How to increase the effectivenesss of english songs in teaching pronunciation at chu van an high school long an province

INTRODUCTION

Background to the study

English is a crucial international language, essential for communication globally and particularly important for students in Vietnam, where it is taught from primary through tertiary education Recognized as a foreign language, English is a mandatory subject in national entrance examinations, emphasizing its necessity for secondary and high school students.

Proficiency in English involves four key skills: listening, speaking, reading, and writing Among these, speaking is crucial as it significantly influences a student's comprehension of English lessons Grugeon (2005) highlights that speaking serves as a vital component of daily communication, where knowledge is exchanged between speakers and listeners Consequently, speaking is an essential language skill in both English teaching and effective interpersonal communication.

According to Putri (2020), achieving speaking proficiency in English as a Foreign Language (EFL) is challenging for students, as it requires mastery of various components of communicative competence This includes grammatical skills such as phonology, morphology, syntax, and vocabulary, along with other essential competencies like discourse, sociolinguistic awareness, and strategic abilities that underpin effective speaking skills.

Pronunciation plays a crucial role in enhancing speaking skills and facilitating effective communication For students aiming to improve their conversational abilities, focusing on clear pronunciation is essential A strong command of pronunciation significantly impacts how well listeners understand the speaker Moreover, without clear pronunciation, conversations are prone to misunderstandings, hindering successful dialogue.

Pronunciation plays a crucial role in effective communication, as unclear speech can hinder understanding Yates (1978) emphasizes that pronunciation involves the production of sounds that convey meaning Therefore, it can be concluded that pronunciation is essential for individuals to express and comprehend meaning in language.

Pronunciation is a critical aspect of language learning, as it refers to how words are spoken, as noted by Hornby (1995) and Rabiah (2012) It encompasses the method by which students articulate words in a language, highlighting its importance in effective communication within the classroom Therefore, learners must focus on mastering pronunciation to enhance their speaking skills and overall language proficiency.

Listening to English songs can significantly benefit Vietnamese students by enhancing their ability to recognize and differentiate various sounds According to Hancock (2018), this method allows learners to understand connected speech by analyzing assimilation, linking, and reduction, as well as focusing on specific endings like "ed" and "s," along with vowels, consonants, and diphthongs Furthermore, the lyrics sung by native English speakers provide numerous examples and contexts that aid in language comprehension.

Effective pronunciation skills are essential for successful communication, significantly influencing personal, social, and professional aspects of life (Saldiraner, 2021) Teaching pronunciation through English songs can enhance learning by leveraging their positive affective, social, and cognitive effects in the L2 classroom This method aligns with the Communicative Language Teaching (CLT) framework, an area that has seen limited scholarly attention Observations at Chu Van An High School reveal that many students struggle with English pronunciation, highlighting the need for innovative teaching approaches.

Many students struggle with English pronunciation due to a lack of interest in their teachers' explanations and difficulty understanding the meanings of words This often leads to confusion between similar vowel sounds, particularly short vowels like /i/, /e/, /ɒ/, /ʌ/, /ʊ/, and /o/ As a result, they frequently make mistakes when pronouncing words such as "sit," "kick," "head," "bit," and "hit."

At Chu Van An High School, English teachers often rely on Vietnamese for communication due to students' limited English vocabulary, which hinders effective speaking This reliance on native language diminishes opportunities for students to practice and improve their English skills.

Using English songs as educational tools can effectively address pronunciation challenges in language learning, as they engage students more than traditional spoken words Songs not only capture learners' interest but also facilitate easier imitation and retention of language According to Kramer (2001), the fun nature of songs enhances language teaching, promoting gestures and contextual pronunciation They introduce supra-segmental phonetics, adding rhythm and emotion to language practice, which aids memory retention and deepens engagement in lessons Consequently, incorporating English song lyrics is essential for improving students' pronunciation skills, enriching their vocabulary, and making learning enjoyable (Sumantri, 2011).

In Vietnam, there has been interesting research into this topic recently For example, the first study carried out at Macquarie University (Vu 2016) on

This article examines the challenges of English pronunciation among Vietnamese learners, highlighting the persistent difficulties despite extensive teaching efforts It emphasizes the importance of social, psychological, and cultural factors affecting pronunciation, moving beyond traditional phonological comparisons The study gathered insights from learners and teachers at a private English Language Centre, revealing a conflict between viewing language as a system versus a social practice, which influences perceptions of goals and solutions Additionally, ongoing research at Victoria University of Wellington and the University of Wollongong further investigates EFL pronunciation instruction and the cognitions of Vietnamese EFL teachers, aiming to enhance understanding and practices in teaching speaking within Vietnamese tertiary education.

The study utilizes Shulman's (1986, 1987) framework of teachers’ knowledge, Goh and Burns’ (2012) model of communicative competence, and a 2006 model of teacher cognition to analyze teachers' beliefs and practices By examining data from documents, semi-structured interviews, and classroom observations, it highlights three key aspects of teachers' cognitions: curriculum, subject matter content knowledge, and pedagogical content knowledge, revealing how these cognitions influence their teaching practices.

Despite the lack of publications in refereed international journals, research on pronunciation in English Language Teaching (ELT) in Vietnam remains limited Furthermore, within the broader Southeast Asian context, there is a notable scarcity of studies in this area, highlighting a significant gap in the existing literature.

The significance of pronunciation in effective English communication is often overlooked in Southeast Asia, despite government initiatives aimed at improving English proficiency among citizens (Ho & Wong 2000, 2003; Kirkpatrick 2012) This study seeks to fill this gap by focusing specifically on Vietnam, with a detailed examination at Chu Van An High School.

Aims of the study

Based on the research statement, the aims of this research are:

1 To investigate how English songs can promote the pronunciation skill of the students at Chu Van An high school in the academic year 2022-2023

2 To know if there are any differences in students’ motivation levels before and after using English songs to teach and learn pronunciation at Chu Van An high school in the academic year 2022-2023

The demand for English language learning in Vietnam is rapidly increasing, with the country ranking 41st out of 88 in the EF English Proficiency Index 2018, a decline of 11 positions from 2017 (Nguyen, 2019) Despite significant investments in English education, a survey revealed that proficiency levels have stagnated, as many Vietnamese students focus more on language accuracy and memorization rather than effective communication Consequently, this approach leaves them struggling to engage in conversations or comprehend native English speakers (Le, 2018).

Recent interest in the pedagogical applications of pronunciation has led to an increase in articles discussing its significance in English teaching (Nguyen, 2018) Many pronunciation textbooks are now being introduced to enhance teaching performance One effective method for inspiring learners is the use of English songs, which can make the learning process more enjoyable and successful (Murphey, 1990) Yukiko (1975) suggests that songs resemble overstated speech, differing from ordinary speech primarily in their alterations, yet both serve as valuable resources for language learning research The study's findings highlight the importance for language teachers to recognize the benefits of English songs in enhancing learners' pronunciation, particularly in terms of naturalness and fluency.

This thesis explores the impact of using English songs in teaching pronunciation, aiming to enhance students' comprehension and skills in English pronunciation It investigates whether incorporating music into language learning can effectively improve students' pronunciation abilities, specifically at Chu Van School The research seeks to provide both theoretical insights and practical applications for better pronunciation instruction through musical engagement.

An high school in Long An province in the Academic Year 2022/2023?

This study aims to explore effective methods for enhancing the impact of English songs in teaching pronunciation at Chu Van An High School in Long An province To achieve this goal, the research will address specific questions related to the integration of music in language learning.

1 How English songs affect the teaching and learning English pronunciation skills at Chu Van An high school in Long An province?

2 Are there any differences about students’ motivation between the two groups?

Significance of the study

Utilizing songs in the classroom enables students to engage with messages and ideas as they would in their native language, actively participating in the communication process (Murphey, 2010) This approach not only familiarizes EFL learners with cultural and linguistic elements but also enhances their listening and speaking skills By listening to and singing songs, learners develop foreign language sensitivity and phonological awareness, which are crucial for achieving near-native communication proficiency.

The researcher expects that this research can provide some benefits to the quality of teaching and learning English as follow:

The researcher hopes that the outcomes of this research can be a new reference for teaching English in Chu Van An high school in Long An province, and it

8 can be used for future study that is related to teaching English through English songs

This study aims to provide valuable insights for English teachers, enabling them to improve the classroom learning experience by incorporating English songs The researcher believes that this approach will enhance students' pronunciation and their ability to use English in daily life, fostering a more active, engaged, and enjoyable learning environment Additionally, the study aspires to elevate the overall quality of English education in schools and serve as a resource for future research, broadening readers' understanding of using English songs as an effective teaching tool.

