Trang 1 AND INTERNATIONAL STUDIES --- NGUYEN THI MY USING ELSA SPEAK APPLICATION IN TEACHING PRONUNCIATION - AN EXPERIMENTAL STUDY AT A HIGH SCHOOL IN QUANG BINH PROVINCE MA THESIS IN TH
INTRODUCTION
Rationale for the study
The demand for learning English has increased rapidly in recent years since the language is being considered as one of the important factors in people's success not only in work but also in daily life English has become very important in Vietnam not only in terms of international communication but also in the acquisition of human knowledge Most Vietnamese, especially young people, try to learn English to communicate, gain knowledge and achieve bigger goals in life
To communicate well in English, Speaking is one of the most important skills that every English learner needs to be fluent in Bygate (2003) defined speaking as the ability to use spoken language to explore the ideas, intentions, thoughts and feelings of others as a way to make the message conveyed clearly and understood by the audience Although both teachers and students of foreign languages are aware of the importance of speaking skills in learning and using English, very few Vietnamese students are confident in using English to communicate, Ha (2005) revealed in her study that “many Vietnamese speakers can speak English, but only a few have intelligible English pronunciation so that they can be understood easily in direct communication with foreigners” (Ha, 2005, p 1) Obviously, besides incorrect grammar and weak vocabulary, poor pronunciation is also a reason why students are afraid to speak English.
Statement of problem
Based on the professional experience of the researcher in teaching at a high school in Quang Binh, a number of problems were found in the speaking lessons of grade 10 students First of all, students are often very worried and nervous when speaking English and they do not understand how to answer when given some questions by the teacher Second, they cannot carry out the dialogue fluently, failing to capture information about the topic, main idea, and other information of the text Third, students often make grammatical mistakes while speaking They are confused and don't know how to do the grammar correctly Finally, they have difficulties pronouncing words correctly
From the facts mentioned above, teachers including the researcher are always concerned to find a creative solution that can remove students' obstacles when solving their speaking problems While the students seem to dislike learning pronunciation and find it very difficult to correct their pronunciation mistakes, they spend a lot of time playing games, watching movies, surfing Facebook on smartphones, computers or, their tablets This has led the researcher to think of having students use pronunciation software such as ELSA Speak App on their phones to improve their pronunciation, which can ultimately help enhance their speaking skill.
Research aims
The study aims to confirm if the use of ELSA Speak App can help improve students' pronunciation and their overall speaking skill and to explore students' attitudes of learning pronunciation using applications.
Research questions
The current research will seek answers to the following research questions:
1 What is the effect of ELSA Speak App on students’ pronunciation ?
2 What are students' attitudes towards the use of ELSA Speak App in learning English pronunciation?
Significance of the study
Simple instructions, suitability for students' digital learning needs, and the presence of the required learning materials are all features of mobile applications that teachers and students can quickly and affordably access A mobile application called ELSA Speak claims to have all the features and advantages outlined above This study looks into the effects that the ELSA Speak App may have on users and how it might help pronunciation instruction In the end, this will improve the quality of teaching and learning English speaking in general.
Scope of the study
English pronunciation covers a multitude of aspects such as vowels, consonants, stress, intonation, rhythm, assimilation, elision, linking, tones, however, due to time constraints and the scope of this paper, the research focuses only on the effect of using ELSA Speak App by 10 th graders at a high school in Quang Binh with regards to three aspects of pronunciation: phonics, stress and intonation
The thesis consists of five chapters:
Chapter I is the introduction of the thesis It provides a rationale for the study, a statement of problems, research aims, research questions, research hypotheses, the significance of the study, the scope of the study, the organization of the study, and a chapter summary
Chapter II is the literature review which includes theoretical background, related studies, and gap in the literature review
Chapter III describes the research approach and research design This chapter also describes the participants, treatment and materials, research instruments, the procedure of data collection, and data analysis, and a summary of the chapter
Chapter IV presents findings from the data collected, followed by the discussion of the findings
Chapter V summarizes the research findings, along with implications for teaching Implications with limitations of the research, and recommendations for further studies, and chapter summary are also presented.
