The rest of the survey suggests some solutions to improve teaching and learning English pronunciation for teachers and second-degree first-year English major students at UTEHY.. Chapter
INTRODUCTION
Rationale of the study
In today's rapidly developing society, the demand for effective communication is growing, making English learning increasingly popular English plays a crucial role in modern life, and while acquiring the language is essential, mastering proper pronunciation is vital for effective communication with foreigners.
Effective communication in English reflects your personality and identity Mispronunciation can lead to misunderstandings, indicating a breakdown in communication Many learners face challenges in speaking English, particularly in mastering correct and accurate pronunciation.
Despite English being a mandatory subject in high schools, teachers often prioritize vocabulary and grammar over pronunciation, leading to significant challenges in English pronunciation for students, especially first-year English majors entering university.
Correct English pronunciation is essential for clear and accurate communication, as mispronouncing even simple words can hinder understanding and complicate conversations For non-native speakers, mastering English pronunciation can be particularly challenging, making it crucial for all students, especially first-year English majors, to focus on this skill Additionally, part-time first-year students face even greater difficulties in improving their pronunciation due to limited time for self-study and practice.
Currently, there are various methods available for learning English, including online classes, livestream sessions with teachers, and mobile applications Despite the abundance of options, many students still struggle to find the most suitable learning approach for their individual needs.
Motivated by various factors, I conducted research titled "A Study on Pronunciation Problems of First-Year English Major Students at Hung Yen University of Technology and Education." This study aimed to identify the specific pronunciation challenges faced by first-year English majors and to propose effective strategies for their improvement.
Aim and objectives of the study
- Finding out the teachers’ and the learners’ perspectives towards English pronunciation
- Finding out the pronunciation problems of the first-year English major students at Hung Yen University of Technology and Education
- Suggesting some solutions to improve the pronunciation problems of the first-year English major students at Hung Yen University of Technology and Education.
Research questions
In order to gain the aims stated, the study is meant to find out the answer to the following research questions:
1 What are the teachers’ and the learners' perspectives towards learning English pronunciation?
2 What are the pronunciation problems of the first-year English major students at UTEHY?
3 What solutions are suggested to improve the pronunciation problems of the first-year English major students at UTEHY?
Scope of the study
This study examines the pronunciation challenges faced by first-year English major students at UTEHY, with a specific focus on second-degree students enrolled in Speaking 2 It highlights common pronunciation errors, including issues with English sounds, ending sounds, and stress placement, while excluding other aspects such as intonation and rhythm due to scope limitations The research was conducted with a group of 68 second-degree first-year students, emphasizing the significance of addressing sound pronunciation errors and stress misplacement in their language learning process.
The method of the study
The research employs survey questionnaires and analysis of homework videos to identify pronunciation issues among first-year English major students at UTEHY The questionnaires target both teachers and students, consisting of two key sections aimed at addressing specific research questions The first section identifies common English pronunciation challenges faced by students, while the second section proposes solutions to enhance English pronunciation teaching and learning Participants indicate their responses by selecting the most suitable options The study utilizes both quantitative and qualitative methods, including open-ended questions, alongside the analysis of students' recorded assignments Subsequently, the collected data is analyzed and presented in charts to reveal the research findings.
Significance of the study
The correct pronunciation of English poses challenges for non-native speakers, yet there is a lack of research focused on first-year second-degree English major students This study investigates the pronunciation difficulties faced by these students and offers solutions to enhance their pronunciation skills The findings of this research will benefit both English teachers and students, improving the teaching and learning of English pronunciation.
Design of the study
This study is divided into four chapters and is arranged as follow:
Chapter 1 is Introduction indicates the rationale of the study, aim and objectives of the study, research questions of the study, subjects of the study, scope of the study, significance of the study, structure of the study
Chapter 2 is a Literature Review, which consists of a previous study and theoretical reviews such as the definition of pronunciation, the importance of pronunciation, some pronunciation problems such as English sounds, word stress, ending sounds and some solutions to improve pronunciation problems
Chapter 3 is The Study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and the videos home assignments., data analysis and discussion, findings, and recommendations
Chapter 4 is the Conclusion which is summary of the study as well as the limitations of the study and suggestions for further study.
LITERATURE REVIEW
Overview of pronunciation
Pronunciation is an indispensable part for English learners, especially for Faculty of Foreign Language students There are many definitions of pronunciation and each has its own character
Pronunciation refers to the manner in which a word is articulated, as defined by the Oxford English Dictionary (2007) Additionally, it encompasses the overall way a language is spoken, according to the Oxford Advanced Learner’s Encyclopedic Dictionary (1992) Understanding pronunciation is essential for effective communication in any language.
(2008) [8] defined pronunciation as “the way in which a language or a particular word or sound pronounced”
Pronunciation, as defined by Cook (1996) and cited in Pourhosein Gilakjani (2016), refers to the production of English sounds, which learners acquire through repetition and correction of inaccuracies As learners begin to master pronunciation, they develop new habits that help them navigate challenges stemming from their first language Yates (2002), also cited in Pourhosein Gilakjani (2016), emphasizes that pronunciation involves producing sounds essential for conveying meaning.
In short, there are various definitions of pronunciation and in my opinion, pronunciation is how we make a sound To pronounce a standard English word, a speaker must pronounce it clearly
According to Harmer (2001), pronunciation is the first aspect that native speakers notice in conversation While grammar and vocabulary are important, they become ineffective if not pronounced correctly Native speakers can often comprehend speakers with grammatical mistakes as long as their pronunciation is accurate Correct pronunciation ensures communicative efficiency, making it a crucial element of effective communication Without proper pronunciation, one cannot claim to have a perfect command of the English language.
Harmer (2001) [3] also emphasized that through pronunciation instruction, students not only learn different sounds and sound features but also improve their speaking skills
Focusing on sounds helps learners identify word stress patterns, enhancing their understanding of spoken English This awareness contributes to improved comprehension and intelligibility in communication.
Pronunciation plays a crucial role in language learning, as it requires a close interaction between cognitive and physiological processes (Lund, 2003) Good pronunciation enhances understanding and encourages listeners, while poor pronunciation can lead to confusion and miscommunication, regardless of one's grammar or vocabulary skills Therefore, mastering pronunciation is essential for English learners, as it ensures that the intended message is conveyed clearly, ultimately leading to more effective communication.