Scope of the study

An empirical study was conducted with 72 pre-intermediate students at Chu Van An High School in Long An province, Vietnam, to explore the use of English songs as a pedagogical tool in foreign language classrooms The participants, aged 16 to 18, included 43 males and 29 females They were divided into two groups: the experimental group with 25 males and 12 females, and the control group with 18 males and 17 females.

1.5 Organization of the thesis chapters

The study consists of five chapters that collectively describe the research as follows:

Chapter 1 serves as the introductory section of the study, outlining the background, objectives, research questions, significance, scope, and overall organization of the research.

Secondly, Chapter 2 will mainly concentrate on the literature review, providing a theoretical and empirical framework for the study by reviewing current literature on music and language

Chapter 3 outlines the research methods and data analysis techniques employed in this study, detailing the study sites and participants, operational procedures, data collection instruments, and the selection criteria for data analysis The analysis was conducted using SPSS version 23.0 software.

Fourthly, Chapter 4 presents the results or findings of experiment analysis and provides discussion of these issues raised

Chapter 5 encapsulates the research findings, presents conclusions derived from these findings, and highlights their implications It also addresses the study's limitations and offers recommendations for future research in this area.

LITERATURE REVIEW

Definition

A song is a musical composition designed for performance by the human voice, typically featuring distinct pitches and melodies created through patterns of sound and silence Songs often incorporate various forms, including the repetition and variation of sections.

According to Putri (2021), a song is defined as a combination of lyrics and musical elements, including rhythm, melody, harmony, and expression It serves as a musical composition for various vocal types and can also be viewed as a short poem sung by an artist In the context of teaching English, the researcher utilized English songs as a medium, showcasing the pronunciation of native speakers These songs are authentic and readily available examples of spoken English, while their rhymes facilitate the repetition of similar sounds Consequently, students often listen to songs regularly, which indirectly enhances their exposure to these sounds (Farmand & Pourgharib, 2013).

Advantages of songs

Wu (2010) emphasized that reducing stress and anxiety levels in learners can significantly enhance their learning effectiveness, with songs serving as a valuable tool to achieve this goal while also boosting language learners' motivation Lee and Lin (2015) supported this notion by highlighting the positive impact of songs on the learning process.

Incorporating songs into lessons has a significant positive impact on young learners by boosting their motivation and attention spans Additionally, songs provide an opportunity for shy students to engage more actively in class, fostering creativity and independence Notably, the repetitive nature of songs makes them particularly effective in foreign language instruction, enhancing language acquisition for young learners.

The 'song-stuck-in-my-head' (SSIMH) phenomenon, described by Murphy (1990), highlights how frequently hearing a song can enhance learning and memory Welch (2016) notes the struggle of trying to forget a catchy pop tune that lingers in our minds Psychologists have identified this occurrence as involuntary musical imagery (INMI), commonly referred to as "earworms," which explains why certain songs are more likely to become stuck in our heads.

Earworms, a prevalent phenomenon, exemplify spontaneous cognition, as noted by Jakubowski (2016) from Durham University Research indicates that humans dedicate up to 40% of their day to spontaneous thoughts, prompting psychologists to explore the reasons behind this tendency and its potential benefits.

A 2016 study published in the journal Psychology of Aesthetics, Creativity and the Arts revealed that earworms are typically fast-paced songs with simple, memorable melodies and distinctive traits that differentiate them from other music Notable examples of these catchy tunes include Lady Gaga's "Bad Romance," Journey's "Don't Stop Believin'," and Kylie Minogue's "Can't Get You Out of My Head."

“Our findings show that you can to some extent predict which songs are going to get stuck in people’s heads based on the song’s melodic content,” Jakubowski

In a study conducted by researchers in 2016, it was found that "musically sticky" songs often feature a fast tempo, common melodic shapes, and unusual intervals or repetitions, as exemplified by the iconic opening riff of "Smoke on The Water" by Deep Purple and the catchy chorus of "Bad Romance" by Lady Gaga The researchers surveyed 3,000 individuals about their most frequently experienced earworm tunes, ultimately identifying a set of 100 songs They then analyzed the melodic characteristics of these songs in comparison to another set of 100 popular tracks that had not been mentioned but shared similar chart performance.

Research indicates that songs that tend to become earworms often exhibit similar "melodic contours," a characteristic prevalent in Western pop music Notably, many of these catchy tunes follow a pattern where the initial phrase ascends in pitch, while the subsequent phrase descends, as exemplified by the classic children's song "Twinkle, Twinkle Little Star."

"Moves Like Jagger" by Maroon 5 exemplifies the earworm phenomenon, characterized by its distinctive contour pattern Research indicates that earworms often feature unusual interval structures, including unexpected leaps and a higher frequency of repeated notes compared to typical pop songs, as seen in tracks like "My Sharona" by the Knack and "In the Mood" by Glen Miller Furthermore, a study by Casey (2015) suggests that individual brain anatomy, specifically the thickness of certain brain regions, may influence how frequently people experience earworms.

The use of songs for educational objectives does not only enhance young learners’ motivation but also has some useful effects on brain development Schlaug et al

In 1995, research indicated that musicians possess a larger corpus callosum, resulting in enhanced connectivity between the brain's hemispheres This stronger interhemispheric communication is crucial, as it correlates with greater cognitive success Additionally, music's impact extends beyond neurological effects, influencing various aspects of our lives.

13 language Patel (2003) stated that there was some neuroimaging research that explained the mutual activation of brain areas responsible for music and language.

The Importance of Songs in Teaching Learning Process

English songs are highly effective for improving speaking skills and teaching pronunciation Millington (2011) noted that children enjoy singing, making songs an engaging alternative to traditional language learning methods Thorne (2006) highlighted that songs aid in memory retention and enhance lesson engagement Consequently, children's songs serve as excellent tools for teaching pronunciation Additionally, teenagers' interest in music simplifies the process of teaching English pronunciation Maley (1990) also emphasized the numerous advantages of incorporating songs into classroom instruction.

Songs enhance language learning through several key factors First, their memorability makes it easy for listeners to recall phrases, facilitating retention Second, the rhythmicity of songs, characterized by regular sound patterns, aids in their acquisition Third, songs promote performance, allowing learners to engage naturally in oral expression, often in group settings, which fosters confidence and enables peer correction Fourth, the universality of song themes—such as love, death, and nature—resonates across cultures, making them relatable Finally, the playfulness inherent in songs provides an enjoyable way to interact with language, making learning more effective and engaging.

Learners were able to meet the requirements effectively, gaining insights from the courageous practices of others in using the language Additionally, songs served as a medium for engaging with spoken language, aiming to enhance verbal receptivity through the emotional impact of the music.

Pronunciation

Pronunciation refers to how a word or language is articulated, encompassing both standard pronunciations recognized in specific dialects and individual variations Reference materials like dictionaries provide guidance on these pronunciations, with general dictionaries focusing on standard forms while specialized works may include regional variations Orthoepy is the study of correct pronunciation, highlighting that a word can be pronounced differently based on factors such as cultural background, geographic location, speech disorders, ethnicity, social class, and education.

Pronunciation, as defined by Hornby (1995), encompasses how a language is spoken, including the articulation of individual words and the overall manner in which someone communicates Yates (2002) further emphasizes that pronunciation involves the production of sounds essential for conveying meaning Additionally, pronunciation is characterized by the customary way words or languages are expressed, highlighting the dual aspects of sound recognition and practice in effective communication.

Pronunciation encompasses both segmental and suprasegmental features, which work together in spoken language While various aspects of pronunciation may be studied in isolation, it's crucial for learners and teachers to understand their interconnectedness The most effective way to master these features is by learning them as an integral part of spoken communication.

English segmental system includes vowels and consonants The classification depends on the differences in their functions in an utterance and the ways of production

Supra segmental features refer to stress, pitch, length, intonation and other aspects which always go along with the production of segmental

Minimal pairs are an effective technique for students to practice pronunciation by contrasting two similar sounds For example, the words "ship" and "sheep" differ only in their vowel length, showcasing the distinction between short and long vowels.

Pronunciation Teaching in Language Classrooms

Pronunciation teaching has been referred to as the ‘Cinderella’ of ELT for many years because it is usually a neglected part of ESL and EFL teaching (Seidlhofer,

2009) In fact, another factor hindering pronunciation teaching was what Kelly

In 2004, a phenomenon known as the "paradox" was identified, highlighting teachers' reluctance to teach pronunciation Experienced educators often expressed a personal deficiency in knowledge regarding pronunciation and its teaching methodologies, leading them to prioritize grammar and vocabulary instead In contrast, trainees and novice teachers displayed greater enthusiasm for incorporating pronunciation into their lessons.

