5.3 Suggestions for future research
5.3.2 Suggestions of future research directions
Based on the findings of the current research, future studies can further investigate the following issues:
Future research can investigate the usefulness of a specific software function in pronunciation training. For instance, researchers can conduct studies about the effectiveness of listening discrimation excercises, speech visualizing or animated demonstrations of articulators in enhancing students’ pronunciation ability. Further
43
research can study the effects of training time on improving students’ certain aspect(s) of pronunciation, by carrying out similar experiments but with each group undergoing a course of different lengths. This research can also be the basis for further studies into the effectiveness of pronunciation software in assisting students’ perceptions of sounds or pronunciation accuracy/ comprehensibility in general.
44
REFERENCES
Coniam, D. (2002). Technology as an awareness raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness, 11(1), 30–42.
Cordier, D. (2009). Speech recognition software for language learning: Toward an evaluation of validity and student perceptions.
Đề án Ngoại ngữ Quốc gia đến năm 2020. (n.d.). Nhiệm vụ của đề án dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008-2020
Retrieved October 10, 2016, from http://dean2020.edu.vn/vi/about/
Derwing, T. M., & Rossiter, J. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied language learning, 13, 1-17.
Elimat, A. K. and AbuSeileek, A. F. (2014). Automatic speech recognition
technology as an effective means for teaching pronunciation. JALT CALL Journal, 10(1): 21–47.
Fredricks, J. A., & McColskey, W. (2012). The measurement of student
engagement: A comparative analysis of various methods and student self- report instruments. In Handbook of research on student engagement (pp.
763-782). Springer US.
Gambari, A. I., Kutigi, A. U., & Fagbemi, P. O. (2014). Effectiveness of Computer- Assisted PronunciationTeaching and Verbal Ability on the Achievement of Senior Secondary School Students in Oral English. GIST Education and Learning Research Journal, (8 Jan-Jun), 11-28.
Gruba, P. (2006). Playing the videotext: A media literacy perspective on video- mediated L2 listening. Language Learning & Technology, 10(2), 77-92.
Ha, C. T. (2005). Common pronunciation problems of Vietnamese learners of English.
Hansen, J. G. (2006). Acquiring a non-native phonology: Linguistic constraints and social barriers. London, UK: Continuum.
45
Hardison, D. M. (2004). Generalization of computer-assisted prosody training:
quantitative and qualitative findings, Language Learning. In Technology.
Hirata, Y. (2004). Computer-assisted pronunciation training for native English speakers learning Japanese pitch and duration contrasts. Computer Assisted Language Learning, 17(3–4), 357–376.
Hismanoglu, M. (2011). Computer Assisted Pronunciation Teaching: From the Past to the Present with its Limitations and Pedagogical Implications. Frontiers of Language and Teaching, Proceedings of the 2011 IOLC, 2, 193-202.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Kawai, G., & Hirose, K. (2000). Teaching the pronunciation of Japanese double- mora phonemes using speech recognition technology. Speech
Communication, 30, 131–143.
Kılıỗkaya, F. (2011). Improving pronunciation via accent reduction and text-to- speech software. WorldCALL: International Perspectives on Computer- Assisted Language Learning, 85-96.
Levis, J. (2007). Computer technology in teaching and researching pronunciation.
Annual Review of Applied Linguistics, 27, 184-202. doi:
10.1017/S0267190508070098
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. Tesol Quarterly, 39(3), 369-377.
Liu, Y. (2008). The effectiveness of integrating commercial pronunciation software into an ESL pronunciation class. ProQuest.
Moghaddam, M. S., Nasiri, M., Zarea, A., & Sepehrinia, S. (2012). Teaching Pronunciation: The Lost Ring of the Chain. Journal of Language Teaching and Research, 3(1), 215-219.
Molhot, G. (1988). Computer-assisted instruction in pronunciation for Chinese speakers of American English. TESOL Quarterly, 22(1), 91–111.
46
Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: Technology push or demand pull? Proceedings of ICSLP 2002 (pp. 1209–1212). Denver, CO.
Neri, A., Cucchiarini, C., & Strik, H. (2006). ASR-based corrective feedback on pronunciation: does it really work?. In INTERSPEECH.
Pearson, P., Pickering, L., & Da Silva, R. (2011). The impact of computer assisted pronunciation training on the improvement of Vietnamese learner
production of English syllable margins. In. J. Levis & K. LeVelle (Eds.).
Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 169-180), Ames, IA: Iowa State University.
Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton University Press.
Rajadurai, J. (2007). Intelligible Pronunciation: Focus on the Proficient L2 Speaker. The Journal of Asia TEFL, 4(1), 1-25.
Setter, J. (2008). Theories and approaches in English pronunciation. 25 Years of Applied Linguistics in Spain: Milestones and Challenges, 447-457.
Stanculea, A. N., & Bran, C. (2015). Teaching pronunciation through songs. Journal Plus Education, 13(2), 172-179.
Stenson, N., Downing, B., Smith, J., & Smith, K. (1992). The effectiveness of computer-assisted pronunciation training. Calico Journal, 5-19.
Tweedy, L. (2012). Discovering factors that influence English pronunciation of native Vietnamese speakers (Doctoral dissertation, Hamline University).
Yen, A. (2016). Thiếu trầm trọng giáo viên tiếng Anh. Retrieved October 10, 2016, from http://nld.com.vn/giao-duc-khoa-hoc/thieu-tram-trong-giao-vien- tieng-anh-20160414221658642.htm
47 APPENDIX 1
Table A1. Course content
Week Content Segmentals Suprasegmentals 4 Pretest and Instruction
5 Lesson 1 /dʒ/ /tʃ/ Linking sound/ Word grouping
6 Lesson 2 /θ/ /ð/
Intonation in questions - Yes/No questions - Wh-questions - Tag questions
7 Lesson 3 /s/ /ʃ/ - Sentence stress 1
8 Lesson 4 /t/ /k/ - Sentence stress 2
9 Lesson 5 /z/ /ʒ/ Review: Word stress
10 Lesson 6 Review
11 Post-test and Interview
48 APPENDIX 2
Table A2. Testing of segmentals
Sounds Test items
Pretest Posttest
/dʒ/ A1, A3 B5, B6
A2, A12 B5, B6 /tʃ/ A2, A4
B1, B2
A6, A7 B1, B2 /θ/ A5, A11
B13, B14
A3, A4 B13, B14 /ð/ A9, A16
B11, B12
A5, A20 B11, B12 /s/ A14, A7
B9, B10
A17, A18 B9, B10 /ʃ/ A10, A20
B7, B8
A8, A9 B7, B8 /t/ A19, A15
B17, B18
A13, A14 B17, B18 /k/ A18, A17
B19, B20
A15, A16 B19, B20 /z/ A6, A8
B2, B3
A1, A19 B2, B3 /ʒ/ A12, A13
B15, B16
A10, A11 B15, B16
49 APPENDIX 3
Marking rubrics for part C
50 APPENDIX 4
Consent form for participants involved in research INFORMATION TO PARTICIPANTS:
We would like to invite you to be a part of a study into the integration of software in pronunciation training for EFL learners. In this project, you will undergo 5-6 pronunciation lessons with the integration of pronunciation software. Before and after the course, participants will do 2 short tests, the results of which will be compared to see the effectiveness of computer assisted pronunciation training, as well as suggesting ways to make better use of it.
The project may cause some undesirable changes in your schedule as well as costing you some out-of-class time. However, in exchange, you will be able to approach a new method of pronunciation training, and improve your skill after a free-of-charge course. At the same time, small gifts will be given as compensation for the inconvenience you have to suffer.
All information provided by participants will not be shared with any third party.
CERTIFICATION BY PARTICIPANT
I, ……….... [Your name],
certify that I am at least 18 years old and that I am voluntarily giving my consent to participate in the study:
“Effectiveness of using pronunciation software in teaching pronunciation for EFL learners,” being conducted at University of Languages and International Studies by Ms. Nguyen Minh Hang.
I certify that the objectives of the study, together with any risks and safeguards associated with the procedures listed hereunder to be carried out in the research, have been fully explained to me by Ms. Nguyen Minh Hang,
and that I freely consent to participation involving the below mentioned procedures:
Participants take part in a pre-course test.
Participants experience 5-6 weeks of pronunciation training with the integration of pronunciation software.
Participants take part in a post-course test.
I certify that I have had the opportunity to have any questions answered and that I understand that I can withdraw from this study at any time and that this withdrawal will not jeopardise me in any way.
I have been informed that the information I provide will be kept confidential.