Some common pronunciation errors
Pronunciation errors, as defined by Nguyen (2007), refer to the incompetence in language and incorrect pronunciation that can hinder communication intelligibility Jenkins (2006) elaborates on this by describing pronunciation errors as variants that obstruct one communicator's understanding of another's message This definition is particularly relevant when considering English as a global means of communication.
There are 44 sounds in English They are divided into 2 groups: 22 vowel sounds including 12 vowels, 8 diphthongs, and 24 consonant sounds
Vowels are “sounds in the production of which there is no obstruction to the flow of air also it passes the larynx to the lips” (Roach, 2000:10) [12]
(Internet picture) Diphthongs: According Wikipedia [17] , diphthong is “is a combination of two adjacent vowel sounds within the same syllable” There are two types of diphthong:
• Closing diphthongs: ending in /ɪ/ and ending in /ʊ/ sounds such as: day, high, go, etc
• Centering diphthongs: ending in /ə/ sounds such as: bare, tour, sure, hear, etc
Influenced by their native language, particularly Vietnamese, learners often modify certain English vowels by aligning them with syllables from the Vietnamese alphabet, leading to pronunciation errors in English.
English as a second language (ESL) learners frequently struggle with vowel distinctions due to the greater number of vowels in English compared to their native languages Specifically, English features 20 vowels—comprising 7 short vowels, 5 long vowels, and 8 diphthongs—while languages like Vietnamese contain only 13 short vowels and 3 diphthongs This discrepancy contributes to the challenges students face when pronouncing English vowels.
• Problem 1: Students often make great confusion between these tense and lax vowel pairs For example: /i:/ and / ɪ /, /eɪ/ and /e/, /u:/ and /ʊ/
• Problem 2: Students also make confusion of these following pairs of vowels: /e/ vs /ổ/ as in “bed” and “bad”
/ʌ/ vs /a/ as in “cut” and “car”
In Vietnamese, certain syllables can lead to misunderstandings for English learners, as some Vietnamese sounds are incorrectly substituted for English equivalents For example, the Vietnamese syllable /õy/ is often used in place of the English /eɪ/ found in words like "layer" and "hey." Additionally, many learners tend to confuse /e/ with the Vietnamese /ổ/, resulting in mispronunciations of words such as "bad," "bed," "dad," and "head."
Consonants are defined as sounds that obstruct the airflow from the larynx to the lips (Roach, 2000) It's important to note that consonant sounds differ from consonant letters, as the number of consonants in global languages exceeds the consonant letters available in any single alphabet (Wikipedia Dictionary) Roach (2000) classifies the 24 consonants into six categories: plosive, fricative, affricate, nasal, lateral, and approximant.
Table 1: Table of English consonant sounds
Common consonant issues typically arise from specific articulatory features, as learners tend to struggle with groups of sounds that share these characteristics rather than isolated sounds.
According to Avery and Ehrlich (1992) [1] , the followings are some main problems with English consonants:
• Problem 2: Voicing of fricatives: /v/, /ð/, /z/, /dʒ/
• Problem 3: Voicing of final stop consonants /b/, /d/, and /g/
• Problem 6: /θ/ and /ð/ as in “think” and “this”
Certain English sounds, such as /θ/, /ð/, /dʒ/, /∫/, /ʒ/, and /ŋ/, have similar pronunciations in Vietnamese, represented by the letters th, d, gi, s, z, and ng Due to their familiarity with Vietnamese phonetics, many learners inadvertently substitute these English syllables with Vietnamese pronunciations, often without realizing that this leads to incorrect pronunciation in English.
Stress, as defined by Crystal (2003), refers to the intensity of force applied when pronouncing a syllable This concept encompasses both word stress and sentence prominence, which can be expressed through various elements such as syllable length, vowel quality, pitch variations, and loudness (Rogerson & Gilbert 1990; Roach 2000).
Word stress is a defining characteristic of the English language, as noted by Roach (2000) It involves applying extra emphasis to a specific syllable within a word, and this stress pattern is typically consistent.
Stress in language refers to the emphasis placed on specific syllables within a word or on particular words in a phrase or sentence In English, stressed syllables are characterized by being louder, longer, and having a higher pitch compared to their non-stressed counterparts.
English is a stress-timed language That means that stressed syllables appear at a roughly steady tempo, whereas non-stressed syllables are shortened [18]
In spoken language, grammatical words such as auxiliary verbs, prepositions, pronouns, and articles typically lack stress, while lexical words, including nouns, verbs, adjectives, and adverbs, are required to have at least one stressed syllable.
Many languages lack the concept of stress, which can lead to difficulties for students when pronouncing English In English, stress can occur on any syllable of a word, and there are no written indicators to guide learners in mastering English stress.
For ESL (English as a Second Language) learners, "ending sounds" refers to the final consonant sounds in words, which can include single consonants or consonant clusters In English pronunciation, these ending sounds are crucial as they occur at the end of words, impacting clarity and comprehension.
According to Rachael (2003) [11] , there can be up to 4 consonants in a coda:
• If there are no consonants at the end of the word, it has a zero coda
• A single consonant is called the final consonant Any consonant except h, r, w and j may be a final coda
Final consonant sounds in English include the following sounds:
/t/ - start, smart, seat, meat, wet
/f/ - leaf, belief, roof, half, sniff
/v/ - leave, arrive, live, love, five
/s/ - stress, goes, rice, bus, six
This article explores various phonetic sounds, highlighting examples for each The /tʃ/ sound appears in words like "teach," "watch," and "much." The /dʒ/ sound is exemplified by "bridge," "large," and "village." The /m/ sound can be found in "come," "some," "warm," and "time." For the /n/ sound, consider "than," "man," "sun," "tin," and "cone." The /ŋ/ sound is illustrated with "sing," "spring," "wrong," and "wing." The /l/ sound is represented by "pool," "smile," "veil," "call," and "girl." The /ʒ/ sound is present in "message," "garage," and "massage." The /g/ sound features in "beg," "dog," "clog," and "bag," while the /ʃ/ sound is found in "crash," "wash," and "rush."