Basically, some language teachers did not feel confident in teaching pronunciation, so they neglected this skill in their lessons Indeed, Foote et al (2011) realized that

Many teachers expressed dissatisfaction with their instruction on segmental and prosodic features of pronunciation, highlighting a common desire for improved training in pronunciation teaching.

Recent changes in pronunciation teaching methods in speaking classes have incorporated the use of songs, as highlighted by Saldiraner (2021) This approach demonstrates that music enhances memory and concentration, fosters a fun and stress-free learning environment, and builds a sense of community among learners Additionally, Farmand & Pourgharib (2013) suggest that integrating music can significantly boost learner motivation.

Songs and Language Learning

Utilizing songs as a tool for language learning significantly enhances student engagement in classroom activities (Boothe & West, 2015) Research by Farmand and Pourgharib supports this finding, highlighting the positive impact of music on learners' motivation and participation in language acquisition.

(2013) pointed out that songs improved memory, improved concentration, caused learning English to be fun, removed stress, improved a sense of community to a group and improved motivation (p 841)

According to Tegge (2018), a significant majority of teachers view songs as effective tools for language instruction, with 69% utilizing them to teach vocabulary, 56% for pronunciation and prosody, and over half incorporating them for grammar lessons Additionally, since many students engage with music outside the classroom and often experience songs lingering in their minds, it can be inferred that songs enhance language learning.

Alisaari and Heikkola (2017) investigated the beliefs and practices of teachers concerning the use of singing, listening to songs, and reciting poems in language instruction Their findings revealed that teachers regarded listening to songs as the most effective teaching method, while singing and reciting poems were also viewed as highly beneficial Notably, the data indicated that singing significantly enhanced word recall among students.

Many teachers view singing as an effective method for teaching pronunciation and other skills, believing that melody, rhythm, and rhyme aid in memory retention Despite their positive opinions on the benefits of singing and reciting poems, research indicates that these techniques are rarely implemented in practice While teachers recognize that songs foster positive emotions and a sense of community among students, only about half of those with favorable views actually incorporate these methods into their teaching.

Klimek (2017) investigated the impact of songs on vocabulary acquisition and language learning among young learners, involving 84 participants from kindergarten and second grade The study included two groups for each grade: one exposed to songs and the other not By analyzing state-governed exam results and conducting interviews with teachers and a director, Klimek found no significant statistical differences in scores between the two groups Despite the lack of measurable impact on language learning, teachers and the director believed that songs could still be beneficial for young learners.

Albaladejo et al (2018) investigated how different types of vocabulary presentation impact young learners' vocabulary acquisition by creating three groups: songs, stories, and a combination of both The findings revealed that the story group outperformed the other two, while the combination group achieved higher post-test scores than the song group Additionally, there was a statistically significant difference observed in the scores across the pre-test, immediate post-test, and delayed post-test assessments.

18 test of the story and combination groups, excluding the song group’s scores which did not improve significantly.

The role of songs/music in Language Classrooms

Motivation is crucial for effective learning, particularly among high school students who tend to be more enthusiastic yet less patient than adult learners (Nunan, 2011) To maintain their engagement, teachers must be mindful of their communication and behavior Gurbuz (2010) highlights the importance of creating active, creative, and interesting classrooms to cater to teenagers' shorter attention spans Incorporating students' passion for music can enhance lessons and facilitate learning key aspects of the target language Repetition and songs are essential for developing oral skills, including intonation, pronunciation, and speech rhythm (Forster, 2006).

Numerous authors have highlighted the benefits of incorporating music into the classroom, emphasizing its ability to enhance relaxation, concentration, and motivation Additionally, music fosters cultural awareness, aids in vocabulary acquisition, and improves ear training and pronunciation skills.

Research by De Recherche (2015) highlighted that despite language teachers' efforts to diversify their classes, many still relied heavily on practices, short dialogues, and repetition Guglielmino (1986) emphasized that effective ESL instruction necessitates substantial practice and repetition Notably, music plays a crucial role in language learning by offering enjoyable repetitions, making it a valuable tool in the classroom (Guglielmino, 1986).

According to Ashtiani (2015), music and songs play a significant role in helping learners, whether they have musical talent or not, to acquire vocabulary and sounds in a fun way Language learners of all ages can greatly benefit from the advantages that music offers in the learning process.

Incorporating songs in the classroom enhances vocabulary and pronunciation through methods like Suggestopedia and Tomatis, which utilize music for relaxation and efficient learning The Contemporary Music Approach (CMA) and the KELP project leverage verbal songs to motivate students and create an engaging classroom atmosphere Anton (1990) highlights the CMA's effectiveness in Spanish classes, where music serves as a powerful memory aid, allowing students to naturally acquire rhythm, intonation, and pronunciation by listening to and reproducing songs repeatedly.

Learners, Songs, and Pronunciation

According to Forster (2006), incorporating songs and chants into high school education significantly enhances students' pronunciation, intonation, and rhythm This approach is essential for developing oral language skills, as it fosters improved pronunciation and speech rhythm, ultimately benefiting students' overall communication abilities.

A study by Moradi and Shahrokhi (2014) explored the impact of music on teenagers' pronunciation, intonation, and stress recognition In the experimental group, songs were incorporated into lessons, while the control group only read lyrics and sang without music Post-test analysis revealed that music positively influenced supra-segmental aspects of language learning Consequently, the researchers concluded that students exposed to music in their lessons demonstrated improved pronunciation skills.

Ghanbari and Hashemian (2014) researched the impact of songs on teenagers' listening comprehension and pronunciation The study involved teaching songs to experimental groups while control groups learned using traditional English book methods Spanning 12 weeks, the experiment concluded with a post-test to assess the outcomes of the sessions.

The experimental groups demonstrated greater success in listening comprehension and pronunciation compared to the control groups, highlighting that music effectively enhances learners' listening and pronunciation skills.

Shehadeh and Farrah (2016) investigated the impact of songs on teenagers' pronunciation and vocabulary acquisition, alongside conducting questionnaires with teachers to gauge their attitudes towards song usage in education Their findings revealed that the experimental group performed significantly better in post-tests compared to the control group, highlighting the positive effects of songs on vocabulary and pronunciation skills Consequently, teachers expressed strong belief in the motivational benefits of songs for student learning, although they noted that songs were not effective for teaching sentence structure.

Research primarily emphasizes the impact of music, particularly songs, on adult language acquisition However, there is a lack of studies examining the connection between music and pronunciation among high school students (Saldıraner & Cinkara, 2021).

Saldıraner & Cinkara (2021) presented that some experimental research studies investigated the effectiveness of songs, these researchers used songs as a motivational tool during the lessons

Over the past 50 years, the approach to teaching pronunciation in ESL/EFL classrooms has undergone significant changes (Nunan, 2003) Research highlights the benefits of incorporating English songs into language acquisition for learners (Hsu, 2002; Lo, 2002; Yen, 2004) Additionally, a study by Chen & Chen (2009) explored young learners' motivation when English songs are used in teaching, emphasizing their positive impact on engagement and learning outcomes.

Research shows that engaging students in singing, performing, and listening to music allows them to learn lyrics in a playful and enjoyable manner (Murphey, 2002) Studies by Liu (2002) and Domoney (1993) highlight that incorporating pop music into English as a Foreign Language (EFL) instruction provides a frequent and meaningful learning experience Additionally, Budden's research (2003) supports these findings, emphasizing the effectiveness of music in enhancing language acquisition.

Research has shown that teenagers have a strong affinity for music, with English popular music serving as a powerful motivator for various activities Gardner's (1993) theory of multiple intelligences identifies music as a key intelligence, prompting studies to examine its potential in enhancing language teaching and learning outcomes across different age groups (Lin, 2010; Yen, 2004) The advent of multimedia and modern techniques has opened up opportunities to incorporate numerous English popular songs into language instruction, leading to significant investigations into the advantages of using songs in the classroom for learning English (Liu).

Motivation is a crucial factor in achieving success in second language acquisition, as highlighted by Budden (2003) and supported by Gardner (1993), who noted that individuals with higher motivation are more inclined to learn languages and enjoy the process Additionally, research by Alison (1998) and Mithen (2005) suggests a strong connection between music and language, with Mithen emphasizing that "music language" focuses more on conveying messages than on individual words Lin (2010) advocates for incorporating storytelling and singing activities to enhance pronunciation and listening skills, prompting further studies to investigate the effectiveness of music in language teaching across various age groups.

