Investigating the use of ai based applications in teaching english pronunciation at some primary schools in hue city

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH - INVESTIGATING THE USE OF AI-BASED APPLICATIONS IN TEACHING ENGLISH PRONUNCIATION AT SOME PRIMARY SCHOOLS IN HUE CITY NGUYEN HA KHANH VY SUPERVISOR: TRAN THI THU SUONG, M.Ed Hue, April 2023 STATEMENT OF AUTHORSHIP With this statement, I hereby declare that this research paper is solely my own work I certify that I have not received any unauthorized assistance in preparing this paper and that all sources used in this paper have been appropriately acknowledged Author Nguyen Ha Khanh Vy ABSTRACT This research paper aimed to investigate the use of AI-based applications for teaching English pronunciation in selected primary schools in Hue City, namely Phu Cat, Xuan Phu, Thuan Thanh, Le Loi, and Vi Da Data were collected and analyzed both quantitatively and qualitatively: a questionnaire was administered to 35 teachers (8 males and 27 females) across the primary schools in Hue City and teachers were selected randomly for interviews The findings showed that teachers were highly aware of the importance of AI-based applications in supporting the teaching of English pronunciation to primary students, with popular tools including Duolingo, Elsa Speak, LingoDeer, and so on The study also identified a number of difficulties teachers encountered in utilizing these applications and offered recommendations for improving the effectiveness of their pronunciation lessons TĨM TẮT Nghiên cứu nhằm tìm hiểu nhận thức giáo viên tiếng Anh việc sử dụng ứng dụng trí tuệ nhân tạo q trình dạy phát âm tiếng Anh số trường tiểu học lựa chọn địa bàn thành phố Huế bao gồm Phù Cát, Xuân Phú, Thuận Thành, Lê Lợi Vĩ Dạ Dữ liệu thu thập phân tích mặt định lượng định tính: nghiên cứu tiến hành khảo sát bảng câu hỏi 35 giáo viên (8 nam 27 nữ) trường tiểu học Thành phố Huế giáo viên số 35 giáo viên chọn ngẫu nhiên để trả lời vấn vấn Kết cho thấy, giáo viên có nhận thức ứng dựa tảng AI việc tích hợp chúng vào dạy phát âm cho học sinh tiểu học, với công cụ phổ biến Duolingo, Elsa Speak, LingoDeer, Nghiên cứu số khó khăn mà giáo viên gặp phải sử dụng ứng dụng đưa khuyến nghị để cải thiện hiệu học phát âm họ ACKNOWLEDGEMENT My initial gratitude goes to my supervisor, Ms Tran Thi Thu Suong, for her help and guidance in many areas With her help, I could have the appropriate orientation for my research Also, she spent time reviewing drafts of my paper This study has been improved a lot due to the modifications that she recommended I would like to thank the English teachers of five primary schools in Hue City for helping me complete the survey They engaged enthusiastically in the questionnaire and interviews The responses they shared became valuable data for supporting my paper I would also like to thank all the lecturers in the Faculty of English for imparting the necessary knowledge and skills to me during my time at the university Moreover, thanks are due to my close friends, who helped me collect relevant materials and gave me support as well as advice Finally, I wish to extend my thanks to all members of my family, especially my parents, who gave me precious encouragement during my writing process TABLE OF CONTENT STATEMENT OF AUTHORSHIP ii ABSTRACT iii ACKNOWLEDGEMENT v LIST OF TABLES xi LIST OF FIGURES xii CHAPTER 1: INTRODUCTION 1.1.Rationale of the research 1.2.Research aims 1.3 Research questions (RQs) 1.4 Scope of the research 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1.Introduction 2.2.Theoretical background 2.2.1.Definition of artificial intelligence (AI) 2.2.2.Teaching technology with AI 2.2.3.Definition of AI English language learning and AI-based applications 2.2.4.Advantages and disadvantages of using AI-based applications in language teaching and learning 2.2.5.Different applications of AI English 10 2.2.6.Young learners' characteristics 14 2.2.7.Principles in Teaching English to Young Learners 15 2.2.8.Teaching pronunciation to young language learners 17 2.2.9.Principles for effective use of AI-based applications in teaching English pronunciation to young learners 19 2.2.10.Perspectives on applying AI in education 19 2.3.Previous Studies related the research 20 2.4.Research Gaps 22 2.5.Chapter Summary 22 CHAPTER 3: METHODOLOGY 23 3.1 Introduction 23 3.2 Research Design and Approach 23 3.3 Participants 24 3.4.Procedures24 3.5.Data collecting instruments 25 3.5.1.Questionnaire 25 3.5.2.Interviews 26 3.6.Data analysis 27 3.7.Chapter Summary 28 CHAPTER 4: FINDINGS DICUSSION 29 4.1 Introduction 29 4.2 The perceptions of English teachers about AI-based applications at some primary schools in Hue city 29 4.2.1 Teachers’ perceptions of using AI-based applications 29 4.1.2 Teachers’ frequency of using AI-based applications 33 4.1.3 Purposes of using AI-based applications in teaching English pronunciation 35 4.2 The commonly used AI-based applications for teaching English pronunciation at some primary schools in Hue City 37 4.2.1 The criteria for selecting AI-based applications 37 4.2.2 The commonly used AI-based applications 38 4.3 The ways of using AI-basedapplications to teaching English pronunciation to young learners at some primary schools in Hue city 41 4.3.1 The ways of using AI-based applications 41 4.3.2 Teachers’ and students’ reflections when using AI-based applications in teaching English pronunciation 43 4.4 The difficulties teachers faced