When there are two or more consonants standing at the end of the word, the terms “pre- final” and “post-final” consonants are used
Pre-final: /m/, /n/, /ŋ/, /l/, /s/ followed by a final consonant
Consonant plus post-final /s/, /z/, /t/, /d/, /θ/ E.g: help, bank, blind, books etc
Pre-final plus final plus post-final (e.g: helped,banks)
Final plus post-final 1 plus post final 2: /s/, /z/, /t/, /d/, /θ/ (e.g: next, fifths)
Most are pre-final plus final plus post-final 1 plus post-final 2 (e.g twelfths, prompts) Occasionally there is one final and three post final consonants (e.g sixths, texts )
Reviewing results of some studies of errors with consonant sounds, according to Treiman (1989) [15] , they can be classified into 6 types:
Cluster reduction: This is the “deletion of one or more consonants from a target cluster so that only a single consonant occurs at syllable margins” (Grunwell, 1987: 217, as cited in Treiman, 1989 )
Cluster simplification refers to the phenomenon where one or more elements within a phonetic cluster are produced differently from the target phoneme, as noted by Grunwell (1987) and cited in Treiman (1989) For example, the word "bread" may be pronounced as [bwed].
Epenthesis: This is the insertion of some vowel (normally a schwa) between cluster elements (Dyson & Paden (1983), as cited in Treiman, 1989)
E.g Drive (/draɪv/) pronounced as [dəraɪv]
Coalescence: It occurs when the yielded pronunciation contains a new consonant composed of features from the original consonants E.g.: Swim pronounced as [fim]
It was explained that because the [+fricative] feature of /s/ co-occurs with the [+labial] feature of /w/, resulting in a labial fricative, [f] (Dyson & Paden, 1983, as cited in Treiman,
Some strategies to improve English pronunciation
2.3.1 Some activities teachers can use in learning Speaking curriculum
Practice in pairs: Practice speaking in pairs helps individuals exchange and learn more from each other, from which they will make progress in pronunciation
Joining a small group for learning fosters idea exchange and collaboration, allowing individuals to supplement each other's insights When faced with uncertainty, team members can seek advice from one another, promoting collective learning Additionally, this practice enhances teamwork skills and boosts individual confidence.
Practicing presentations in front of the whole class enhances students' presentation skills and boosts their confidence when addressing large audiences, leading to improved fluency in their speech.
Personal speaking practice offers students the flexibility to self-study anytime and anywhere, enhancing their learning experience With numerous online resources available, students can effectively improve their skills at their own pace Additionally, the ability to manage their own study schedule empowers students to take an active role in their learning journey, particularly in mastering pronunciation.
2.3.1 Learning the International Phonetic Alphabet (IPA)
IPA is an alphabetic system of phonetic notation based primarily on the Latin alphabet
Learning the International Phonetic Alphabet (IPA) is essential for mastering correct word pronunciation Many people feel embarrassed when they struggle to pronounce words accurately, even when they understand their meanings and transcriptions By studying IPA, you will gain the skills needed to pronounce words correctly and understand their stress patterns With proper learning, you will discover that pronunciation is much easier than it seems.
To effectively learn to speak, mastering the art of listening is essential Distinguishing between similar sounds can be challenging; for instance, recognizing whether the speaker said "sleep" or "slip," or "chin" versus "shin" is crucial By honing your listening skills, you will find it significantly easier to articulate these differences in your speech.
To enhance your listening skills in English, consider utilizing various resources such as movies, songs, and news outlets like BBC and VOA Additionally, engaging with English talk shows, including TED Talks and The Ellen DeGeneres Show, can significantly improve your pronunciation abilities.
2.3.3 Read out loud and record yourself
To effectively improve in any challenge, it is essential to monitor your progress When practicing English pronunciation, recording yourself while reading and speaking clearly provides an excellent benchmark for measuring your advancements.
Overcoming the discomfort of hearing your own recorded voice can lead to significant improvements in your English speaking skills By recording yourself and listening to the playback, you can track your progress over months or years, ultimately recognizing how much you have advanced in your language proficiency.
Recording their own voice allows students to identify mispronounced sounds and incorrect word stress, enabling them to correct these errors effectively.
2.3.4 Other strategies to improve pronunciation skills
Collaborating with friends or online partners is an effective strategy for improving your English skills, especially when you have questions or face challenges with pronunciation Connecting with someone who has expertise in English can provide valuable guidance and support, helping you to address your pronunciation errors and discover effective learning techniques.
There are numerous apps and forums available to assist learners in finding answers independently Additionally, joining English language learning groups on Facebook allows you to post questions and receive feedback from others.
Joining English clubs or activities at language centers can significantly enhance your learning experience These environments provide opportunities to practice speaking and address pronunciation challenges with direct support from teachers Engaging in group activities fosters confidence in communication skills, making it easier to navigate difficult language issues Overall, participating in these settings promotes a more interactive and effective approach to mastering English.
Summary
This chapter explores the pronunciation challenges faced by first-year English major students, drawing on insights from various authors and online resources It also presents strategies to enhance students' pronunciation skills To provide a clearer understanding of these issues, the research proceeds to analyze the data collected in the subsequent section.
THE STUDY
Overview of Speaking lesson and pronunciation skill
In the first year, students will develop essential Listening, Speaking, Reading, and Writing skills, progressing from basic to advanced levels The focus on speaking skills will provide students with foundational communication abilities in English, enhancing their confidence in verbal interactions.
In the second semester, students will engage in Speaking 2 (3 credits) while continuing their studies from Speaking 1 (2 credits) using two primary textbooks: "Let's Talk 2" by L Jones (2002) and "English Pronunciation in Use (Intermediate)" by M Jonathan (2007) The curriculum is designed to enhance students' speaking skills and pronunciation proficiency.
Unit 1: Getting to know you 1.1 Speaking:
1.1.1 Talking about favorite places and colors
Unit 2 Making a good impression 2.1 Speaking:
2.1.2 Role-playing meeting new people and phone conversations
Unit 3 Food and cooking 3.1 Speaking:
3.1.1 Discussing foods and cooking techniques
4.1.1 Talking about weather and seasons
4.1.3 Giving advice about extreme weather
Unit 5 Working for a living 5.1 Speaking:
5.1.1 Talking about job likes and dislikes
5.1.4 Talking about what’s important in a job
Unit 7 Sports and games 7.1 Speaking:
7.1.1 Talking about participation in sports
Unit 8 Transportation and travel 8.1 Speaking:
8.1.1 Discussing traffic and transportation problems
8.1.2 Talking about different ways to travel
Unit 10 Inventions and gadgets 10.1 Speaking:
10.1.1 Discribing gadgets and their uses
11.1.1 Talking about animals and plants
11.1.2 Discussing environmental problems and solutions
Unit 12 News and curent events 12.1 Speaking:
12.1.1 Talking about news, stories and sources
13.1.1 Comparing city and country life
13.1.2 Talking about safety habits and tips
13.1.3 Telling stories about dumb or unlucky criminals
Unit 14 Entertainment and Art 14.1 Speaking:
14.1.2 Talking about music and movies
15.1.1 Describing how someone has changed
15.1.3 Discussing historical places and events
When university students develop their speaking skills, they also enhance their pronunciation abilities By gaining foundational knowledge of English sounds, they learn to pronounce words correctly, resulting in fewer pronunciation errors.