Sukket (2007) investigated the impact of song activities on enhancing English-speaking skills and vocabulary knowledge among grade 1 students The study utilized lesson plans featuring song activities, alongside English speaking capability and vocabulary knowledge assessments Findings revealed that students who were taught through songs demonstrated a commendable level of speaking capability, meeting the established standards Notably, their vocabulary proficiency was impressive, with 59.38% achieving a very good level and 34.38% at a good level.

2.7 Songs, Pronunciation and Teaching Pronunciation

Ashtiani (2015) declared that most adults learning a foreign language usually spoke with an accent, which was derived from phonetic and phonological

22 disparities between their first language and the second language In fact, songs could be profitable in improving phonetic skills in numerous ways (Millington,

Research has shown that using songs is an effective and enjoyable method for teaching phonetics Leith (1979) emphasized that songs provide a superior and faster approach to phonetic instruction Gatti-Taylor (1980) supported this idea, noting that phonetic teaching can be both simple and enjoyable, with many songs highlighting specific phonemes Additionally, García-Sáez (1984) highlighted that songs are an excellent resource for practicing Spanish phonetics, as they often feature sounds that students struggle to produce The combination of melody and lyrics not only enhances pronunciation practice but also underscores the educational value of music in language learning.

Pronunciation, as defined by Hornby (1995), refers to how a language is spoken, encompassing the articulation of words and the overall speech patterns of individuals It involves the production of sounds that convey meaning (Yates, 2002) Syafei (1988) emphasized that pronunciation is a dual process, requiring both the detection and production of sounds To enhance oral production skills, it is essential to prioritize practice and aural experience.

When teaching English pronunciation, educators must choose effective methods to enhance learning outcomes Employing suitable strategies and fostering enthusiasm in the classroom are essential for achieving success By inspiring students to believe in their capabilities and encouraging them to showcase their pronunciation skills, teachers can create a motivating environment This approach not only boosts students' confidence but also cultivates a positive spirit for mastering English pronunciation (Conti, 2016).

(Kusrini, 2011) On the other hand, Manik (2015) stated that correct pronunciation was needed for a speaker to communicate If our pronunciation was incorrect, we would not be understood

According to Manik (2015), the primary goal of teaching pronunciation is to ensure that learners can accurately produce all speech sounds of a language This includes mastering the correct order of sound combinations, not just in isolated words but also within full sentences.

2.8 Songs and how to use English songs to teach pronunciation

Songs and how to use English songs to teach pronunciation

According to Ebong & Sabbadini (2012), songs offer authentic, memorable, and rhythmic language that can inspire students, encouraging them to listen and imitate repeatedly Supeno (2018) highlighted that songs can enhance pronunciation by focusing on sounds, words, and connected speech Sounds, as the smallest units of words, include vowels and consonants, which vary across languages, requiring students to learn to produce unfamiliar sounds While students may struggle to identify these sounds and question their importance, incorrect pronunciation can hinder communication and alter meanings (Ahmadi, 2011).

Songs serve as authentic and easily understandable examples of spoken English, making them effective learning tools The rhymes in songs provide listeners with repetitive exposure to similar sounds, enhancing their phonetic awareness As students frequently choose to listen to their favorite songs repeatedly, they are indirectly immersed in these sounds, reinforcing their language skills (Alsadae, 2022).

Songs serve as an effective tool for emphasizing words, as highlighted by Masbejosite (2016), who notes that words are associations of sounds created to convey meaning Tanfarife (2015) adds that words are pronounced in syllables, typically featuring one stressed syllable and others that are weakly stressed Each English word possesses a unique stress pattern, governed by intricate rules that can guide students in their learning (Pathare, 2011) Additionally, Ebong & Sabbadini (2012) discuss the role of weak syllables in this context.

24 were central to English, although students often found this hard to believe Moreover, focusing on these could result in over-emphasis (not weakening) of these syllables

How songs could help? Words in songs fitted the music, helping students associate the number of syllables or stress in these words, with notable rhythms (Supeno,

According to Ebong & Sabbadini (2012), songs with a relaxed atmosphere can unintentionally expose students to challenging pronunciation aspects, particularly through the frequent use of weak syllables This exposure aids learners in understanding and adapting to the nuances of English pronunciation.

Songs serve as an effective tool for teaching connected speech, which reflects the natural flow of conversation by linking words and emphasizing specific ones Supeno (2018) highlights that contractions exemplify this phenomenon, illustrating how written language is influenced by spoken forms However, students often struggle with connected speech because they typically learn words in isolation, leading to a tendency to pronounce each word separately, especially at lower proficiency levels This misunderstanding can cause students to view contractions as incorrect or slang Songs, particularly their catchy choruses, provide authentic examples of how phrases are pronounced, making it challenging for students to focus on individual words.

According to Brown (2001), songs emphasize the 'flow' of words and, like other spoken texts, often contain contractions This feature may encourage students to replicate the style, allowing them to sing the song as they heard it.

Review of literature

Researchers examining the acquisition of music and speech must explore their similarities, as highlighted by Graham (1969), who noted that a foreign accent arises from "speaking one language with the music of another, usually of one's mother tongue" (p 446) Understanding these correspondences is crucial for a comprehensive analysis of how music and speech interact and influence each other.

The rhythm and melody of music share common features with stress and intonation in second language teaching methods (Arleo, 2000) Additionally, the 'song-stuck-in-my-head (SSIMH) phenomenon,' experienced by many after hearing a song repeatedly, highlights the impact of music on daily life (Murphy, 1990).

Research by Deutsch (1991) established a link between musical perception and linguistic background, while Balter (2001) highlighted the condition of Amusia, characterized by the inability to perceive music Further investigation by Peretz et al (1998) revealed that individuals with Amusia struggle with pitch variations in speech, suggesting that difficulties in music perception may indicate challenges in speech comprehension This evidence underscores the correlation between the perception of music and language.

The researcher took some previous research so as to support this research and made it valid There are five different previous studies as follow:

The first research was conducted by Mega Lestari (2011) with the title

Improving student pronunciation skills can be effectively achieved through the use of songs This study demonstrates that incorporating music into teaching activities enhances students' pronunciation abilities Utilizing songs as an alternative teaching medium not only aids in pronunciation improvement but also makes learning English an enjoyable experience.

Yustiana's 2009 research, titled “Teaching English Using Songs to Improve Students’ Pronunciation in PG and TK Alam Surya Mentari Kerten,” explored the effectiveness of using children's songs to enhance English pronunciation among students The study detailed the implementation process, the outcomes of teaching pronunciation through songs, and the students' responses to this method.

In Widayati's 2012 study titled “Using English Songs Minilyrics Collaboration to Improve Students’ Pronunciation in LPKM Mitra English Course Jatinomin 2011/2012 Academic Year,” the focus was on assessing the improvement of students' pronunciation at a popular English course in Jatinom Despite the course's popularity, students faced challenges, particularly evident in their pronunciation skills, as highlighted during the final session of the course, which showcased the outcomes of their English learning experience.

In the study titled “Improving Students’ Pronunciation by Using English Songs,” Sumantri (2011) focused on young learners at SMK Cyber Media Jakarta, highlighting the challenges faced by teenagers in mastering English pronunciation The research identified that students often struggle with certain English sounds, such as “sleep” (/sliːp/) and “tree” (/triː/), which lack direct equivalents in Bahasa Indonesian Additionally, pronunciation difficulties arise from misleading spellings, evident in words like “up” (/ʌp/) and “cup” (/cʌp/), where the sounds are not inherently difficult but are confused due to their written forms.

The pronunciation of English words, such as "see" [si:] and "sing" [siȵ], differs significantly from their written forms, making it challenging for students to master This discrepancy has led teenagers to explore songs to improve their understanding of pronunciation The author highlights the importance of proper pronunciation in English, particularly due to the contrasts between English and Indonesian As a result, many vocational school students, including those at SMK Cyber Media Jakarta, often mispronounce English words.

Sondang Manik conducted research titled “Improving Students’ Pronunciation Mastery by Using English Songs,” utilizing Classroom Action Research The study focused on the eighth-semester students from the English Department at FKIP HKBP Nommensen University.

In this study, the writer used Arsyad’s theory in using songs as media The research

The study involved two cycles of research, utilizing oral tests for quantitative data and diary notes, questionnaires, and observation sheets for qualitative data The findings indicated that incorporating songs significantly enhances students' pronunciation mastery The research demonstrated a marked improvement in students' scores, with the pre-test mean at 43.83, the post-test mean for cycle I at 69.13, and the post-test mean for cycle II reaching 88.33 This evidence confirms that English songs effectively improve students' pronunciation skills.

