The impacts of the use of shadowing technique on students oral production of english past tense morpheme

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ­­­­­­­ ĐÀO THỊ NGỌC LÝ THE IMPACTS OF THE USE OF SHADOWING TECHNIQUE ON STUDENTS’ ORAL PRODUCTION OF ENGLISH PAST TENSE MORPHEME MASTER OF ARTS IN TESOL Hồ Chí Minh City, 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ­­­­­­­ ĐÀO THỊ NGỌC LÝ THE IMPACTS OF THE USE OF SHADOWING TECHNIQUE ON STUDENTS’ ORAL PRODUCTION OF ENGLISH PAST TENSE MORPHEME Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 140 111 MASTER OF ARTS IN TESOL Supervisor: PHAN THỊ NGỌC THANH, Ph.D Hồ Chí Minh City, 2021 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: ĐÀO THỊ NGỌC LÝ Ngày sinh: 27 / 04 / 1993 Nơi sinh: Tây Ninh Chuyên ngành: Lý luận phương pháp dạy học môn tiếng Anh Mã học viên: 1781401110017 Tơi đồng ý cung cấp tồn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Đào Thị Ngọc Lý IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED i STATEMENT OF AUTHORSHIP I hereby declare that the master thesis “The impacts of the use of shadowing technique on students’ oral production of English past tense morpheme” is my own work I declare that this thesis has not been submitted, in whole or in part, at any other institution in order to obtain a degree I declare that any information cited from the publishers or unpublished work written by others has been acknowledged in the text and a bibliography has been provided Ho Chi Minh City, 2021 Dao Thi Ngoc Ly IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED ii ACKNOWLEDGEMENTS My thesis paper would not have been completed without the great support that I received from many people First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Phan Thi Ngoc Thanh for her invaluable feedback on my research Without her guidance, my thesis paper would not have been completed I gratefully recognize the help of all the lecturers and friends on the MA course at Ho Chi Minh City Open University for their thoughtful advice and support In addition, I wish to show my gratitude to all my colleagues and students for their cooperation and encouragement Last but not least, I would like to acknowledge the great support and love of my beloved mother and best friends This paper would not have been possible without their warm encouragement IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED iii ABSTRACT The pronunciation of the English past tense morpheme has remained a major challenge to Vietnamese learners Consequently, researchers have conducted a number of studies on effective techniques that can help learners pronounce the –ed morpheme better This study aimed to investigate how the use of shadowing technique impacted the seventh graders’ oral production of the past tense morpheme at Thuc Hanh Sai Gon School in Ho Chi Minh City In order to achieve the aim of the study, the researcher employed a quantitative approach with a one-group quasi-experimental pretest-posttest design The sample of the study included 35 seventh-grade students at Thuc Hanh Sai Gon School After having received detailed instructions on shadowing technique, the participants attended shadowing practice sessions, which took place once a week The instruments consisted of a questionnaire, a pretest and a posttest The questionnaire was used to record the participants’ exposure to English and their previous experience with the shadowing technique in order to control extraneous variables that could influence the research outcomes The pretest and posttest were employed to figure out the impact of the use of shadowing technique on students’ oral production of the past tense morpheme The results revealed that the implementation of the shadowing technique produced a statistically significant effect on the participants’ performance In addition, with regard to the developmental phases in expressing temporality, the results showed that the use of the shadowing technique facilitated students to some extent Based on the findings, some recommendations were suggested to teachers of English, students studying English and researchers with interest in the shadowing technique Keywords: shadowing technique, past tense morpheme, pronunciation, developmental phases, second language learning IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKNOWLEDGEMENTS II ABSTRACT III LIST OF TABLES VI CHAPTER 1: INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 RATIONALE