LITERATURE REVIEW
Basic concepts
One of the essential parts in learning English is speaking Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (Brown, 1994) Luoma (2004) defined speaking as an interactive process of constructing meaning that involves producing, receiving and processing information Based on Brown (1994), Burns and Heken (1997), speaking is an process of constructing meaning that involves producing, receiving, and processing information Furthermore, another idea is coming from Heaton (1988) who asserted that speaking ability is the expressing of language directly from speakers’ mouth It is supported by Fultcher (2003) claiming that speaking is the verbal use of language to communicate with others
Mastering speaking is essential for students, as it involves producing meaningful text through interactive processing of information Speaking is a two- way process that includes accurate sharing of thoughts and information about emotions, according to Torky (2006) Speaking, according to Chastain (2004), is a productive skill since it generates ideas, messages, and suggestions, and we need to practice it
Speaking is the active use of language to express meaning so that other people can understand you, according to Cameron (2001) Speaking is oral communication in which participants share information throughout a conversation According to
Brown (2000), speaking is an interactive process of creating meaning that involves creating, receiving, and processing information Speaking involves interactive processing of information, requiring speakers to communicate and construct language concepts Speaking involves not only conveying language subjects like sentence structure and articulation but also creating language
From the definition of speaking by Torky (2006) and Brown (2000), speaking is defined operationally in this study as a way of expressing ideas, opinions, and feelings to others by using words or sounds of articulation in order to communicate, inform, persuade, and entertain in aspects of everyday life
The act of producing spoken sounds with stress and intonation is known as pronouncing The study in this instance focuses on word stress, vowels and consonants as components of pronunciation, as well as pronunciation theory
According to Richard and Schmidt (2002), pronunciation refers to the way specific sounds are made The listeners' ability to understand sounds is highlighted by pronunciation Richard and Schmidt (2002) went on to say that pronunciation is an important aspect of English since errors in pronunciation make it harder for listeners to comprehend sentences' intended meanings According to Harmer (2007), pronunciation refers to how a language's sounds are produced, how and where word and sentence stress are placed, and how pitch and intonation are employed to convey meaning
The process of making sounds to convey meaning is known as pronunciation
It consists of the consonants and vowels of a language (the segments), as well as suprasegmental aspects of speech including stress, timing, rhythm, intonation, and phrasing All of the aforementioned components can interact when speakers talk, making it easier or harder to comprehend someone's pronunciation depending on how well they pronounce certain words (Gilakjani, 2012) Furthermore, Pranoto
(2020) added that pronunciation is a crucial component of speaking and is necessary to comprehend the meanings that are conveyed during communication
Based on the definitions above, it can be inferred that pronunciation is the way people pronounce a word, especially in a way that is generally accepted or understood Therefore, in order for the listener to grasp what we are saying and provide us proper feedback, we must be able to communicate in an appropriate manner
An app, web app, online app, iPhone app, or smartphone app are all terms that can be used to refer to a mobile application A mobile application is a type of user programming designed to operate on a cellphone, such as a cell phone or tablet
PC It is most commonly referred to as an application (Technopedia, 2018)
Due to these apps, the mobile phone has become a necessary component of so many people's lives nowadays that it may be claimed that it contributes to preserving some level of organization in daily life (Oza, 2017) There are applications for almost anything now Apps can enhance learning for ESL students of all ages and levels in the classroom and at home if they are used correctly There are various apps available that are skill-focused For instance, some applications are made to aid in speaking and listening comprehension, while others concentrate on grammar
The way that languages are taught and learned may change as a result of mobile phone language learning applications Smartphones in particular, along with other mobile devices, are gaining popularity among adult learners as a result of technological advancements Around the world, the development of language learning apps for smartphones has sparked a revolution in the field of education As a result, the concept of MALL, a subgroup of both computer-assisted language learning (CALL) and mobile learning (m-learning), is introduced Mobile-assisted language learning (MALL), according to Chinnery (2006), is language learning that is aided or enhanced through the use of a portable mobile device, such as a cell phone, a smartphone, an MP3 player, an MP4 player, or a personal digital assistant (PDA)
