Tench, 1981) Defined as the accepted way of speaking a word (American Heritage Dictionary, 1992), reasonable pronunciation is crucial for effective communication To be intelligible in a new language, learners must focus on pronunciation alongside grammar, lexis, function, and discourse Therefore, teachers should prioritize pronunciation as a key component of language instruction.
Research questions
Focusing on a case with a target on students at HIBS, this research examined the teaching of pronunciation effectively through utilizing technology To achieve this, two research questions were proposed:
(1) What are the main problems students face in learning pronunciation in HIBS?
(2) To what extend does the technology contribute in teaching pronunciation?
Scope of the study
Due to the limited time, the author only focuses on using Technology to promote grade 9 students learning English Pronunciation at HIBS because of the following reasons
Firstly, there are too many means of Information Technology in Vietnam, in recent years
It is obvious that, technology is making giant leaps in every aspect of life in Vietnam
Secondly, English far beyond being the global language has an enormous influence in every field, including education Then, as Pronunciation is being a compulsory tool in English learning
Thirdly, by combining above reasons it is crystal clear that HIBS students are far beyond able to seize an enormous opportunity in learning English Pronunciation
This study focuses on enhancing English pronunciation skills among grade 9 students at HIBS through various teaching methods The researcher aims to provide an overview of the current state of teaching and learning speaking skills, while offering practical suggestions for improvement These methods are designed to serve as valuable references for both teachers and students, facilitating more effective foreign language acquisition By implementing these strategies, there is potential to increase interest in English language learning, particularly in pronunciation, among non-English major students and educators.
Quantitative methodology was selected for this case study This involves the following methods:
The data was gathered from 21 ninth-grade students at Horizon International Bilingual School, and the analysis was conducted to address the research questions effectively.
The study consists of six chapters
Chapter one, INTRODUCTION, outlines the thesis's background, objectives, and the significance and scope of the study Chapter two, LITERATURE REVIEW, will offer a concise theoretical overview of Computer-based learning and its impact on English pronunciation.
Chapter Two, titled METHODOLOGY, focuses on the data analysis of a questionnaire administered to students to assess their attitudes towards technological devices in audio labs It discusses the questions included in the questionnaire, highlights the main difficulties junior year students face in learning English pronunciation, and explores the solutions proposed by EFL teachers Additionally, this chapter presents statistical results from the questionnaire and emphasizes the application of technology from the students' perspectives.
Chapter three, FINDINGS AND DISCUSSION, is the most critical section of the research, presenting essential facts and data analysis This chapter synthesizes information to effectively address the research questions using specific techniques, complemented by a variety of exercises designed to provide vivid illustrations.
Chapter four highlights the study's implications, offering recommendations for the integration of the latest technological devices in education Additionally, the author provides personal suggestions aimed at enhancing the teaching and learning experience for both teachers and students.
In the conclusion of Part C, key findings are summarized, along with practical recommendations for teaching pronunciation, acknowledging the study's limitations and proposing avenues for further research This chapter also explores the historical context of computers in English as a Foreign Language (EFL) and outlines the evolution of English pronunciation instruction.
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
Pronunciation is essential for language learners, just as important as grammar and vocabulary (Tench, 1981) Defined as the accepted way of speaking a word (American Heritage Dictionary, 1992), reasonable pronunciation is crucial for effective communication in a foreign language To ensure intelligibility, learners must focus on clear pronunciation alongside grammar, lexis, function, and discourse Therefore, teachers must prioritize pronunciation in their instruction, giving it the attention it deserves.
Integrating pronunciation training into oral communication classes can significantly enhance students' proficiency in English pronunciation (Morley, 1991) Instead of striving for 'perfect' pronunciation, which is often unattainable, the focus should shift towards achieving functional intelligibility, communicability, and boosting self-confidence Additionally, learners should cultivate speech monitoring abilities and modification strategies that extend beyond the classroom Ultimately, the objective is to help learners develop clear spoken English that meets their individual needs and fosters a positive self-image as foreign language speakers, while also equipping them with the skills necessary for effective communication in real-world situations.
The communicative approach to pronunciation teaching emphasizes the need for methods and objectives that engage the "whole-person learner" (Morley, 1991) According to Morley, effective pronunciation programs should address three key dimensions: intellectual, affective, and physical involvement of the learner Engaging learners in the process is recognized as a highly effective strategy for developing personalized language learning techniques It is the teacher's duty to facilitate an environment that maximizes each learner's potential to cultivate unique learning strategies Additionally, the teacher plays a crucial role in the communicative learning program, as highlighted by Morley.
A speech or pronunciation coach plays a crucial role in the learning process by not only correcting mistakes but also providing valuable information, models, cues, and constructive feedback This support encourages learners to meet high standards and offers a diverse range of practice opportunities The coach's responsibilities extend beyond teaching; they facilitate learning by actively monitoring and adjusting both speech production and performance.
1.2 History and scope of teaching English pronunciation
The role of pronunciation in language teaching has evolved significantly, ranging from minimal emphasis in the grammar-translation method to a central focus in the audio-lingual method, which prioritizes traditional pronunciation techniques and drills (Castillo, 1990) During the late 1960s and 1970s, the effectiveness of pronunciation in ESL/EFL curricula was questioned, with many programs considering it as non-communicative and ineffective (Morley, 1991) Research by Suter (1976) and Purcell (1980) indicated a weak correlation between classroom pronunciation instruction and actual proficiency, attributing pronunciation success more to factors like native language and motivation rather than teaching methods This led to the perception of pronunciation as "the Cinderella of language teaching" (Kelly, 1969) While some researchers argue that pronunciation training has limited impact on language acquisition, others, like Pennington (1989), contend that with proper formal training, teachers can effectively influence pronunciation skills The debate continues, with Stern (1992) noting the lack of convincing empirical evidence to definitively support either side of the argument regarding the value of pronunciation training.
The shift from teacher-centered to learner-centered classrooms highlights the importance of broader communicative competencies over specific linguistic skills Morley emphasizes the integration of pronunciation with oral communication, advocating for a focus on suprasegmentals, individual learner needs, meaningful task-based practices, and new teaching strategies, including peer correction and group interaction Research indicates that teaching phonemes alone is insufficient for effective communication, reinforcing Morley's assertion that intelligible pronunciation is crucial for communication competence Without strong pronunciation skills, learners' ability to communicate is significantly hindered Morley argues that neglecting students' pronunciation needs constitutes a failure of professional responsibility, a sentiment supported by research indicating that a minimum level of pronunciation is necessary for oral communication, regardless of a non-native speaker's grammar and vocabulary proficiency.
(1984) believes the skills of listening comprehension and pronunciation are interdependent:
„If they cannot hear English well, they are cut off from the language If they cannot be understood easily, they are cut off from conversation with native speakers.‟ Nooteboom
Research from 1983 indicates that speech production is influenced by speech perception, highlighting the importance of the listener in communication This underscores the necessity of integrating pronunciation with communicative activities, allowing students to enhance their pronunciation through listening and speaking practice Current trends emphasize that teaching a learner's pronunciation in a foreign language should occur alongside communicative practices to enable effective communication with native speakers.
According to Celce-Murcia (1996), the field of modern language teaching has developed two general approaches to the teaching of pronunciation: Intuitive-imitative Approach and Analytic-linguistic Approach
The Intuitive-imitative Approach relies on learners' capacity to listen to and mimic the sounds and rhythms of a target language without explicit instruction This method necessitates access to quality audio models, a factor that has significantly improved with the advent of phonograph records, tape recorders, language labs in the mid-20th century, and more recently, audio and video cassettes and compact discs.