when using AI-based applications and their recommendations to improve teaching and learning English with the support of AI-based applications 47 4.4.1 Teachers’ difficulties of using AI-based applications 47 4.4.2 Recomemdations to improve teaching English pronunciation with AI-based applications 49 4.5 Summary 51 CHAPTER 5: CONCLUSION AND IMPLICATIONS 52 5.1 Introduction 52 5.2 A Summary of Key Findings 52 5.3 Pedagogical Implications 53 5.4 Some suggestions are drawn from the results of the study 54 5.4.1 Suggestions of participants 54 5.4.1 For the teachers 55 5.4.2 For school administrators 56 5.5 Limitations of the study 56 5.6 Recommendations for further study 57 REFERENCES 59 APPENDICES 61 LIST OF ABBREVIATIONS AI : Artificial Intelligence AIEd : Artificial Intelligence in Education ELL : English Language Learning PP PowerPoint : 10 practice exercise, or as an assessment tool Students are interested in utilizing AI-based tools to learn English, according to this survey To properly deploy AI-based tools, teachers should examine how students enjoy learning English Furthermore, research suggests that AI-based applications are becoming increasingly significant in the teaching profession However, this does not imply that teachers must rely entirely on it They can utilize apps to educate to diversify classroom methods and keep students engaged It can serve as a sort of incentive for both students and teachers Although the adoption of AI-based apps is encouraged, prior planning is still required to ensure optimum advantages and that utilization is not done just to follow trends Teachers must still instruct pupils on how to utilize them Teachers continue to play a significant role in students' English learning Finally, English teachers should attend seminars on how to successfully lead and teach students using AI-based technologies in the classroom To make use of all the resources available through AI-based technologies, teachers must grasp how to use them and the benefits they provide 5.4 Some suggestions are drawn from the results of the study 5.4.1 Suggestions of participants In the survey, participants gave some suggestions for effectively using AI-based applications to teach pronunciation to young learners Here are some suggestions: 1) Teachers not overuse AI applications in teaching pronunciation That means losing the role of teachers in the teaching process, and it also makes students feel that they are learning with AI, not teachers.  2) Teachers need to carefully prepare their knowledge when using AI-based applications They must combine direct and indirect teaching to help their students understand the essence of the lesson as well as collect the knowledge they have gained AI apps have some features that make users confused when using them, so 55 teachers must learn about their functions and determine the exact purpose of their use.  3) Teachers ensure that AI applications are used as a complement to, rather than a replacement for, traditional teaching methods Applying the new method also helps students improve, but it is better if combined with the traditional methods This combination can fit any student who prefers modern or traditional ways 4) Teachers ensure that AI-based applications are age-appropriate and designed specifically for primary students Criteria for selecting AI apps must follow the purposes of the lesson, the age of students, and their level to make sure that those apps can support them in the best ways.  5) Teachers should incorporate AI applications into a broader curriculum that includes a variety of learning activities and approaches AI apps are not only used for normal curriculums but should also be extended to extracurricular activities 5.4.1 For the teachers 1) If teachers are not confident with their accents or pronunciation, they should use AI-based applications in their teaching process That could help students practice pronunciation with good tools.  2) Teachers must choose AI-based applications specialized in English for the age and level of students by the ability and aptitude of each student.  3) Applications should be prioritized to match lessons and activities with high levels of interaction between students and applications, helping students increase their ability to absorb and practice more successfully 4) Teachers must give clear explanations and guidance about the use of AI apps for students before using them That makes sure students know what they will get in those apps, and they will not be confused when learning with their support.  5) Teachers should consider carefully the time spent using those apps in the teaching process They should be used in under 10 minutes to make sure that they not affect other activities.  56 6) AI-based applications can be good tools that give homework to students, and teachers can use them to collect data on their progress It is also a medium to help parents learn about their children's learning process.  7) Teachers ensure the accuracy and effectiveness of algorithms in assessing students' language ability after each lesson Assist teachers in evaluating students' skills by providing reports and detailed information on each student's progress 8) Teachers should encourage students to participate in the learning process by applying innovative methods such as using the mentioned apps to practice language skills 5.4.2 For school administrators 1) School administrators must play an active role in encouraging teachers to regularly use AI-based applications in the teaching process 2) Schools must have a field-testing process before putting them into use to determine the feasibility and effectiveness of AI-based applications 3) For using AI apps in the best ways, schools can buy advanced versions of those apps to let teachers take full advantage of AI apps for teaching pronunciation to students.  