The discipline of applying technology-related approaches and procedures in the practice of teaching and learning a language is known as mobile application- assisted language learning, or MALL (Hismanoglu, 2011) As a result of its wide range of "technological applications and approaches [ ] such as the proliferation of tools used in virtual learning environments and web-based tools" (Levis, 2007, p.184), MALL is a great instrument for teaching pronunciation (Cordier, 2009)
"ELSA Speak" (English Learning Speech Assistant) was developed by Vu Van, a Vietnamese-American with a base in San Francisco, in 2015 The South China Morning Post recently named ELSA as one of the region's 13 most promising tech businesses (Coco and Resty, 2018) Its goal is to improve learners' ability to speak English confidently, fluently, and clearly Downloading ELSA Speak App from the Play or App Store on your smartphone is quite simple
ELSA Speak is an app that helps users learn and speak English It offers a speech test to determine the user's speaking proficiency and score, and provides customized lessons to improve their pronunciation For further speaking practice, the app offers games and challenges ELSA Speak App speaks and listens to you just like a real person would—your very own private instructor Key Features include: Instant Speech Recognition, Customized Lessons, Speaking Challenges, Fun Games and Progress Tracking
Instant Speech Recognition: Help learners learn how to speak English words correctly with real-time feedback on their English pronunciation
- Customized Lessons: Get tailored lessons based on learners' level, goal, and interests
- Speaking Challenges: Help learners Practice their English speaking skills with bite-sized daily challenges
- Fun Games: Help learners Learn English vocabulary by playing fun games
- Progress Tracking: Help learners Track their progress and see how much they've improved over time
2.1.4.2 Main technologies used in ELSA Speak App
It can be seen that the above features of ELSA Speak App are based on two main technologies, ASR and Gamification
Theory related to learners' practical use in language acquisition
2.2.1 The Importance of English Pronunciation
As language becomes more significant, more individuals are realizing that effective communication requires more than just a working understanding of English syntax and vocabulary In today's environment, it is crucial to not only understand what other people say, but to also make one's own speech understandable to others
Harmer (2001) stated that throughout a discussion, pronunciation is the first thing that native speakers take note of Grammar and vocabulary are crucial language components, and they might be rendered meaningless if speakers can't pronounce certain components or words well If people utilize appropriate pronunciation, even grammatical mistakes can be understood by native speakers Correct pronunciation can ensure effective communication Nobody can claim to know the English language fully without using proper pronunciation, which is a crucial component of communication
According to Gilakjani (2012), one may assess a speaker's proficiency in English by listening to how they pronounce the language Their ability to speak a language well may suffer if their pronunciation is poor Misunderstandings and communication breakdowns are caused by poor pronunciation On the other hand, even when speakers make a lot of grammatical errors, good pronunciation enables listeners to assess speakers' language proficiency quickly and accurately
Pronunciation is the most significant and challenging issue that non-native English speakers must deal with when learning English, claims Hope Speak (2014, P.10) Ineffective communication might result from poor pronunciation, which can also cause misunderstandings Despite having a solid vocabulary and grammar, if you talk with a foreign accent and have poor pronunciation, people may mistake you for a poor English speaker A large vocabulary is useless if you cannot pronounce the words properly since no one will be able to understand what you are trying to say
Since successful communication cannot occur without proper pronunciation, pronunciation plays a crucial part in communicative competence, as was already mentioned (Celce-Murcia et al., 1996)
2.2.2 Pronunciation in language learning/acquisition
2.2.2.1 Pronunciation as an aspect of communicative competence
There is a wide range of research that shows pronunciation instruction improves students' communicative competence According to Pennington (1996), pronunciation is the most crucial component of learning a second language Hewings
(2004, p.10) also highlights the fact that "difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them."