Participants of the study
A study was carried out involving six English teachers who specialize in teaching Speaking skills to first-year English major students, specifically focusing on second-degree students The research included a total of 68 first-year students from three different campuses at UTEHY.
At UTEHY, English major students benefit from the expertise of six highly qualified teachers, all holding M.A degrees and doctoral credentials With over a decade of experience in teaching English, these educators are well-equipped to understand and address the common challenges students encounter in their language learning journey.
The study focuses on students at UTEHY, primarily women over 30 years old, who have been learning English for over a decade Despite their extensive study, many struggle with pronunciation due to infrequent use of the language This research aims to identify the specific challenges these students face in speaking and to develop effective methods to enhance their pronunciation skills.
The research methodology
To achieve reliable and valid data of the study, I used two main data collection instruments including recordings (from home-assignment videos) and survey questionnaires
3.3.1 Analyzing pronunciation errors from Recordings
To assess the pronunciation challenges faced by first-year English major students at UTEHY, this research utilized recorded home-assignment videos as a data collection tool The analysis of these recordings aimed to identify specific pronunciation issues, addressing the research questions outlined in Chapter 1 A pronunciation assessment table was employed, structured into three key components: English sounds, stress, and ending sounds This table allowed the researcher to document mispronounced syllables and the specific words that posed difficulties for students By utilizing this assessment framework, the researcher was able to objectively analyze the students' pronunciation errors.
This research involved designing and distributing survey questionnaires to teachers and students at UTEHY, consisting of 14 questions divided into four parts The first two parts aimed to gather general information and insights on pronunciation skills from both groups Part three included five questions focused on identifying students' challenges with English pronunciation, while part four offered suggested solutions to assist teachers and students in enhancing their pronunciation skills The questions were crafted in a straightforward manner to effectively highlight the issues and potential solutions related to the pronunciation difficulties faced by first-year English major students at UTEHY.
Data analysis
3.4.1 Results and discussion from survey questionnaire for students and teachers
3.4.1.1 Teachers’ and students’ opinion about pronunciation skill
Chart 1 Students’ opinion toward to English pronunciation skill
The pie chart illustrates student perceptions of English pronunciation skills based on a survey The results reveal that a significant majority, 51.1%, perceive English pronunciation as difficult, while 33.3% find it both challenging and interesting A smaller segment, 8.9%, feels neutral about the subject, and 6.7% consider it both difficult and boring For first-year students, mastering English pronunciation can be particularly challenging; however, cultivating an interest in the learning process can transform these difficulties into manageable tasks, ultimately making English pronunciation easier to grasp.
Chart 2 Teachers’ and students’ opinion about the importance of English pronunciation skill
The pie chart illustrates the perspectives of teachers and students regarding the significance of English pronunciation skills A substantial majority, with 73.3% of students and 80% of teachers, recognize English pronunciation as very important Additionally, the remaining participants also consider it important, indicating a consensus that pronunciation is a crucial skill for enhancing English language proficiency among learners Notably, neither teachers nor students expressed the view that English pronunciation lacks importance.
3.4.1.2 The problems of students when pronouncing English
Chart 3 Students’ problems in pronouncing
The pie chart reveals that a significant majority of students struggle with English pronunciation, particularly in areas such as English sounds, word stress, and ending sounds, with 64.4% of students acknowledging these challenges Notably, 100% of teachers concur with this assessment While 20% of students reported difficulties specifically with English sounds and 13.3% with ending sounds, only a minimal 2.3% identified word stress as a concern.
As can be seen that most of students also have problems with the three following criteria: English sounds, word stress, ending sounds
3.4.1.2.1 The problems of students relate to English vowels
Chart 4.1 Students’ evaluation on their problems related to English vowels
Chart 4.2 Teachers’ evaluation on students’ problems related to English vowels
The bar chart illustrates the pronunciation challenges faced by students learning English vowels According to the first chart, over 55% of students reported difficulties with sounds such as /ɜ:/, /ɔ:/, /ʌ/, /əʊ/, and /ʊə/, indicating these are common mispronunciations Additionally, around 40-50% of students also struggle with sounds like /i:/, /ʊ/, /eə/, /eɪ/, and /aʊ/ The second chart, reflecting teachers' evaluations, shows that more than 50% of teachers identified similar problematic sounds, including /i:/, /u:/, /ɜ:/, /ɔ:/, /ɑ:/, /ʊ/, /eə/, /əʊ/, /aʊ/, and /ʊə/ This data highlights that long vowel sounds, particularly /i:/ and /u:/, are frequently mispronounced by students.
/ɔ:/,/ɑ:/, diphthongs like /eə/, /əʊ/, /aʊ/, /ʊə/ and some sounds that do not appear in the Vietnamese alphabet such as /ʌ/, /ổ/
3.4.1.2.2 Students’ problems related to English consonants
Chart 5.1 Students’ evaluation on their problems related to English consonants
Chart 5.2 Teachers’ evaluation on students’ problems related to English consonants
The bar chart illustrates the pronunciation challenges students face with English consonants, highlighting discrepancies between student self-assessments and teacher evaluations According to the first chart, over 50% of students struggle with sounds such as /tʃ/, /dʒ/, /θ/, /ʒ/, and /ŋ/, with /dʒ/ and /ʒ/ being the most problematic at approximately 73% and 60%, respectively Additionally, the sound /ð/ is also a significant concern, comprising 50% of the total This data indicates that mispronunciation of these specific sounds is a common issue among students.
A recent teacher survey revealed that over 50% of educators identified the consonant sounds /dʒ/, /ʒ/, /θ/, /ð/, /tʃ/, /∫/, /ŋ/, and /j/ as commonly mispronounced by students Among these, the sounds /dʒ/, /θ/, /ð/, /∫/, and /ŋ/ were particularly notable, with 80-100% of teachers highlighting their difficulty This indicates a significant challenge for students in accurately pronouncing these specific consonant sounds.