Signed:
51 Date:
Any queries about your participation in this project may be directed to the researcher Ms. Nguyen Minh Hang
Contact: 0936 687 336
52 APPENDIX 5
Screenshots of the program
53
54
55 APPENDIX 6
PRETEST
A. Listen and circle the word you hear.
1. cheer – jeer 2. wash – watch 3. edging – etching 4. dish – ditch 5. mouse – mouth 6. knees – niece
7. unsinkable – unthinkable 8. price – prize
9. riding – writhing 10. margins – martians
11. bowl – both 12. usual – use all 13. closer – closure 14. phases – faces 15. to – dew 16. teeth – teethe 17. bag – back 18. duck – dug 19. foot – food 20. witches – wishes B. Pronounce the words.
1. congestion 2. achievement 3. pleasure 4. museum 5. mortgage 6. average 7. insurance
8. aggression 9. sorrowful 10. assume 11. soothing 12. sunbathe 13. apathy 14. underneath
15. illusion 16. treasure 17. cooked 18. countless 19. picturesque 20. aquarium
C. Work in pairs. Each student plays 1 role in a conversation.
Conversation 1:
Student A: What are you doing?
Student B: Uhm, nothing. I’m just walking around, doing the dishes, cleaning up the yard, and things like that.
Student A: You did the dishes?
Student B: Yes? Why not?
Student A: But it’s not your job, it’s Tom’s job.
Student B: It’s okay. We should help each other as much as we can, shouldn’t we?
Student A: Fine, but I want you to stop now.
Student B: Stop what?
Student A: Whatever you’re doing. Please-stop-now.
Student B: You’re crazy.
56 Student A: Who’s crazy?
Student B: You’re crazy.
Conversation 2:
Student B: Can I help you?
Student A: Yes, please. I want two economy class tickets to Paris.
Student B: What is your name, please?
Student A: My name is Kim, Lucy Kim.
Student B: And the other person?
Student A: Johnson, Hannah Johnson.
Student B: Hannah with an H at the end?
Student A: Yes. And I want to book the nearest flight possible.
Student B: Okay. There you are. Please go to gate 4 before 5:30.
Student A: Thank you very much. Oh, gate number 4, right?
Student B: Yes, gate number 4. Have a good time, and happy new year.
Student A: The same to you.
57 APPENDIX 7
POSTTEST A. Listen and circle the word that you hear.
21. lazy – lacy 22. jelled – yelled 23. thirty – dirty 24. clock – cloth 25. teething – teasing 26. chewed – shoed 27. mash – match 28. sign – shine 29. dish – disc 30. leisure – liter
31. seizure – seize her 32. jello – cello 33. door – tore 34. cart – card 35. decree – degree 36. girl – curl 37. rice – rise 38. dose – doze 39. rice – eyes 40. thy – thigh B. Pronounce the words.
1. gather 2. worthy 3. faithfulness 4. thermometer 5. confusion 6. visionary 7. shoplift
8. artist 9. pathetic 10. photogenic 11. challenge 12. far-fetched 13. exasperate 14. mozaic
15. privileged 16. damage 17. shrinkage 18. fashionable 19. impulse 20. superstitious
C. Work in pairs. Each student plays 1 role in a conversation.
Conversation 1:
Student A: Are you doing homework?
Student B: No, I’m just watching TV. You have watched The Notebook, haven’t you?
Student A: No, I haven’t. Is it interesting?
Student B: I think so. There’s a character named James, Franco James, and he’s extremely good-looking.
Student A: Really? Franco James? I will definitely watch it this weekend.
Student B: Why don’t you watch it now?
Student A: Because I’m doing homework, unlike you.
Student B: Come on, just relax. Things’re gonna be fine.
Student A: Good luck with tomorrow test.
Student B: There’s a test tomorrow?
58 Student A: Oh yeah.
Student B: I’m done.
Conversation 2:
Student B: Jane, can you help me with this English exercise?
Student A: Sure. Let me see. What do you need to do?
Student B: Um, I have to read this short story, then identify the main plot, the characters, the twist, the ending and suggest a better ending.
Student A: So what I can do for you?
Student B: I think the ending is already very good. I mean, both characters survived the earthquake. They were poor at that time, but come on, they survived.
Student A: You’ve got your point. However, let’s look from a different perspective.
Do you think the ending is a bit gloomy?
Student B: Uhm yes, but…
Student A: I think, just what I think, that you may write an ending that suggest, I don’t know, something… brighter?
Student B: Ah, I got it. Thank you so much!
Student A: You’re welcome