According to Yong (2004), pronunciation is the foundation of communication Although certain misconceptions have resulted from bad pronunciation, English has long been accepted as the world's most popular language, both in writing and speaking Learners who pronounce words incorrectly may receive less social, academic, and professional support
In today's world, especially in oral communication, pronunciation is crucial The right pronunciation is therefore crucial for anyone learning foreign languages in general and English in particular
2.2.2.2 Approaches in pronunciation teaching and learning
The intuitive-imitative approach, the analytic-linguistic approach, and the integrative approach are the three basic techniques of pronunciation training (Celce-Murcia et al., 1996) These strategies combine conventional methods with cutting- edge technology Each of these three strategies will be explained in detail in the section that follows
The intuitive-imitative method relies on the learner's natural ability to imitate the rhythms and sounds of the target language without the aid of explicit information
It also presupposes that language labs, phonograph records, tape recorders, and, more recently, audio and video cassettes and compact discs were accessible in the middle of the twentieth century Since this method enables students to approach pronunciation on intuitive and communicative levels before moving on to a more analytical examination of specific phonological components, Jones and Evans
(1995) argue that teachers should employ it at the beginning of the pronouncing lesson
To support listening, imitation, and production, an analytic-linguistic method employs information and tools such as a phonetic alphabet, articulatory description, chart of the vocal equipment, contrastive information, and other assistance It directly educates and focuses learners' attention on such things as the target language's sounds and rhythms This method was developed to complement the intuitive-imitative approach instead of replacing it :(Celce-Murcia et al., 1996, p.2)
The integrated technique is applied in some classes, according to Hewings and Goldstein (1999), when pronunciation is given less weight than other linguistic elements like grammar and vocabulary By incorporating pronunciation instruction with other language study topics, such as the connection between vocabulary and pronunciation or the relationship between grammar and pronunciation, the instructor stresses pronunciation in the classroom
Different scholars have different ideas on what pronunciation instruction ought to cover Aspects of pronunciation teaching, according to Mortimer, C (1985), include weak forms, clusters, linking-up, contractions, and emphasis However, teaching pronunciation involves vowels, consonants, word and phrase stress, intonation, and other aspects of connected speech and writing, according to Kelly
(2006) Jenkins (2000) goes into more detail about other facets of pronunciation instruction This researcher claims that word stress patterns, rhythm, intonation, and changes in consonant and vowel sounds in the stream of connected speech are all typically included in pronunciation teaching
In short, the researcher chose to educate students word stress and intonation, word intonation, consonant and vowel sounds, and word intonation within the context of this study
As the building blocks for mixing sounds into words, letter sounds are important for English language learners to understand and pronounce correctly However, students should be aware that English pronunciation does not match writing, and that one of the most confusing aspects of English pronunciation is the relationship between sound and letter patterns English's sound and spelling correspondences are irregular as a result of the language's many borrowings from other languages, including classical Latin and Greek
According to Roach (2000), consonants are sounds made when two articulators come together to form some sort of barrier that prevents the airstream from leaving freely
Vietnamese only has 21 consonants, compared to 24 ones in English Vietnamese pupils and teachers struggle because some English phonemes do not exist in Vietnamese
According to Roach (2000, p.11), "Vowels are the sounds produced when there is no air obstruction and the air can escape freely." There are 20 vowels in English, including 12 plain vowels and 8 diphthongs
Any pronunciation lesson must begin with a strong emphasis on word stress since speakers of English cannot pronounce words in a way that is understandable without appropriate word stress Every word with two or more syllables has one syllable that is stressed, which means it is higher, louder, and longer than the others Listeners can distinguish this term from others thanks to the stressed syllable As a result, when a speaker utilizes word stress incorrectly, listeners usually find it difficult to understand what they are hearing
Related studies
Since Chickering and Ehrmann (1996) first used the term MALL (Mobile Assisted Language Learning), the use of mobile phones has increased dramatically The phrase has become more recently linked to mobile phones These mobile devices provide a good platform for learning thanks to their user-friendly user interfaces, ubiquitous access, and increased data storage and retrieval capacity (Gabarre et al., 2014; Godwin-Jones, 2011; Miangah & Nezarat, 2012) The learning activities offered by mobile phones can be informed by insights from CALL (Computer Assisted Language Learning) (Kukulska-Hulme, 2005) Because mobile phones are essentially miniaturized computers with greater portability than laptops The teachers and their pupils now physically have a possible language-learning instrument in their hands thanks to this jump in technology from the desktop to the palm The teachers and their pupils now have a possible language-learning instrument in their hands thanks to this jump in technology from the desktop to the palm (Kukulska-Hulme, 2009) The role of technology in our lives is pervasive The majority of participants shared the same opinion (Huw & Achilleos, 2013) Interesting, captivating, and inspiring learning activities can be delivered via mobile devices In addition, students favor the concept of mobile learning due to its mobility, ease of time management, and capacity for collaborative projects (Anaraki, 2009; Deng & Shao, 2011; Tai, 2012; Wong & Looi, 2010)