4) Schools should also provide adequate information about the use of data in the application, ensuring the privacy and protection of students' personal information 5) Schools may organize seminars and training for teachers to exchange knowledge and experience in using AI-based applications to teach English pronunciation to primary school students 6) Besides using AI apps in the English classroom, schools should expand their use of them into many activities like extracurricular activities, gameshows, etc related to enhancing students' English because those apps have many parts that can support them.  7) There are some AI-based applications that schools can use: Duolingo, Elsa Speak, Memrise, LingoDeer, ABA English, Dino English, and so on 57 5.5 Limitations of the study Admittedly, there are some limitations to the study The first limitation is the scope of the study There was only one set of questionnaires for teachers, with only 35 participants, and five of them were invited to participate in the interview The small number of teachers does not seem to meet the requirements of the study Therefore, the research results cannot be generalized to all primary schools in Hue City There are also some methodological limitations Although I have used different techniques to complement each other, they may not be satisfactory to obtain the most reliable data The researcher could not be sure that all the participants were thinking sufficiently when answering the questionnaire Furthermore, only five teachers were invited to participate in the interviews Especially, when surveyed about students' reflections on using AI-based applications in learning pronunciation, the researcher just investigate based on teachers' views not investigated students Therefore, the interview results cannot fully reflect the opinions and problems of all participants 5.6 Recommendations for further study The study's goal, as stated above, is to examine the existing condition of employing AI-based applications to teach English to children in several primary schools in Hue City However, because of time constraints, the author only investigated the issue in five primary schools in Hue City As a result, the study's findings cannot fully reflect the reality of technical support teaching in all Hue City primary schools To address this issue, we advocate performing additional research with higher sample sizes in many different Hue City primary schools to accurately reflect the current scenario of deploying AI-based applications Furthermore, the researcher should employ more data collection technologies Other data collection methods, in addition to questionnaires and interviews, include classroom observations, experimental studies, or field note collection using documentation techniques such as asking teachers or learners to journal during the 58 study and audio-visual materials such as video recordings of real-life situations during the class study One of the difficulties in this investigation was the lack of time The period of future studies may be prolonged to produce additional data It is also vital to widen the study's scope Future studies into the use of AI-based applications to teach English should not be confined to pupils in primary school On a bigger scale, such research may examine all levels of education in Hue City schools This will result in more precise data on the findings Although this study only focuses on the current situation of using AI-based applications in some primary schools in Hue City, it is hoped that the research results can partly reflect the current situation of using AI-based applications in the university and all primary schools in Hue City Furthermore, based on the study's findings, teachers at other primary schools may observe some of the same issues their pupils may have during the learning process As a result, teachers may use some of the approaches used in this study to better promote and increase student learning 59 REFERENCES [1] AHMAD, P (2022) “Integrating multiple intelligences theory in English language teaching,” Premise: Journal of English Education [2] Ary, N (2012) USING INTERNET RESOURCES IN TEACHING ENGLISH TO YOUNG LEARNERS [3] Bình, N., Phương, H., Tuấn, N., & Huy, Đ (2022) Thực trạng sử dụng phần mềm ứng dụng hỗ trợ học tập điện thoại thông minh sinh viên [4] Budinanto, H., Kenny, J., Fathu, R., & Tatum, D (2022) Artificial Intelligence in EFL Context: Rising Students' Speaking Performance with Lyra Virtual Assisstance [5] Burns, E., Laskowski, N and Tucci, L (2023) What is Artificial Intelligence (AI)? - a definition and how 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Lợi ích” (2021) TINO GROUP JSC: CƠNG TY CỔ PHẦN TẬP ĐOÀN TINO [24] Wanrooij, K., & Raijmakers, M E J (2021, August 28) "hama"? reduced pronunciations in non-native natural speech obstruct high-school students' comprehension at lower processing levels” Journal of Phonetics 61 APPENDICES APPENDIX QUESTIONNAIRE I am Nguyen Ha Khanh Vy I am conducting research entitled “Investigating the use of AI-based applications in teaching English