3.4.1.2.3 Students’ problems related to English stress
Chart 6.1 Teacher's assessment of students' stress problems
The pie chart illustrates teachers' assessments of their students' stress-related issues, revealing that students frequently struggle with stressing three-syllable words To investigate this concern, a survey was conducted to identify specific stress problems faced by students when pronouncing these words The subsequent chart presents the survey results.
Chart 6.2 Students’ respond to the stress of the given words
The chart indicates that students struggle with marking word stress, particularly with two-syllable words such as "apply," "arrive," and "money." Many students incorrectly stress the first syllable of "apply," despite its natural emphasis on the second syllable While most students answered correctly for "arrive" and "money," some still made mistakes In terms of three-syllable words like "encounter," "determine," "potato," "information," "Vietnamese," and "agreement," the error rate is relatively low, yet students continue to face challenges in marking stress Among these, "potato" has the highest accuracy, while the others often lead to confusion regarding stress placement.
3.4.1.2.4 Students’ problems related to English ending sounds
Chart 7.1 Students’ evaluation on difficulties in pronouncing ending sounds
Chart 7.2 Teachers’ evaluation on students’ difficulties in pronouncing ending sounds
The bar chart illustrates the challenges students face when pronouncing English ending sounds, highlighting a significant discrepancy between student self-assessment and teacher evaluations According to the first chart, over 50% of students struggle with sounds such as /d/, /ks/, /pt/, /lfθ/, /ksθs/, and /ksts/, with /pt/, /lfθ/, and /ksθs/ being particularly problematic, as over 70% of students report difficulties with these Conversely, the second chart reveals that teachers identify a high percentage of students mispronouncing sounds like /k/, /d/, /ks/, /pt/, /lfθ/, /kst/, /ksθs/, and /ksts/, with 80-100% of teachers noting issues with /ks/, /pt/, /lfθ/, /kst/, and /ksθs/ Interestingly, some students still pronounce /k/, /d/, and /ksts/ correctly, indicating that while there are notable challenges, not all students struggle with every sound Overall, it is clear that students have considerable difficulty with English ending sounds, particularly /k/, /d/, /ks/, /pt/, /lfθ/, /kst/, /ksθs/, and /ksts/.
3.4.1.3 Some suggested solutions to improve students’ English pronunciation
3.4.1.3.1 Some effective pronunciation activities in pronouncing lessons
Chart 8.1 Students’ evaluation on the effectiveness of some pronunciation activities
Chart 8.2 Teachers’ evaluation on the effectiveness of some pronunciation activities
The bar chart illustrates the effectiveness of various pronunciation activities for students learning English, as evaluated by both students and teachers Notably, activities such as 'pair practice,' 'group practice,' 'whole class practice,' and 'individual practice' are deemed effective by over 50% of students However, around 40% of students rated 'pair practice,' 'whole class practice,' and 'individual practice' as 'low effective' or 'not effective.' In contrast, teachers rated these four activities as effective, with 80-100% approval, although some noted that 'group practice' and 'whole class practice' were less effective, with only 20% support Overall, these activities are recognized as beneficial for both students and teachers in enhancing English pronunciation skills.
3.4.1.3.2 Some exciting activities in pronouncing lessons
2 Singing the song with the lyrics
4 Listening news in English in VOA, BBC,…and repeat
5.Taking part in English centers
6 Watching some Talk Show in English such as Ted Talks, the Ellen DeGeneres Show…)
Chart 9.1 Students’ response to the exciting activities in English pronunciation lessons
Chart 9.2 Teachers’ respond to the exciting activities in English pronunciation lessons
The bar chart illustrates student enthusiasm for various English pronunciation activities alongside teachers' evaluations of these methods Notably, around 50% of students expressed strong agreement or agreement with activities such as 'Watching movies in English,' 'Listening to news from VOA and BBC,' and 'Participating in English centers.' These activities garnered a high percentage of 'Agree' votes, particularly between 44-55%, surpassing the neutral responses seen in activities like singing songs Teacher surveys revealed that approximately 80-100% found these activities effective, yet 'Participating in English centers' received a lower emphasis, with about 60% of teachers remaining neutral Furthermore, 'Listening to news in English' was notably favored by teachers, indicating its effectiveness Overall, while students find excitement in these learning activities, 'Participating in English centers' lacks teacher appreciation.
3.4.1.3.2 Students’ and Teacher’ opinion about some effective solutions to improve
(1 Learning the International Phonetic Alphabet (IPA)
2 Reading out loud and record yourself
3.Noticing the stressed words that you feel difficult and you often pronounce wrong
4 Watching the English news in BBC, VOA,…
6 Joining groups/activities/clubs with English speakers )
Chart 10.1 Students’ opinion about some effective solutions to improve English pronunciation
Chart 10.2 Teachers’ opinion about some effective solutions to improve English pronunciation
The bar chart illustrates the perspectives of teachers and students on effective solutions for enhancing English pronunciation Overall, the proposed solutions are deemed effective by students, with over 50% indicating 'Strongly agree' or 'Agree.' Notably, activities such as 'Reading out loud and recording yourself,' 'Noticing stressed words,' 'Finding an online conversation partner,' and 'Joining English-speaking groups' received high agreement rates of approximately 66%, 71%, 66%, and 64%, respectively Additionally, 'Learning the International Phonetic Alphabet (IPA)' garnered a significant 'Strongly agree' response from about 35% of students, highlighting its effectiveness Teacher feedback also supports these activities, with 80-100% expressing agreement, although 20% remained neutral regarding 'Watching English news on BBC or VOA.' Ultimately, these solutions are recognized as beneficial by both students and teachers in improving English pronunciation.
3.4.2 Results and discussion from recording (home-assignment videos)
The researcher analyzed student pronunciation errors by reviewing recordings collected from teachers, synthesizing the findings into an evaluation table (refer to Appendix 3) The data derived from this analysis reveals significant insights into the students' pronunciation challenges.
The initial recording highlights various pronunciation errors made by the student, including vowel sound inaccuracies such as /i:/ in "reason," /ɔ:/ in "sport," and /ɑ:/ in "large." Additionally, consonant sound mistakes are evident with /tʃ/ in "match" and /dʒ/ in "age." The student also struggles with ending sounds, mispronouncing /tʃ/ in "each," /θ/ in "both," and /st/ in "first." Overall, these errors reflect significant areas for improvement in the student's pronunciation skills.