There are several types of research using MALL and this article will discuss them in the next paragraphs
2.3.1 Studies related to the use of mobile apps in general
One of the common research topics on MALL is the study of English skills and knowledge As an area of passive language skills, vocabulary is considered appropriate when learned by mobile apps as mentioned in study of Niủo (2015) Therefore, vocabulary apps are always prioritized for development, followed by research on vocabulary learning through mobile apps
Vocabulary learning done through MALL has become popular among language learners These studies use a variety of techniques such as flashcards, games, images, audio and video-based learning methods as well as dictionary applications Beside, The study of Kửse & Mede (2016) investigated the effects of Quizlet, an online website for learning through flashcards, on vocabulary development of Turkish EFL learners enrolled in a preparatory program at a private university in Istanbul, Turkey Data collection included vocabulary quizzes, classroom observations, interviews and student records Results showed that the online tool was effective at the initial stages of vocabulary learning According to Ramadhaniarti, (2016), using games is a popular trend in Indonesia at the Junior High School level The data showed that most of the students' comments were positive Games bring in relaxation and fun, help them learn and retain new English words more easily, and involve friendly competition Learning vocabulary through games is an effective and interesting way to apply in any classroom The study of Teng (2022) intended to examine L2 young learners’ vocabulary learning (i.e form, meaning, and use) through captioned videos Results showed that captioned videos produced significant effects on learning, with glossed full captions being the most effective The combination of the advance-organizer strategy and glossed full captions led to the best learning performance for each dimension of vocabulary knowledge Learning vocabulary through the dictionary app is also an area that both app developers and researchers are interested in The results of a study of Santoso & Andriyadi (2019) showed that teaching vocabulary using My Dictionary Application significantly improved students' vocabulary The mean score of the experimental class was higher than the control class after treatment The study concluded that the use of My Dictionary Application had a positive effect on students' vocabulary mastery
Besides, MALL can be used to improve speaking and listening in a language These classes use audio technologies, such as podcasting, video conferencing, and online chat, as tools for performing speaking and listening activities The study of Pangaribuan et al (2017) sought to determine how multimedia application affected students' listening skills Multimedia application is more effective than conventional media in teaching listening comprehension, and can be used by other lecturers or teachers as an optional instrument According to Abdi & Makiabadi (2019), learning another language is seen as a prestigious feature, but apps such as Learning English Listening & Speaking BBC/VOA News offer learners a massive archive of updated podcasts to increase their communicative competence The research of Lim (2015) investigates a blended learning approach for English Language Teaching (ELT) in listening and speaking class at a Thai provincial school It selects the Station Rotation Model (SRM) to be studied, with 45 participants from Matthayom 4 class Results show positive learning responses and attitudes towards SRM, potential barriers and benefits, and challenges in Thai provincial school settings Learning speaking skills is always the top concern of English learners Many researchers also focus on studying the influence of Mobile apps on speaking skills According to
Kusmaryani et al (2019), mobile applications can help students improve their speaking and critical thinking in English language learning, with statistical results showing a significant improvement Additionally, Setiawan and Wahyuni (2017) demonstrated how the E-talk Castel model helped students improve their English speaking abilities by using the recording feature of the Telegram app The study's findings showed that using the Telegram-supported E-Talk Castle model gave students a useful tool for honing their English-speaking abilities Technology can be used for any subject, however, learning productive skills like speaking through apps sometimes doesn't bring positive results The study of Xu (2020) used an action research approach to investigate mobile-assisted language learning (MALL) teaching and learning processes in an EFL listening and speaking course at a Chinese university Results showed that students made significant progress in English listening, but not in speaking
Reading and writing studies exploit the ability of electronic devices to spark reading and writing exercises Auditory and visual elements, such as text-to-speech and e-books, help overcome entry barriers for beginner learners and motivate them to read and write in the target language Furthermore, writing applications and feedback tools make the learning process personalized and improve the quality of learning writing tasks According to Robinson, R (2001), students showed improvement in writing and reviewer competency with repeated use of CPR, with the difference between higher and lower performing students decreasing over time The study of Ahmed (2019) examined the pedagogical role of WhatsApp in developing motivational levels of Yemeni EFL learners to improve their reading and writing skills Twenty EFL undergraduate students of Aden University joined a WhatsApp English-medium chat group for two months and took a pre-test and post- test Findings revealed that WhatsApp was an effective application in developing students' motivation to improve their reading and writing skills The sudy of