pronunciation at some primary schools in Hue City This questionnaire is designed to collect data for this research I would be very grateful if you spare your precious time to complete this questionnaire It is guaranteed that all your personal information as well as your answer will be kept confidential and not be used for any other purposes Your responses are highly appreciated and of great importance for the success of the study Part I: Personal Information Email: (optional) Gender: Male Female How long have you been teaching English? Under years 5-8 years 8-15 years More than 15 years Part II: Survey Questions Questionnaire statements are divided into four main parts that the research aims for A Surveyin the teachers’ perceptions about AI-based applications in teaching English pronunciation to young language learners Please tick your answers in the box 62 What is artificial intelligence (AI)? Choose the best answer AI is the ability of a digital computer or computer-controlled robot to perform tasks commonly associated with intelligent beings AI describes aspects of intellectual processing and learning (to obtain knowledge) and to create systems and machines that simulate learning and intellectual processing Do you think the use of AI-based applications is possible in teaching primary English pronunciation? Yes No How often have you been using AI-based applications in teaching English pronunciation? Always Usually Often Sometimes Rarely Never What parts of pronunciation teaching you use AI-based applications? Individual sounds Compound sounds Phonics Phoneme Syllable Word stress Intonation Other: What is your purpose when using AI-based applications in teaching 63 English pronunciation? To have a good model pronunciation To have various sources: visuals, audiolingual, to help teach pronunciation To assess students’ pronunciation To create a dynamic classroom environment To attract students’ attention Other: Do you explain or guide students before using AI-based applications to teach English pronunciation? Yes No B Surveying the commonly used AI-based applications in teaching English pronunciation What are your criteria for choosing AI-based applications in teaching English pronunciation? The purpose of lessons The age of students The level of students The requirement of school Other: Do you use any following AI-based applications to teach English pronunciation? Duolingo Elsa Speak Memrise LingoDeer Bucha learning English ABA English 64 Dino English Other: In which of the following stages you use AI-based applications to teach English pronunciation? Warm-up Presentation Practice Production 10 How you use AI-based applications in those stages? (Please give specific steps) C Surveying the ways of using AI-based applications to teach English pronunciation to young learners Please tick (✓) your choice with the following statements based on the following scale: Strongly disagree Disagree Neutral Agree Strongly agree 11 Are the following statements true for teachers when using AI applications in the process of teaching English pronunciation to primary school students? 11.2 Teachers save time in preparing lesso AI-based applications 11.1 AI-based applications make teac 11.3 Teachers feel comfortable and confide students’ pronunciation AI-based applications in teaching English pronun 65 11.4 Teachers feel that AI-based applica teaching English pronunciation to student 12 Are the following statements true for students' responses when teachers use AI-based applications to teach English pronunciation? 12.1 Students enjoy learning pronunciation when combined with AI-based applications 12.2 Students remember phonemics better when they use AI-based applications in their lessons 12.3 Students are more motivated when learning pronunciation is combined with AI-based applications 12.4 Students dislike learning pronunciation with AI-based applications D Surveying the difficulties when using AI-based applications to teach English pronunciation and teachers’ recommendations for using them effectively 13 According to you, what are the difficulties when using AI applications in teaching English pronunciation to primary students? Some of the topics in AI apps not fit with the workbook Students tend to rely too much on a certain pronunciation system available in AI apps like American English, British English, etc AI apps lack emotionality (E.g: It gives some feedback that makes students feel uncomfortable, ) Some parts of AI apps are difficult to use (E.g: Some features of the app are not compatible with teachers' computers, etc.) Teachers can only use free versions of AI apps and cannot update advanced versions because of the fee AI-based applications may pose security risks 66 Other: 67 14 Can you give some recommendations to make the use of AI applications in the process of teaching English pronunciation to primary school students better? Answer: Thank you for your cooperation! 68 APPENDIX INTERVIEW QUESTIONS Do you agree that AI-based applications are important in teaching English pronunciation? Why? According to you, what are the purposes of using AI-based applications in teaching English pronunciation? What are your steps for using AI-based applications to teach English pronunciation? What difficulties have you faced when using AI-based applications in teaching English pronunciation? In your opinion, what suggestions should be given to use AI-based applications to improve teaching and learning English pronunciation? 69