Conceptual framework

Drawn from the above-mentioned research, this study was constructed on the following conceptual framework:

According to Putri (2021), English songs can be defined as a combination of lyrics and musical elements, including rhythm, melody, harmony, and expression This definition highlights the intricate arrangement that characterizes a song.

Maley (1990) emphasized the significance of songs in language learning Hornby (1995) defined pronunciation as the manner in which a language is spoken, highlighting its critical role in effective communication Building on this, Seidlhofer (2009) discussed the importance of teaching pronunciation in English as a Foreign Language (EFL) classrooms To further explore this, Moradi and Shahrokhi (2014) advocated for research to investigate the relationship between learners, songs, and pronunciation.

According to this relationship, both studied of Taylor (1980) and (Ebong &

A study by Sabbadini (2012) highlighted the positive impact of using songs in teaching pronunciation The current research demonstrates that English songs significantly enhance pronunciation skills among students at Chu Van An High School in Long An province.

Definition of English pronunciation( Hornby,

Pronunciation Teaching in Language Classrooms (Seidlhofer, 2009)

Learners, Songs, and Pronunciation (Moradi &

Songs, Pronunciation and teaching pronunciation (

Songs & using English songs to teach pronunciation (Ebong & Sabbadini, 2012)

Increasing the effectiveness of English songs in teaching pronunciation

METHODOLOGY

Research questions

This study explores strategies to enhance the effectiveness of using English songs for teaching pronunciation at Chu Van An High School in Long An Province To achieve this, specific research questions were formulated.

1 How do English songs affect the teaching and learning English pronunciation skills at Chu Van An high school in Long An province?

2 Are there any differences about students’ motivation between the two groups?

Research design

To investigate how to enhance the effectiveness of English songs in teaching pronunciation, a quasi-experimental study was conducted at Chu Van An High School in Long An province, utilizing a pre-test and post-test design This experimental approach was chosen due to the limited research on the impact of English songs on pronunciation instruction and the need for a quantitative method to establish potential cause-and-effect relationships.

Participants

The study involved 72 high school students of both genders, focusing on a demographic that is often overlooked in educational research By targeting this age group, the research aims to fill a gap in the existing literature, distinguishing itself from studies centered on very young learners (ages 3-7) and adult learners.

17) They were at pre-intermediate level and were studying at Chu Van An high school in Long An province, Vietnam For this reason, the expectation in terms of the learners’ language proficiency level is met to a high extent, as they do not differ so much in this regard because they are in the same grade Here were two groups: one group with the songs, and one group with reading texts The process was carried out in 8 weeks Furthermore, all students in the two groups were from 16 to 18 years old All participants had been studying English since the third grade, so their English levels were mostly alike There were 72 participants, divided into two groups: 37 in the experimental group which included 25 males and 12 females and 35 in the control group which contained 18 males and 17 females.

Research instrument

This study analyzed six pop songs: "Lemon Tree" by Fool’s Garden, "Fairy Tale" by Alexander Rybak, "Englishman In New York" by Cris Cab, "Big Big World" by Emilia, "You Will Be Mine" by Lenka, and "Love Paradise" by Kelly Chen The researcher meticulously examined the lyrics, rhythm, and video clips of these songs to determine their suitability for students Additionally, English songs were sourced from the internet and presented in mp3 and lyric video formats to enhance the learning experience.

The researcher focused on selecting songs with appropriate lyrics for students, avoiding any adult content For instance, Bruno Mars' lyrics, which include phrases like "having sex and nice girls," were deemed unsuitable Consequently, careful song selection was essential Additionally, prior to the research, the teacher recorded all students on the same day to ensure consistency.

While there are no universally 'standard' songs for teaching pronunciation, any song can illustrate various pronunciation elements This study focuses on selecting clear, high-quality recordings that are not overly fast and are memorable, aiming to appeal to learners effectively.

When designing activities centered on pronunciation, it's important to leverage familiar content for students However, as noted by Ebong & Sabbadini (2012), educators should be prepared to address any instances of "mispronunciation" that may arise from using songs, as these are artistic expressions that may not always adhere to standard pronunciation rules.

This study aimed to enhance students' pronunciation skills through the use of targeted songs Data was collected by conducting pre-test and post-test pronunciation assessments, overseen by two English teachers at Chu Van An High School These tests evaluated students' pronunciation of specific target words, while teacher diary notes provided insights into student motivation during lessons In the assessments, students listened to phrases or sentences pronounced by the teachers and filled in the blanks, requiring accurate listening to achieve high scores Results were recorded at both the beginning and end of the research for comparative analysis The researcher first utilized the tests to address the primary research question regarding pronunciation and subsequently analyzed the teacher diary notes to investigate the secondary question related to student motivation.

This study explores the significant impact of music and songs on language learning, particularly among high school students By comparing fully song-based lessons to traditional text-based methods in control groups, it highlights effective strategies for teaching through music The findings suggest that incorporating songs into lessons can enhance students' English pronunciation skills.

The target words for the tests were selected from songs used during the study process, specifically chosen before the creation of the tests These words were largely unfamiliar to the students, and their pronunciations were challenging to predict Additionally, the students involved in this research had lower levels of English proficiency, making most of the target words completely new to them.

In a study involving 32 participants, data were collected through two pronunciation tests: a pretest and a posttest, both structured as cloze tests Initially, participants from both the control and experimental groups completed the pretest to evaluate their pronunciation skills During this test, students listened to teachers pronounce phrases or sentences that included specific words to be filled in, and they selected the appropriate words or phrases to complete the sentences.

The study involved 16 fill-in-the-blank gaps for each test, featuring words and phrases that required contextual understanding The posttest followed a similar format but utilized different materials To enhance vocabulary retention, the researcher employed pre-test and post-test texts, allowing students to engage with vocabulary in context rather than as isolated lists Additionally, student pronunciation was assessed through voice recordings.

In this study, the teachers maintained diaries to document their observations of students' awareness and motivation in the classroom on a weekly basis These records included details on students' participation levels, overall motivation, and the names of those who actively engaged in lessons.

Data collection

The researcher developed a timeline to efficiently manage time and tasks throughout the study Data collection at Chu Van An High School spanned approximately seven to eight weeks, commencing in early March and concluding in early May 2023.

Table 1 The timeline of the study

Week Researcher’s activities Participants’ activities

Week 1 - introduce the study to Chu Van

An High school and the participants to obtain their permission

- Choose 72 main participants (43 males and 29 females) and divide into 2 groups: control group and experimental group

-ask 72 participant students from control group and experimental group to take the pretest of comprehension in pronunciation

- understand the purpose of the study -give their permission

-72 participant students from control group and experimental group take the pretest of comprehension in pronunciation

Week 2 -teach 72 participant students of the experimental and control groups in two separate classrooms

-In the class with the experimental group, at the end of each period, a roughly three- minute English song is played

Each student is also given a handout of the song’s lyric and required to work out some words by means of gap-filling

In the control group, students engage with an online voice readout website during each lesson, allowing them to listen to the vocalization of texts Following this, the teacher reads the material aloud once more to reinforce comprehension.

-72 participant students of the experimental and control groups study in two separate classrooms

- students of the experimental and control groups do what the teacher asks of them

-continue to do as in week 2,3,4,5,6

-do what the teacher asks

- require students in both the experimental and control groups to take an evaluation pronunciation test

- record and analyse the results of this test

In this study, SPSS v.23.0 software was utilized to analyze the posttest scores of pronunciation, aiming to determine whether a significant difference exists between the experimental and control groups.

- revise the thesis with the supervisor

- take an evaluation pronunciation test

In this study, the researcher carefully selected six pop songs, ensuring their lyrics, rhythm, and video clips were appropriate for learners Class teachers recorded students' voices individually outside the classroom to minimize anxiety and embarrassment before the lessons began Following this, lessons were conducted for both groups.

This research involved 20 dedicated 15-minute sessions focused on teaching pronunciation, while other lessons adhered to the standard curriculum The experimental and control groups were taught in separate classrooms, with the control group engaging in reading practices that included pre-activity and main materials prepared by the researcher.

In this study, the experimental group engaged in a unique learning approach where, after each session, they listened to a three-minute English song and received a handout of the lyrics for gap-filling exercises The focus was on enhancing pronunciation rather than explaining grammatical or lexical meanings Meanwhile, the control group utilized an online voice readout tool to practice pronunciation Each session included a read-aloud lesson, aligning with the experimental group's training through songs, which facilitated pronunciation practice via listening and singing Students were encouraged to further practice the songs or texts at home after each session.