Agustina et al (2020) investigated Moodle, which is an application used to create and conduct internet-based courses/training/education The research showed a significant improvement in writing achievement in English for Multimedia, with a significant effect on reading and writing Another research study of Rodrigue (2017) explores how students engage with digital texts and use them in source-based writing It finds that students engage with strong reading comprehension strategies, but hardly employ reading strategies specific to digital texts Pedagogical suggestions and avenues for further research are presented at the end of the article
Because MALL-based language learning programs help promote learner engagement, many researchers explore the topic of motivation, engagement, and autonomy Various AR-VR games, apps and techniques improve and enhance learner engagement Software and assistive devices enhance learning autonomy and motivation by providing personalized learning opportunities Additionally, mobile devices and interoperability are key to fostering learner autonomy, as shown in the plethora of research in this area The study of Hidayati & Diana (2019) investigated how students used two free English learning apps to support their English learning
It found that students were active in using the apps, enjoying the practicality and flexibility of learning English Motivation had no influence on the amount of time spent, but their positive response was a potential indication to foster independent English learning outside the classroom The study of Chen et al (2019) developed an English vocabulary learning app with a self-regulated learning mechanism (EVLAPP-SRLM) to help learners improve their SRL abilities and improve their learning performance and motivation in a mobile learning context Results showed that the experimental group exhibited significantly better learning performance and motivation than the control group, regardless of gender, and provided more benefits to field-dependent learners than field-independent learners In the study of Elaish et al (2019), a mobile application game was developed to motivate Arab native students to learn English as a secondary language, improving their motivation and confidence
Comparative studies are also commonly done in MALL in evaluating the efficiency of different learning methods Comparing MALL to other traditional methods of language learning can determine the effects and advantages of MALL According to Basoglu & Akdemir (2010) , Mobile phones have become popular for communication, entertainment, and learning purposes A mixed-method research design found that using mobile phones as a vocabulary learning tool is more effective than traditional tools The study of Heidari et al (2018) aimed to compare the effectiveness of face-to-face instruction with Telegram mobile instruction Results showed that the Telegram group performed better on narrative writing tasks, suggesting that innovative instructional approaches and Telegram mobile- learning/teaching could provide new opportunities for the teaching-learning process The comparative study of Mortazavi et al (2021) investigated the influence of mobile-assisted language learning (MALL) on higher education language learning Results showed that MALL is being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology LINE and WhatsApp are of interest among university students to improve receptive and productive language learning skills The researchers also conducted research on other MALL issues The paper written by Ibỏủez & Vermeulen (2021) analyzes two different uses of a mobile application, VISP (VIdeos-for-SPeaking), designed to promote oral skills based on audio description Results show that VISP is equally effective as a support tool in the classroom and as an independent app, but the group of students who used the app as part of the classroom activities were more positive
In conclusion, MALL should be a multimodal tool that should be adopted in the education systems to facilitate language learning to students around the globe Vocabulary, speaking, listening, reading and writing, motivation coupled with autonomy; comparative studies and cultural studies are the primary types of studies that utilize MALL in achieving language learning goals As technology improves, new approaches and techniques will continue providing additional advantages to MALL language learning Therefore, the increase in the use of MALL in language learning presents learners with efficient, easily accessible, and remarkable learning experiences
It can be seen that the application of MALL in lectures is very important, practical and should be actively encouraged However, the above studies are mostly about vocabulary, speaking and listening, reading and writing, but there are not many studies on using apps in teaching pronunciation Therefore, research in this area needs to be conducted more widely
2.3.2 Studies on ELSA Speak App
As an app that has received high ratings from users with a 4.7/ 5.0 rating of
215 thousand users on Google Play, ELSA Speak App has also received considerable attention from researchers Studies on ELSA Speak App have not stopped since it was first made available in 2015 ELSA Speak App is always rated as one of the best pronunciation apps for many years in a row by many prestigious international websites (Language Trainers (2022), Italki (2022), FluentU (2022), EnglishPost (2023)), which help students talk English clearly, smoothly and confidently
One of the top concerns of researchers is whether ELSA Speak App helps users improve language skills, so there has been a plethora of research on the effectiveness of ELSA Speak App Many researchers have done research on this issue such as (Rismawati et al (2021), Lesmana (2022), Samad & Ismail (2020), Anggraini (2022), Makhlouf (2021) First of all, the series of studies focused on improving speaking skills For example, the study of Makhlouf (2021) investigated the effect of Artificial Intelligence (AI) including ELSA Speak on non-English major students at Albaha University, Saudi Arabia Two instruments were developed: a pre-post-speaking test and a speaking rubric Results showed that AI enhanced the students' speaking skills, and recommendations were made for using
AI as a tool for teaching speaking skills