In the second recording, students made some mistakes when pronouncing vowel sounds like /ɔ:/: football, more, /ɑ:/: large, /ổ/ : national, consonant sounds like /t/: football, team ,
/tʃ/: match, /θ/: both, thanks, /j/: enjoy, /l/: while, /ð /: other, ending sounds like /k/: take (place), /t/: whatever, different, /ks/: thanks, /v/: have, etc
In the third recording, students exhibited several pronunciation errors, including vowel sounds such as /u:/ in "cool," /ɔ:/ in "all," and /ɑ:/ in "hard," as well as diphthongs like /aɪ/ in "time." Additionally, consonant sounds were mispronounced, including /n/ in "nice," /θ/ in "think," and various ending sounds such as /θ/ in "north" and "south," /s/ in "as," /tʃ/ in "each," /st/ in "most," /d/ in "cloud" and "hard," and /t/ in "white." The fourth recording revealed further syllable mispronunciations, with errors in /ɔ:/ in "for," "important," and "tall," as well as /ổ/ in "family," and /eɪ/ in "day." Other mispronounced sounds included /f/ in "life" and "wife," /t/ in "difficult," "not," and "eat," /d/ in "kind," /st/ in "most," /k/ in "make" and "like," and /ð/ in "that."
In the fifth recording, students encountered some vowel errors such as /ɔ:/: important, /ɑ:/: heart, cartoon, consonant errors like /j/: jack, /θ/: nothing, etc
In the remaining recordings, students also made similar mistakes about vowels, consonants, and ending sounds Besides, most students have not pronounced or pronounce incorrectly the word stress
Findings and discussion
After analyzing all the data, this chapter finds for answering three research questions proposed in the introduction:
Research question 1: What are the teachers’ and the learners' perspectives towards learning English pronunciation?
Many students find English pronunciation interesting, indicating a positive attitude towards developing this skill, which also enhances their receptive abilities However, they often struggle with pronouncing English sounds, recognizing the difficulty involved Both students and teachers agree that English pronunciation is crucial for learners, as it forms an essential foundation for effective communication Just as a baby learns to speak through consistent practice, English learners can improve their pronunciation over time with dedication and daily practice, leading to noticeable progress in their speaking abilities.
Mastering English pronunciation can be challenging, but with the right learning approach, it transforms into an engaging and valuable skill While it may seem difficult initially, dedicating effort and integrating daily practice into your routine can significantly improve your pronunciation Embracing English as a part of your life will make the learning process easier and more enjoyable.
Research question 2: What are the pronunciation problems of the first-year English major students at UTEHY?
Many students struggle with English pronunciation, particularly with sounds, word stress, and ending sounds Data analysis reveals that common challenges include mispronouncing long sounds like /i:/, /u:/, /ɜ:/, /ɔ:/, and /ɑ:/, as well as diphthongs such as /eə/, /əʊ/, /aʊ/, and /ʊə/ Additionally, sounds absent from the Vietnamese alphabet, like /ʌ/ and /ɔ/, pose significant difficulties The influence of Vietnamese syllables often leads learners to incorrectly imitate English sounds that resemble Vietnamese pronunciations, resulting in further confusion with unfamiliar syllables.
Many students struggle with pronouncing certain English consonants, such as /dʒ/, /ʒ/, /θ/, /ð/, /tʃ/, /∫/, /ŋ/, and /j/ This difficulty often arises from their tendency to imitate Vietnamese sounds, leading to fundamental pronunciation errors Additionally, issues with word stress are prevalent, as many students either misplace stress on words or fail to stress them altogether.
Many students struggle with pronouncing English ending sounds such as /k/, /d/, /ks/, /pt/, /lfθ/, /kst/, /ksθs/, and /ksts/ Unlike Vietnamese, which has fewer ending sounds that are often overlooked in pronunciation, English places significant importance on these sounds Clear articulation of ending sounds is crucial, as mispronunciations can lead to misunderstandings for listeners.
English pronunciation is crucial for effective communication, yet it poses challenges for beginners Many learners struggle with aspects like English sounds, word stress, and ending sounds, often influenced by their native Vietnamese phonetics.
Research question 3: What solutions are suggested to improve the pronunciation problems of the first-year English major students at UTEHY?
Data analysis reveals that various activities are beneficial for both teachers and students in learning English pronunciation Activities such as "pair practice," "group practice," "whole class practice," and "individual practice" are especially effective, with "pair practice" being the most impactful This method allows students to collaborate, discuss challenges, and discover effective learning strategies together Furthermore, pair practice fosters idea exchange, enhancing topic comprehension Self-study is equally important, as it enables students to manage their time effectively and reinforces knowledge retention Additional activities like watching English movies, singing along to songs, studying with friends, and listening to news broadcasts from sources like VOA and BBC also receive high approval ratings These activities enhance pronunciation learning by exposing students to new vocabulary and sentence structures, allowing them to imitate native speakers and record their practice for improvement.
To improve English pronunciation, students should focus on challenging stressed words and consider reading aloud while recording themselves to identify and correct errors Learning the International Phonetic Alphabet (IPA) is essential, as it aids in understanding word pronunciation Additionally, joining English-speaking groups or activities can enhance their skills, as these environments foster knowledge sharing and engaging learning experiences, allowing members to connect and practice pronunciation together.
To enhance students' pronunciation effectively, consistent daily practice is essential Regular pronunciation exercises lead to significant improvements, enabling students to achieve clearer and more accurate speech over time.
Recommendations
Students show a strong preference for collaborative activities such as pair and group practice, as these interactions allow them to exchange ideas and receive valuable feedback from peers, enhancing their learning experience Engaging in group discussions fosters a sense of confidence and flexibility, enabling students to participate actively and improve their communication skills, including pronunciation Additionally, self-study is highly valued, as it promotes better retention and time management, allowing students to learn independently from anywhere With access to a wealth of online resources and materials, students can effectively enhance their English language skills through both collaborative and individual study methods.
To enhance self-study, students can explore several effective strategies Firstly, dedicating free time to learning the International Phonetic Alphabet (IPA) can significantly improve their understanding of English phonemes, enabling accurate pronunciation when they know a word's phonetic transcription Additionally, watching foreign films with English subtitles offers exposure to everyday conversations, allowing students to extract sample sentences for practice, which aids in long-term vocabulary retention This method also teaches stress patterns in words and helps students mimic accents Furthermore, students can enhance their pronunciation skills by listening to news broadcasts from platforms like VOA and BBC, or by singing along to English songs.