In the following weeks, the control group practiced text while the experimental group engaged in karaoke activities, with a new song or text introduced weekly Post-test recordings were conducted, although not all learners were assessed for each song or text Two English teachers evaluated the students' keyword pronunciations, rating them on a scale from one to ten after listening to their recordings Subsequently, both groups underwent a pronunciation evaluation test, and the results were recorded and analyzed to determine any significant differences in pronunciation scores between the experimental and control groups.

Data analysis

The researcher conducted a t-test to analyze the posttest scores of pronunciation, aiming to determine if there was a significant difference between the results of the experimental and control groups.

To analyze for the quantitative data, the two teachers analyzed the recordings of each student’s keyword vocalization during the pre-test and post-test After that,

The raters assessed results on a scale from one to ten using SPSS v.23.0 for analysis The average pre-test and post-test scores for keywords were calculated for each rater in both the experimental and control groups Additionally, each group had two pre-test and two post-test scores provided by two teachers.

In this study, the Shapiro-Wilk test revealed a normal distribution of data (W(37) = 0.98, p = 0.78) The research also assessed the reliability and consistency of teachers, finding significant Pearson product-moment correlations between the scores of two teachers The results indicated a strong correlation for the pre-test (r = 0.76) and post-test (r = 0.79), demonstrating that the evaluations for both the experimental and control groups were consistent and highly correlated.

The researcher was restricted from altering student classes, as the two research groups were formed from pre-existing classes This limitation raised concerns about the initial pronunciation skills of the groups To address this, pre-test scores were utilized as a covariance in the analysis An analysis of covariance (ANCOVA) was conducted to assess both intra-group and inter-group effects on post-test scores Additionally, qualitative data were gathered from diary notes maintained by teachers, which included their observations and evaluations of student motivation during the study.

FINDINGS AND DISCUSSION

Findings of the study

The below research results were organizedbased on the research questions:

1 How do English songs affect the teaching and learning English pronunciation skills at Chu Van An high school in Long An province? Two ANCOVA tests were carried out to explore the effects of the songs in teaching pronunciation Because there were some variables related to the students’ level of proficiency, the average marks of pre-test of both groups were controlled and the average marks of post-test were treated the same as the dependent variable Furthermore, to try out whether the two teachers made the same results, a Pearson correlational test was conducted In addition, the findings of the test showed that there was a statistically important association between the two teachers for both pre-test (r= 76) and post-test (r= 79) Especially, the values of correlation analysis showed that the two teachers’ marks were fairly high correlated with each other This was necessary for the research because it meant that both teachers came up with the same points for each item The two teachers’ marks were investigated The average marks of each group were evaluated for pre-test and post-test, depended on all the words that were pronounced by the students The illustrative results of pre-test and post-test is given in Table 2

Table 2 Descriptive statistics for the average marks of pre- and post-test of teachers

Based on statistical analysis, the average pre-test score for the experimental group was 2.86, while the control group averaged 2.54 In the post-test, the experimental group improved to an average of 3.45, compared to 3.18 for the control group The experimental group had a minimum pre-test score of 1.56 and a maximum of 4.55, whereas the control group's minimum was 1.00 and maximum was 5.00 For the post-test, the experimental group's minimum score was 1.55, and the control group's minimum was 2.10, highlighting a notable difference from the initial ratings Both groups achieved the same maximum post-test score of 5.00.

A Shapiro-Wilk test was conducted to assess the normality of the data sets across four groups, which included two pre-test and two post-test sets from each rater The findings indicated that the data sets were normally distributed, with the exception of the post-test scores from the experimental group as rated by the first rater (p < 0.05).

An ANCOVA test was performed to assess the statistical significance between the experimental and control groups after establishing the testing methods Additionally, individual statistical analyses were conducted for each rater's scores to identify any significant differences between the two raters The findings of the ANCOVA, detailing the differences in pre-test and post-test mean scores, are presented in Table 3.

ANCOVA test results for the difference between pre and post-test mean scores

Error 14.23 69 0.20 a 0.073 MS (Group) + 927 MS (Error) b MS (Error)

The ANCOVA test conducted with Teacher 1 revealed that the experimental group had a lexical pronunciation mean score of M = 3.70, significantly outperforming the control group, which had a mean score of M = 2.46 The F value of 9.32 (F (1.69)) and a p-value of 0.003 indicate a statistically significant difference between the groups, suggesting that the observed results are unlikely to have occurred by chance.

The Partial Eta Squared value of 0.11 indicates a minor influence of the process In a subsequent ANCOVA test conducted with Teacher 2, the researcher aimed to determine if the results mirrored those of Teacher 1 Ultimately, the findings revealed a statistically significant difference between the two teachers.

The post-test results revealed a significant difference between the experimental group and the control group, with F(1.69) = 4.25 and p = 0.043 Although the effect size was low (ηp² = 0.05), the findings indicate a statistically significant disparity between the two groups (p < 0.05).

2 Are there any differences about students’ motivation between the two groups?

Teachers' diary notes revealed that students demonstrated higher motivation to learn when lessons incorporated songs through texts or worksheets Classroom observations indicated that participation was notably lower in the control group compared to the experimental group Voice recordings confirmed that only the most diligent students engaged in the lessons These findings suggest that the use of songs significantly enhanced motivation in the experimental group, while the control group's motivation stemmed from other factors, including the learning environment, peer relationships, and individual interests.

The diary notes revealed that members of the experimental group frequently inquired about the timing of their next lesson and the songs they would be listening to, demonstrating their eagerness to participate Their enthusiasm was evident, as no student wanted to miss out on the song activities Overall, these findings confirmed that incorporating songs in EFL classes significantly boosted student motivation and fostered a more enjoyable and conducive learning environment.

Discussion

The post-test results revealed a significant improvement in English pronunciation, highlighting the effectiveness of using songs as a teaching tool Songs not only motivate learners but also serve as engaging instruments for mastering pronunciation, as noted by Kramer (2001) They encourage imitation and often connect with meaning, making them ideal for teaching suprasegmental phonetics Additionally, songs foster active participation and can be integrated into both listening and singing activities, making them suitable for learners of all ages and proficiency levels.

This study's findings align with previous research on the impact of English songs on pronunciation mastery Manik (2015) noted that English songs can significantly enhance students' pronunciation skills The experimental research conducted supports the notion that songs facilitate students' understanding and development of essential pronunciation characteristics, as highlighted by Supeno (2018) He found that incorporating songs in the English classroom reduces difficulties in improving pronunciation Additionally, Ahmad I.A et al (2018) confirmed that using songs helped students correct their pronunciation while also fostering their enjoyment and knowledge of popular English songs.

According to Millington (2010), songs play a crucial role in the process of learning a second language, making them an excellent choice for educational purposes Ebong and Sabbadin (2012) further emphasized that songs are memorable, enhancing the retention of language concepts among students.

Incorporating rhythmic songs into lessons can significantly enhance student motivation and engagement By listening to and mimicking these songs daily, learners not only enjoy the process but also improve their pronunciation skills independently.

The Songs using compared to the Texts using

The study by Malekian (2016) investigated the effectiveness of using songs in vocabulary learning and found that songs not only aid in recalling words but also improve students' pronunciation Despite the significant differences between the songs and texts used in the experiment lessons, the enhancement in pronunciation was modest, likely due to the limited time allocated for these lessons Hancock (2018) suggests that with more lessons incorporating songs, students' pronunciation could improve significantly Overall, the research indicates that the potential for enhancing students' pronunciation through song-based lessons is substantial.

Numerous studies, including those by Forster (2006), Ghanbari and Hashemian (2014), Moradi and Shahrokhi (2014), Shehadeh and Farrah (2016), and Yusmita and Angraini (2017), have demonstrated that songs significantly enhance the pronunciation skills of foreign language learners The findings of the current research align with these previous studies, reinforcing the positive impact of music on language acquisition.

A study by Wu and McMahon (2012) explored the impact of the musical intelligence e-learning method on teaching pronunciation, comparing it to traditional methods Their findings revealed that using musical techniques significantly improved English pronunciation among Chinese students This supports the connection between lessons incorporating songs and enhanced pronunciation skills, aligning with the current study's objectives Additionally, ensuring the observed advancements in pronunciation were effectively measured in the experimental group was crucial for validating the results.

The ANCOVA analysis conducted in this study effectively identified the influences of songs, ensuring that any confounding variables between the two groups were accounted for Given the challenges of creating isolated groups in a school environment, as noted by Dürnyei (2007), the use of ANCOVA was crucial This method is particularly valuable for researchers aiming to assess the differences between pre-test and post-test groups.

In a study conducted by Tegge (2018) involving 398 teachers, the researcher explored the beliefs of educators regarding the effectiveness of songs in language learning and examined their actual use in teaching The findings revealed that songs significantly aid in teaching and learning language lessons, enhancing the second language acquisition process Moreover, Tegge noted that a majority of teachers incorporated songs into their teaching sessions, indicating a widespread recognition of their benefits among educators.