FOR THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY 1.5 DEFINITIONS OF TERMS 1.6 SCOPE OF THE STUDY 1.7 CHAPTER SUMMARY 1.8 ORGANIZATION OF THE STUDY CHAPTER 2: LITERATURE REVIEW 2.1 THE REGULAR SIMPLE PAST TENSE MORPHEME 2.1.1 Developmental phases in the expression of the past 2.1.2 The problematic oral production of the past morpheme –ed 11 2.1.3 The reasons for difficulties in producing the morpheme –ed encountered by Vietnamese learners of English 15 2.2 SHADOWING TECHNIQUE 16 2.2.1 The definition and history of shadowing technique 16 2.2.2 The differences between shadowing and repetition 20 2.2.3 The challenging features of shadowing technique 20 2.2.4 The benefits of shadowing 23 2.2.5 The applicability of shadowing 24 2.3 PREVIOUS STUDIES ON THE SHADOWING TECHNIQUE 25 2.4 RESEARCH GAP 28 2.5 CHAPTER SUMMARY 30 CHAPTER 3: METHODOLOGY 31 3.1 STUDY DESIGN 31 3.2 RESEARCH SETTING 31 3.3 POPULATION AND SAMPLE 32 3.4 MATERIALS 33 3.5 INSTRUMENTS 33 3.5.1 Questionnaire 33 3.5.2 Pre-test and post-test 34 3.6 DATA COLLECTION 35 3.7 DATA ANALYSIS 37 3.8 VALIDITY AND RELIABILITY 39 IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED v 3.8.1 Internal validity 39 3.8.2 External validity 40 3.8.3 Content validity 40 3.8.4 Construct validity 40 3.8.5 Reliability 41 3.9 CHAPTER SUMMARY 42 CHAPTER 4: FINDINGS AND DISCUSSIONS 43 4.1 FINDINGS 43 4.1.1 Descriptive statistics of the questionnaire 43 4.1.2 Descriptive statistics of pre-test and post-test 45 4.1.2.1 Descriptive statistics of pre-test 45 4.1.2.2 Descriptive statistics of post-test 46 4.1.3 Normality test 48 4.1.4 Paired t-test 48 4.2 DISCUSSION 49 4.2.1 Students’ oral production of the past tense morpheme 50 4.2.2 Students’ developmental phases in the expression of temporality 52 4.3 CHAPTER SUMMARY 52 CHAPTER 5: CONCLUSION AND IMPLICATIONS 54 5.1 CONCLUSION 54 5.2 IMPLICATIONS 55 5.3 LIMITATIONS 56 5.4 SUGGESTIONS FOR FURTHER RESEARCH 57 REFERENCES 58 APPENDICES 65 APPENDIX A 65 APPENDIX B 67 APPENDIX C 68 APPENDIX D 70 APPENDIX E 72 APPENDIX F 76 vi IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED LIST OF TABLES Table 2.1 Three Broad Developmental Phases in Terms of Temporality Expression by Ortega (2009) Table 2.2 Three Allomorphs of the Regular Past Morpheme Table 2.3 The Order of English Morpheme Acquisition of L1 Learners by Brown (1973) Table 2.4 10 10 The Order of English Morpheme Acquisition of Learners from Various L1 Background 11 Table 2.5 Varieties of Shadowing by Hamada (2016) 16 Table The Procedure of Shadowing Adopted from Hamada (2012) 33 Table 4.1 Descriptive Data of the Participants 41 Table 4.2 Descriptive Statistics of the Pre-test Scores 43 Table 4.3 Numbers and Percentages of Participants Classified into Developmental Phases in Expressing Temporality According to Their Pre-test Results 44 Table 4.4 Descriptive Statistics of the Post-test Scores 45 Table 4.5 Numbers and Percentages of Participants Classified into Developmental Phases in Expressing Temporality According to Their Post-test Results 46 Table 4.6 Normality Test of the Scores of Pre-test and Post-test 46 Table 4.7 Paired Samples T-test on Pre-test and Post-test Scores 47 he called the police After a while, a policeman knock the door and Tom invited him to go inside He pointed at the room and then the policeman opened the door Tom shouted loudly, but then he just saw a small cat in the corner of the room • Clarify the scoring 3.6 Data In both the pre-test and the post-test, the students’ performances were 3.6 Data collection procedure: e.g., who collection rated by the researcher using the rubrics (see Appendices C and D) Page: 37 rated the pre-post tests? Page: 33 Students got 1/1 point when they produced the correct regular past What scoring rubric and form of the verb Besides the verbs given in base form, any additional maximum scores were verbs that students were able to produce were also recorded and used? How was the inter- graded as mentioned before However, during the pre-test and post- rater reliability test, there was no additional verb produced by the students This examined? resulted in the fact that the maximum score for all students in each test • Explain how student was 9/9 The students’ performances were also recorded so that their productions were results were checked twice in order to avoid any grading mistakes analyzed according different levels of students Results & Discussion 4.2 Discussion This study was conducted to