Learning English through songs provides a relaxing yet effective study environment, allowing students to grasp various sentence patterns, rhythm, and stress in lyrics This method significantly enhances their speaking and pronunciation skills Additionally, engaging with news content helps students build a diverse vocabulary across different fields, further enriching their English learning experience By recording their own voices, students can identify and correct pronunciation errors, fostering continuous improvement in their language skills.
Practicing English with friends or joining clubs and groups is a popular method among students Numerous English learning groups on platforms like Facebook and Zalo connect individuals eager to improve their language skills Students can find partners to exchange knowledge and enhance their learning experience These groups offer opportunities for activities that focus on improving pronunciation, such as selecting a topic, recording a video, and sharing it for feedback from peers Additionally, participants can practice by dubbing movies and posting their recordings, providing an engaging way to refine their English pronunciation skills.
Teachers can enhance students' pronunciation skills through various in-class and at-home activities For instance, students can record videos on specific topics and share them in a class Facebook group, allowing peers to provide constructive feedback In class, teachers can utilize the International Phonetic Alphabet (IPA) to help students listen to and practice syllables, with the teacher correcting any errors Pair work is also effective; students can discuss separate articles for 15 minutes and present their findings, while classmates identify and correct pronunciation mistakes Additionally, teachers can show pronunciation videos for students to mimic, or have them listen to news segments from sources like VOA or BBC, which they then recite aloud for practice The primary goal of these activities is to improve pronunciation, with teachers providing support and corrections as needed.
Summary
This chapter highlights the pronunciation challenges faced by first-year English major students and presents recommended solutions to enhance their pronunciation skills In conclusion, the study summarizes the key findings and insights discussed throughout the research.
CONCLUTION
Summary of the study
This study investigates the pronunciation challenges faced by first-year English major students at UTEHY and proposes solutions to enhance their pronunciation skills The research findings provide a solid foundation for the researcher to confidently conclude that the study has successfully achieved its initial objectives.
The study comprises four chapters: the first outlines the study's content, aims, objectives, and scope; the second chapter reviews relevant literature; the third chapter details the author's analysis and findings derived from questionnaires and recordings; and the final chapter concludes the study while offering suggestions for future research.
This research employed both qualitative and quantitative methods, utilizing questionnaires that included one open-ended question and home-assignment videos from first-year English major students at FFL The collected data will help identify the students' pronunciation issues, allowing the researcher to provide objective insights and conclusions Additionally, relevant theories from various authors concerning pronunciation were gathered to support the findings.
The study reveals that students struggle with English sounds, stress, and ending sounds To address these challenges, the author offers practical solutions for students to enhance their pronunciation, along with effective activities for teachers to assist their students in improving their English pronunciation skills.
Limitation of the study
In the process of concluding the study, although the research has made a great effort, the mistake and shortcomings are inevitable
Due to time constraints and the impact of the Covid-19 pandemic, the study was conducted with a limited sample size, including 45 students, 5 teachers, and 14 home-assignment videos, which may have influenced the overall results.
The study's findings are limited due to its focus on a small sample of first-year English major students at FFL, UTEHY, making it challenging to generalize the results across a broader population.
Although the mentioned limitation, the researcher hopes that this research help teachers and students have effective pronunciation methods in teaching and learning English.
Suggestions for furthers studies
Because of limit of a paper, this study only focuses on some students' pronunciation errors, the further studies can refer to the following suggestions as:
- Expand the scope of research: analyze and find out pronunciation errors of students with rhythm, intonation, accent, and sentence stress
- Find out the effective learning methods for students when learning Speaking skills as well as pronunciation skill
- Based on the results of this research, it can be extended to other modules such as Listening and Speaking skills
This study successfully identified students' pronunciation errors and provided effective learning strategies for improving pronunciation skills Additionally, it offered teachers valuable insights into these errors, enabling them to enhance their teaching methods Despite some limitations related to time and experience, the feedback received will be instrumental in refining future research endeavors.
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[3] Harmer, J (2001) The Practice of English Language Teaching London: Longman
[4] Jenkins, J (2006) Global intelligibility and local diversity: Possibility or paradox? In
R Rubdy & M Saraceni (Ed) English in the world: Global Rules, pp 32-39 London: Continuum
[5] Lund, K (2003) Age and Accent, Retrieved September 8, 2009, from http://www.intel.dbp.dbu.dk/infodok/sprogforum/Espr26/Lund-eng.pdf
[6] Nguyen, T.T.T (2007) Difficulties for Vietnamese when pronouncing English final consonants Hongskolan Dalana, Engelska C Uppsats
[7] Oxford Advanced Learner’s Encyclopedic Dictionary (1992), Oxford University Press
[8] Oxford Advanced Learner’s Encyclopedic Dictionary (2008), Oxford University Press
[9] Oxford English Dictionary (2007), Oxford University Press
[10] Pourhosein Gilakjani, A (2016) What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326
[11] Rachael, A.K (2003), Understanding English Variation, University of Survey – Roehampton, Week 3
[12] Roach, P (2000), English Phonetics and Phonology, Cambridge: Cambridge
[13] Rogerson, P & JB Gilbert (1990), Speaking clearly, Cambridge: Cambridge University Press
[14] Treiman, R (1985), Phonemic awareness and spelling: Children’s judgments do not always agree with adults Journal of Experimental Child Psychology, 39, 182-201
[15] Treiman, R (1989), “The internal structure of the syllable”, In G Carlson and M Tanenhaus (Eds.), Linguistic structure in language processing, Norwell, MA: Kluwer Academic
[16] https://en.wikipedia.org/wiki/Consonant
[17] https://en.wikipedia.org/wiki/Diphthong
[18] https://www.learning-english-online.net/pronunciation/stress-and-intonation/
APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
Hello students, my name is Nguyen Quang Vinh from class TAK15.1 in the Department of Foreign Language at Hung Yen University of Technology and Education (UTEHY) I am conducting a survey for my graduation research on pronunciation issues faced by first-year English major students at UTEHY Your participation in this questionnaire is crucial for the completion of my study, and I greatly appreciate your honest responses Please rest assured that all information provided will be used solely for research purposes and your anonymity will be maintained in any discussions of the data Thank you for your support and cooperation.