The "song stuck in my head" phenomenon significantly impacted students who frequently listened to music outside the classroom, leading to increased enthusiasm for learning new songs This phenomenon encouraged students to sing the songs after lessons, reinforcing their language learning experience The findings of this research align with Tegge's (2018) study, which highlighted the benefits of songs in enhancing language acquisition for learners.

The students’ motivation in the lessons with songs

The study revealed that teachers' diary notes highlighted significantly lower motivation and participation levels among students in the control group compared to those in the experimental group Notably, students in the control group showed little awareness or engagement with the "experiment lessons," preferring to focus solely on their regular curriculum.

Recent research confirms previous studies on the positive impact of songs on motivation Specifically, incorporating songs and singing in the classroom significantly boosts students' motivation and reduces their anxiety.

The current study highlights the importance of a comfortable classroom atmosphere in reducing student worry Additionally, students believe that music plays a significant role in enhancing their motivation and aiding their study efforts, as noted in the evaluations by Farmand and Pourgharib.

In a study conducted in 2013, scholars found that students in the experimental group expressed enjoyment during lessons that incorporated songs, highlighting how music significantly boosted their motivation and attention in the language classroom Learners noted that songs contributed to a joyful atmosphere and facilitated easier learning Additionally, Dzanic and Pejic (2016) reinforced these findings, concluding that students appreciated the fun and enjoyment that songs brought to their English classes.

While some researchers argue that songs may lack pedagogical value and could distract students from learning objectives (Azadi, 2015), other studies suggest that the effective use of songs can yield positive outcomes in education (Almutairi, 2016) The selection of engaging songs is crucial, as uninspiring choices may lead to a loss of student attention, hindering their focus on key learning goals However, a majority of research, including this study, demonstrates that songs can motivate students and create a relaxed learning environment, ultimately enhancing their diverse skill achievements This study found that learners in the experimental group exhibited increased motivation and enthusiasm in language classes that incorporated songs.

CONCLUSION

Summary of the study

Research indicates that English songs significantly enhance students' pronunciation skills This improvement is evidenced by the increase in mean scores from pre-tests to post-tests Additionally, the data demonstrates that songs serve as effective tools for boosting students' pronunciation mastery.

Teacher diaries revealed that students showed increased enthusiasm for pronunciation materials during lessons Observations indicated that learners were highly engaged and enjoyed practicing pronunciation, particularly through the use of English songs.

This study highlights a significant difference between using songs and texts in teaching pronunciation to high school students, advocating for songs as an effective method for EFL learners Numerous studies have demonstrated that songs enhance word recall and strengthen the connection between vocabulary learning and music Additionally, many experts agree that songs notably improve students' vocalization skills While research on the impact of songs on pronunciation is limited compared to the abundance of studies on grammar and vocabulary acquisition, this current research supports previous findings regarding the positive effects of songs on high school students' motivation and pronunciation skills.

This research aimed to investigate how English songs can enhance pronunciation mastery among students at Chu Van An High School Specifically, it sought to identify effective methods for improving students' pronunciation skills by addressing their weaknesses through the practice of English songs The findings revealed significant improvements in students' pronunciation abilities.

The use of English songs in teaching pronunciation has led to a significant improvement in students' pronunciation abilities, particularly among eleventh-grade students at Chu Van An High School This data indicates that incorporating music into language instruction not only enhances students' mastery of English pronunciation but also serves as a valuable resource for educators and learners alike.

Using songs as a teaching tool is highly effective for improving pronunciation in English learners They not only engage students' interest but also foster a love for the language Songs facilitate correct pronunciation and enhance the learning experience by helping students relax and stay motivated Moreover, music is deeply integrated into teenagers' lives, making it a relatable and enjoyable medium for language acquisition.

Teaching pronunciation through songs allows for a focus on specific phonetic aspects, as songs frequently emphasize sounds at the end of lines, creating a rhythmic pattern This repetition makes songs memorable, aiding in retention and enhancing students' pronunciation skills.

Limitations of the current study

As a researcher familiar with the participants' native language (L1), the study minimized language barriers, allowing participants to express their views comfortably in English The researcher's extensive experience and contextual knowledge, gained from being an active academic staff member at the research site prior to the study, significantly informed the design of the research questions and their subsequent analysis However, the researcher remained mindful of the ethical considerations involved in examining the perspectives and practices of former colleagues and students within a well-known institution.

Despite the researcher's efforts to maintain objectivity, there remains uncertainty about whether the participants' responses were influenced by their professional relationships with the researcher.

It is important to recognize that the researcher's presence as an observer in the classroom may have impacted the behaviors and practices of both teachers and students, potentially leading to outcomes that would not have happened otherwise Consequently, while classroom observations were a crucial data source for the study, the influence of the researcher's presence cannot be overlooked.

The study observed each teacher for only eight weeks, limiting the ability to assess their teaching approaches beyond the observed lessons Additionally, the research was conducted while each teacher taught a single class at the same level, preventing an evaluation of how they might adjust their pedagogical strategies for students at varying levels.

Three teacher participants in the study shared a narrow age range and similar educational backgrounds, with the exception of one who held a master's degree from Vietnam While the researcher cannot assert that this group is representative of all high school English language teachers in the country, this exploratory study on pronunciation teaching and learning in Vietnam contributes valuable insights to the growing body of research on pronunciation in the Southeast Asian region.

Recommendations for Further Studies

This study utilized a limited model, making it challenging to generalize the findings to all high school learners Therefore, future research should employ more comprehensive models Additionally, it would be beneficial to investigate outcomes among both secondary and primary school students, rather than focusing solely on high school students.

Research will investigate how song-based teaching impacts various pronunciation skills, including stress, voicing, aspiration, linking, intonation, and clusters, particularly focusing on challenging individual sounds that students frequently struggle with Furthermore, longitudinal studies will provide insights into the pronunciation learning process through songs, despite potential limitations.

Incorporating English songs into pronunciation teaching significantly enhances students' skills while making the learning process enjoyable and engaging This approach motivates learners to practice their pronunciation in a fun environment, leading to increased confidence in speaking English clearly and fluently with peers Additionally, using songs can improve teachers' instructional methods, creating a more dynamic and less monotonous classroom atmosphere Future research could explore the application of English songs in various educational contexts, offering valuable insights for other studies focused on innovative teaching strategies.

On the other hand, there are some suggestions in this research:

English teachers should enhance their teaching techniques and utilize various media to foster students' interest in improving their pronunciation skills Incorporating engaging methods in the teaching and learning process can significantly boost students' motivation to learn English To achieve this, teachers are encouraged to create more classroom activities that incorporate English songs, as these can effectively enhance students’ pronunciation Therefore, it is recommended that English instructors actively use English songs in their lessons to support students' language development.

Students are required to practice their English speaking more frequently to make their abilities in pronouncing English words become better, especially during

Listening to English songs and recording their voices allows students to practice pronunciation effectively By reading song lyrics aloud, students can gain confidence and receive valuable feedback from peers and teachers This method not only enhances their speaking skills but also contributes to their overall language learning process, leading to improved capabilities in English communication.

Research indicates that teaching pronunciation through English songs is highly effective The researcher encourages other educators to implement this method for enhancing speaking skills, particularly in pronunciation Furthermore, the findings serve as a valuable reference for future studies exploring various English skills in greater depth Additionally, it would be beneficial to investigate how different student conditions, such as motivation and interests, impact the effectiveness of this approach.