investigate the impacts of shadowing on 4.2 Discussion Pages: 47-49 students’ oral production of the past tense morpheme 15 females Pages: 49-50 • Discuss the findings (42.9%) and 20 males (57.1%) took part in the study, making up the related to the sample of 35 participants The students shared similar characteristics questionnaire to each other To be specific, all of them were Vietnamese learners of English at A2 level, which made them suitable for this study Although they spent up to hours a week practicing English after school, none of the participants had previous experience in using shadowing to improve their listening and speaking skills This helped the researchers control the extraneous variables which could influence the study outcomes On the other hand, as the participants were foreign to shadowing, careful instructions and supervision were required to make sure they practiced the technique properly without being demotivated After the treatment, the students have made progress in their oral production of the past tense morpheme, which contributed to their developmental phases in expressing temporality • In the Implication 5.2 Implications Second, it is suggested that students apply shadowing technique as a section (p 53), justify the Page: 52 self-study strategy Although the students in this study were unfamiliar Page: 56 link of self-study and the with the use of shadowing at first, they could apply the technique well use of shadowing after sessions As a result, when the treatment ended, students can technique as a in-class continue to use shadowing at their own pace everywhere and at any technique time, which increases their autonomy and helps them make better progress in their learning Thanks to abundant English resources on the Internet, students have a wider choice of materials that are easily accessible and suitable for their level of proficiency They can choose 5.2 Implications a speech that meets their interests and shadow it at their own pace This can allow them to avoid cognitive overload while still reaping the benefits of shadowing In addition, it is highly recommended that students should use a voice recorder or a recording app to record their performance In this way, they can check whether they shadow the sounds accurately, or send the recordings to their teachers in order to receive feedback References References Check APA format: e.g., Pages: 55-59 arrange the referenced Arthurson, D (2019a) Shadowing: A technique for language learning and a tool for critical reflection, New Directions in Teaching and Learning English Discussion, 7, 209-215 items in an alphabetical Arthurson, D (2019b) Shadowing approaches inside and outside of order, remove a b c, and the classroom, The Journal of Rikkyo University Language only include the Center, 42, 3-13 references cited in the thesis Baddeley, A D (2018) Exploring working memory: Selected works of Alan Baddeley London: Routledge Bardovi-Harlig, K (1992) The relationship of form and meaning: A cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language Applied Psycholinguistics, 13, 253-78 Bardovi-Harlig, K (2000) Tense and aspect in second language acquisition: Form, meaning and use Oxford: Blackwell Publishers Ltd References Pages: 58-64 Bell, P., Trofimovich, P., Collins, L (2015) Kick the ball or kicked the ball?: Perception of the past morpheme –ed by second language learners The Canadian Modern Language Review / La revue canadienne des langues vivantes, 71, 26-51 Brown, R (1973) A first language: The early stages Cambridge, MA: Harvard University Press Chung, D (2010) The effect of shadowing on English listening and speaking abilities of Korean middle school students English Teaching, 65, 97-127 Cohen, L., Manion, L., & Morrison, K (2011) Research Methods in Education (7th ed.) 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IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED i STATEMENT OF AUTHORSHIP I hereby declare that the master thesis ? ?The impacts of the use of shadowing technique on students? ?? oral. .. technique on students? ?? oral production of the past tense morpheme 1.3 Research questions The study aimed to investigate the impacts of shadowing technique on oral production of the past tense morpheme. .. morpheme orally To be specific, the students were confused by the variant ways of IMPACTS OF USE OF SHADOWING TECHNIQUE ON ORAL PRODUCTION OF –ED pronouncing the morpheme –ed The late occurrence of the