1 What is your gender : Male Female
3.How long have you been learning English (Bạn học tiếng Anh được bao lâu rồi)
II STUDENTS’ PERSPECTIVE TOWARD PRONUNCIATION AT UTEHY
4 How do you feel about English pronunciation skill? (Bạn cảm thấy như thế nào về kỹ năng phát âm tiếng Anh)
It is quite easy and interesting
It is difficult but interesting
It is difficult and boring
5 What do you think about the importance of English pronunciation skill? (Bạn nghĩ gì về tầm quan trọng của phát âm tiếng Anh)
III THE PROBLEMS OF LEARNERS IN ENGLISH PRONUNCIATION SKILL
6 What problems do you often encounter when pronouncing English?
English sounds (Consonants and vowels sounds)
7 Do you often encounter with difficulties in pronouncing the following vowels? (Bạn có thường gặp khó khăn trong việc phát âm các nguyên âm sau đây không?)
STT Vowel Yes No STT Vowel Yes No
1 /i:/: mean, peace 13 /ɪə/: near, hear
2 /u:/: food, soon 14 /eə/: scare, hair
3 /ɜ:/: bird, purse 15 /eɪ/: pain, face
4 /ɔ:/: board, horse 16 /ɔɪ/: voice, boy
5 /ɑ:/: card, pass 17 /aɪ/: nice, time
6 /ɪ/: bit, fish 18 /əʊ/: home, most
7 /ʊ/: pull, put 19 /aʊ/: house, loud
8 /e/: men, yes 20 /ʊə/: tour, sure
8 Do you often encounter with difficulties in pronouncing the following consonants? (Bạn có thường gặp khó khăn trong việc phát âm các phụ âm sau đây không?) (Note: first sound and ending sound)
STT Consonants Yes No Consonants Yes No
7 / tʃ / Church, match 19 /n/ Nice, know
8 /dʒ / Judge, age 20 /ŋ/ Ring, anger
9 Mark the stress on the following words:
First syllable Second syllable Third syllable
10 Do you often encounter with difficulties in pronouncing the following ending sounds? (Bạn có thường gặp khó khăn trong việc phát âm các âm đuôi sau đây không?)
1 /k/ in ‘blank’ 5 /lfθ/ in ‘twelfth’
2 /d/ in ‘blind’ 6 /kst/ in ‘next’
3 /ks/ in ‘banks’ 7 /ksθs/ in sixths
4 /pt/ in ‘helped’ 8 /ksts/ in ‘texts’
IV SOME SUGGESTED SOLUTIONS TO IMPROVE LEARNING ENGLISH PRONUNCIATION SKILL
11 How do you rate the effectiveness of the pronunciation activities?
Effectiveness Ways Not effective Low effective Effective Very effective Practice in pairs
Practice with the whole class
12 In your opinion, which of following activities help you feel excited about learning pronounciation skill?
Statements Strongly agree Agree Neutral Disagree Strongly disagree
2.Singing the song with the lyrics
4.Listening news in English in
5.Taking part in English centers
6 Watching some Talk Show in
English such as Ted Talks, the
13 What are your opinions about some effective solutions to improve pronunciation skill?
Statements Strongly agree Agree Neutral Disagree Strongly disagree
2 Reading out loud and record yourself
3.Noticing the stressed words that you feel difficult and you often pronounce wrong
4 Watching the English news in BBC,
6 Joining groups/activities/clubs with
14 What other suggestions can you give to improve pronunciation skill in English? (can write into Vietnamese)
APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS
Dear teachers, my name is Nguyen Quang Vinh from class TAK15.1, Department of Foreign Language at Hung Yen University of Technology and Education (UTEHY) I am conducting a survey for my graduation research on pronunciation problems faced by first-year English major students at UTEHY Your honest responses to this questionnaire are greatly appreciated and will solely be used for research purposes, ensuring your anonymity in any data discussions Thank you for your valuable assistance and cooperation.
Fill in the information where appropriate:
1 What is your gender : Male Female
3 How long have you been teaching English?
II TEACHERS’ PERSPECTIVES TOWARD PRONUNCIATION AT UTEHY
4 Do you think pronunciation is important in teaching and learning English?
5 How do you assess the first-year English major students' pronunciation? (second-degree students)
III STUDENTS’ PROBLEMS IN ENGLISH PRONUNCIATION
6 What problems do your students often encounter when pronouncing English?
English sounds (Consonants and vowels sounds)
7 Do your students have problems in pronouncing the following vowels?
STT Vowel Yes No STT Vowel Yes No
1 /i:/: mean, peace 13 /ɪə/: near, hear
2 /u:/: food, soon 14 /eə/: scare, hair
3 /ɜ:/: bird, purse 15 /eɪ/: pain, face
4 /ɔ:/: board, horse 16 /ɔɪ/: voice, boy
5 /ɑ:/: card, pass 17 /aɪ/: nice, time
6 /ɪ/: bit, fish 18 /əʊ/: home, most
7 /ʊ/: pull, put 19 /aʊ/: house, loud
8 /e/: men, yes 20 /ʊə/: tour, sure
8 Do your students have problems in pronouncing the following consonants?
STT Consonants Yes No Consonants Yes No
7 / tʃ / Church, match 19 /n/ Nice, know
8 /dʒ / Judge, age 20 /ŋ/ Ring, anger
9 Which kind of words do your students encounter with difficulties in mark the stress when pronouncing?
10 Do your students encounter problems in pronouncing the following ending sounds?
STT Yes No STT Yes No
1 /k/ in ‘blank’ 5 /lfθ/ in ‘twelfth’
2 /d/ in ‘blind’ 6 /kst/ in ‘next’
3 /ks/ in ‘banks’ 7 /ksθs/ in sixths
4 /pt/ in ‘helped’ 8 /ksts/ in ‘texts’
IV SOME SUGGESTED SOLUTIONS TO IMPROVE LEARNING ENGLISH PRONUNCIATION SKILL
11 How do you rate the effectiveness of the pronunciation activities?
Ways Not effective Low effective Effective Very effective
12 In your opinion, which of following activities help your students feel excited about learning pronounciation skill?
Statements Strongly agree Agree Neutral Disagree Strongly disagree
2.Singing the song with the lyrics
4.Listening news in English in VOA,
5.Taking part in English centers
6 Watching some Talk Show in
English such as Ted Talks, the Ellen
13 What are your opinions about some effective solutions to improve pronunciation skill for your students?
Statements Strongly agree Agree Neutral Disagree Strongly disagree
2 Reading out loud and record yourself
3.Noticing the stressed words that you feel difficult and you often pronounce wrong
4 Watching the English news in BBC,
6 Joining groups/activities/clubs with
14 What other suggestions can you give to improve pronunciation skill?