Abbott, M (2002) Using music to promote L2 learning among adult learners

Albaladejo, S.A., Coyle, Y., & Larios, J.R (2018) Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language System, 762018, 116-128

Alisaari, J & Heikkola, L.M (2017) Songs and poems in the language classroom: Teachers’ beliefs and practices Teaching and Teacher Education, 63, 231-242

Anton, R J (1990) Combining singing and psychology Hispania, 73, 1166-1170

Arleo, A (2000) Music, song, and foreign language teaching Les Cahiers de l'APLIUT, 19, 5-19

Azadi, M (2015) The impact of musical texts on the recall of young learners of English in Isfahan Junior High School Education Journal, 4(5), 232-237

Bartle, G (1962) Music in the language classroom Canadian Modern Language

Boothe, D & West, J (2015) English language learning through music and song lyrics—the performance of a lifetime Proceedings of the future of education conference, Edition 5

Creswell, J (2009) Research design: Qualitative, quantitative, and mixed methods approaches London: Sage Publications

Dửrnyei, Z (2007) Research methods in applied linguistics Oxford:

Dzanic, N.D & Pejic, A (2016) The effect of using songs on young learners and their motivation for learning English NETSOL: New

Trends in Social and Liberal Sciences, 1(2), 40-54.doi:

Farmand, Z., & Pourgharib, B (2013) The effect of English songs on

English learners’ pronunciation International Journal of Basic Sciences & Applied Research, 2(9), 840-846

Foote, J A., Holtby, A K., & Derwing, T M (2011) Survey of the teaching of pronunciation in adult ESL programs in Canada,

Forster, E (2006) The value of songs and chants for young learners

Ghanbari, F., & Hashemian, M (2014) The effects of English songs on young learners’ listening comprehension and pronunciation

International Journal of Language Learning and Applied Linguistics World, 6(3), 337-345

Gilakjani, A., & Ahmadi, A (2011) A study of factors affecting EFL learners’

English listening comprehension and the strategies for improvement

Journal of Language Teaching and Research, 2(5), 977-988

Gürbüz, N (2010) Teaching speaking skills in the young learner classroom In B Haznedar & H.H Uysal (Eds.), Handbook for teaching foreign languages to young learners in primary schools

Hayes, Bruce 2009 Introductory Phonology United Kingdom: Wiley-Blackwell

Ho, W.K & Wong, R.Y.L (eds) 2000, Language policies and language education: The impact in East Asian countries in the next decade, Times

Ho, W.K & Wong, R.Y.L (eds) 2003, English language teaching in East Asia today: Changing policies and practices, Times Academic Press, Singapore

Kelly, G (2004) How to teach pronunciation (J Harmer, Ed.)

Kirkpatrick, A (2012) ‘English in ASEAN: Implications for regional multilingualism', Journal of Multilingual and Multicultural Development, vol 33, no 4, pp 331- 44

Klimek, C (2017) The effect of music on English language learning for

ENL students in primary and elementary classes (Publication No

10586745) [Doctoral dissertation, St John’s University] ProQuest Dissertations and Theses Global

Knight, R.A (2012) Phonetics: A coursebook Cambridge: Cambridge University

Kramer, Daniel J Using Songs Teaching English: Modern Language Association,

Kristina, D (2007) Pronunciation 1 Surakarta: UNS Press

Le, H.T (2013) ‘ELT in Vietnam general and tertiary education from second language education perspectives', VNU Journal of Foreign Studies, vol 29, no 1, pp 65- 71

Lee, L., & Lin, S (2015) The impact of music activities on foreign language, English learning for young children Journal of the European Teacher Education Network, 10, 13-23

Liu, J ( 2002) Negotiating silence in American classrooms: Three Chinese cases, Language and Intercultural Communication, vol 2, no 1, pp 37-54

McCarthy, J (2006) Songs in the Classroom TESOL Courses

Manik, S (2015) Improving Students’ Pronunciation Mastery by Using

English Songs Medan: Universitas HKBP Nomensen

Millington, T (2011) Using Songs Effectively to Teach English to Young

Learners Language Education in Asia Vol 2: 134 - 139

Moradi, F & Shahrokhi, M (2014) The effect of listening to music on

Iranian children’s segmental and suprasegmental pronunciation

Murphy, T (1990) The song stuck in my head phenomenon: A melodic din in the LAD? System, 18(1), 53-64

Murphy, T (2010) Gracias a la vida - musicaque me ha dado tanto: Songs as scaffolded-languaging for SLA In A Hermont, R Esprito Santo & S Cavalcante (Eds.) Linguagem E Cogniỗóo (p 241-255) Belo Horizonte: Ed.PUC Minas

Nguyen, T.L (2019), ‘EFL pronunciation instruction practiced at a Vietnamese tertiary institution', PhD thesis, Victoria University of Wellington, Wellington

Nunan, D (2003) Practical English Language Teaching New York: Mc Gravo

Nunan, D (2011) Teaching English to young learners California:

Patel, A D (2003) Language, music, syntax and the brain Nature

Schlaug, G., Jancke, L., Huang, Y., Staiger, J.F., & Steinmetz, H

(1995) Increased corpus callosum size in musicians

Seidlhofer, B (2009) Pronunciation In R Carter & D Nunan (Eds.),

The Cambridge guide to teaching English to speakers of other languages (pp 56-65) Cambridge: Cambridge University Press

Shehadeh, I I A., & Farrah, M A A (2016) The effectiveness of using children’s songs in developing elementary graders’ English vocabulary and pronunciation in Jerusalem, Palestine Journal of

Creative Practices in Language Learning and Teaching (CPLT), 4(2), 44- 59

Sumantri & Erno (2011) Improving Students Pronunciation by Using

English Songs Jakarta: UIN Syarif Hidayatullah Unpublished Thesis

Tegge, F (2018) Pop songs in the classroom: time-filler or teaching tool? ELT Journal, 72(3), 274-284

Wu, L., & McMahon, M (2012) Adopting a musical intelligence and e-learning approach to improve the English language pronunciation of Chinese students IFAC Proceedings Volumes, 45(10), 160-164

Yates, L (2002) Pronunciation 1 La Trobe: Adult Migrant English Program

Yusmita, A., & Angraini, N (2017) The effects of English songs on the seventh-grade students’ pronunciation achievement in SMP Srijaya Negara Palembang Global Expert Jurnal Bahasa Dan Sastra, 6(1), 14-20

To complete the exercise, listen carefully to the spoken sentence and fill in the blank using the appropriate phrase from the word bank The phrases available are: "should have," "a lot of," "had to," "how are you," "could have," and "don’t know." Make sure to choose the phrase that best fits the context of the sentence for accurate completion.

3 You _ done it last night

4 I know, but I _ help my little brother with his homework

Directions: Listen to the sentence spoken aloud Fill in the blank with the phrase from the word bank

1 Hey man, whada ya doing? (answer: what are you)

2 I dunno I have alotta homework to do (answer: a lot of)

3 You shoulda done it last night (answer: should have)

4 I know, but I hadta help my little brother with his homework (answer: had to)

5 You coulda done it after (answer: could have)

Directions: Listen to the recording On the second listen, fill in the blanks with the citation form of the words

I had a general notion of what college would be like, envisioning it as a place for personal growth and self-discovery, rather than having a specific expectation.

⚫ I thought college would be a lot different, I expected more busy, more hectic

⚫ I thought college _ more cut throat, competitive, a total pain, and survival fittest

Television often portrays college life as a constant series of parties and social events However, I found myself struggling to find time to study due to the frequent distractions, such as people streaking in the halls and the pervasive presence of alcohol and parties.

⚫ It’s not really like that _ study, you won’t be here long

⚫ I thought college was just study, study, study, study, study I didn’t think any free time anywhere

College is a blend of dedicated studying and hard work, which is essential to the educational experience However, it also offers opportunities to engage in activities and experiences that you might not typically pursue, fostering personal growth and exploration.

Directions: Listen to the recording On the second listen, fill in the blanks with the citation form of the words

I had a vague notion of what college would be like, envisioning it as a place for personal growth and self-discovery, but I didn't have a clear or specific expectation.

⚫ I thought college would be a lot different, I expected (it to be) more busy, more hectic

⚫ I thought college (was going to be) more cut throat, competitive, a total pain, and the survival (of the) fittest

Television often portrays college life as a constant party scene, leading many to believe that studying will be impossible amidst the distractions of streakers in the halls and ubiquitous alcohol-fueled gatherings.

⚫ It’s not really like that (If you don’t) study, you won’t be here long

⚫ I thought college was just study, study, study, study, study I didn’t think (that there would be) any free time anywhere

College is a unique experience that blends rigorous studying and hard work with opportunities for personal growth and exploration While the primary focus is on academics, it also encourages students to engage in activities and experiences that they might not typically pursue.

Research Study Participant Consent Form

INSTITUTION: Chu Van An High school

PROJECT: How to increase the effect of English songs in teaching Pronunciation at Chu Van An high school in Long An province

We invite you to participate in research aimed at enhancing the effectiveness of English songs in teaching pronunciation at Chu Van An High School in Long An Province This study seeks to identify effective teaching techniques that leverage English songs to improve pronunciation skills among students The findings will offer valuable insights into teachers' needs for providing direct and guided instruction on pronunciation, benefiting students even if they lack prior knowledge of this linguistic feature.

If you agree to participate in this study, you will be asked to:

- Join control group or experimental group

- Take part in the test;

Participation in this research study is completely voluntary, and you can choose to withdraw at any time You also have the right to request the removal or destruction of any data you have provided up to that point If you have any questions after reviewing this information sheet, please consult the researcher before the study commences.

Your participation in this study is voluntary