Along with the research on speaking skills, research on the effect of the app on pronunciation has also been carried out by many researchers For example, the research of Samad & Ismail (2020) aimed to verify the effectiveness of using ELSA Speak Application in enhancing students' pronunciation skills It used a quantitative method and a pre-experimental research design The sample was the first semester students of STKIP Muhammadiyah Enrekang's English study programme The results showed that ELSA Speak is an effective medium to help students improve their pronunciation skills, making it highly recommended for supporting the pronunciation class Another study at the secondary school level on the improvement of pronunciation after applying ELSA was also carried out by Pinontoan et al (2022) aimed to find out if English Learning Speech Assistant (ELSA) Speak, a smartphone application, can be used as a teaching medium to improve the pronunciation ability of students of SMP Katolik St Johanis Laikit The experimental method used was Pretest-Posttest Design, with 20 students from 8th grade at SMP Katolik St Johanis Laikit taking oral tests with 20 questions on the pre-test and 15 questions on the post- test The mean score on the pre-test was 4.6 and the mean score on the post-test was 7.9 The researcher concluded that the use of appropriate teaching media can affect students' learning outcomes and that students' pronunciation ability has significantly improved after using the teaching media
Chapter summary
This chapter has explored major concepts related to teaching and learning English pronunciation, including their definitions, elements, and stages of using mobile apps to do so In addition, this chapter discusses the principles and varieties of mobile applications used in pronunciation classes, as well as their benefits for both teaching and learning English pronunciation Additionally, similar earlier investigations conducted by both foreign and Vietnamese experts were mentioned However, at a high school in the province of Quang Binh, no research has been done to evaluate the efficacy of using a variety of mobile applications to improve students' pronunciation skills As a result, the researcher used the findings from those earlier studies as the foundation for her study, which looked at how employing a mobile application in pronunciation courses affected students' ability to pronounce words correctly.
METHODOLOGY
Context of the study
3.1.1 An overview of the high school
The research project was carried out in a high school in Quang Binh province at the start of the second semester of the academic year 2022–2023 For the purpose of enhancing students' English proficiency, the school places a high value on English teaching and learning
Students are now able to benefit from improved learning environments for their general education and English practice in particular thanks to the school's impressive efforts to develop its training facilities and standard learning environment The majority of the school's classrooms are equipped with modern technology, including speakers, smart TVs, overhead projectors, and PCs with internet access In particular, the school is also equipped with a specialized laboratory for teaching English with a smart interactive board
3.1.2 English language training in the school
The high school where the research was conducted requires students to take English as a mandatory subject The Directorate Board has a great deal of interest in and commitment to English teaching To provide teachers and students with a large selection of modern instruments to aid in frequent and effective study and practice, a unique classroom was designed English teachers were in charge of teaching students the language utilizing the prescribed textbooks and creating some extracurricular English activities to provide them additional time and a more comfortable setting for language practice There are three weekly lessons, each 45 minutes for students in grades 10, 11, and 12 Even if there are still numerous difficulties in teaching and learning English, a new approach that makes use of technology in the classroom is doable given the school's rules, facilities, and student readiness
3.1.3 Traditional pronunciation teaching in the school
At this school, similar to other schools in rural areas, the highest requirement is that students pass the graduation exam Thus, English teachers also focus on supporting students to achieve high scores rather than develop good communication skills Therefore, knowledge of grammar and vocabulary rather than speaking skills in general and phonetics in particular is often given priority in teaching As a result, teachers invest little in phonics teaching and often depend on textbooks and accompanying materials In the phonics section, teachers often teach in the following steps:
- Turn on the audio for students to listen and repeat
- Let students practice pronunciation on their own
- Invite some students to read the pronunciation aloud
- Practice sounds in words and sentences
In addition, pronunciation practice is also integrated into teaching new words The teacher reads a sample of new words and students repeat them Besides, pronunciation correction for students is also done regularly However, because the class size is too large, the number of students whose errors are corrected is very small On the other hand, correcting phonetic errors is often focused on sounds in words rather than in sentences
In addition to linguistic resources from textbooks, teachers themselves are also an important source of linguistic resources in practicing students' pronunciation However, English is still not a frequently used language for teaching Therefore, students have few opportunities to practice listening, speaking and pronunciation Meanwhile, phonetic knowledge used for exams such as pronunciation of vowels, diphthongs and consonants of final sounds ed/s or stress of words with 2 or 3 syllables are often emphasized in teaching
The above teaching and learning practice have been applied from the use of the 2006 textbooks until the current 2018 curriculum Although some teachers try to apply other methods of teaching phonics such as encouraging students to watch original English programs or applying the shadowing method, these methods are only applied outside of class time to very limited number of students.
Research design
To achieve the research objectives, the researcher applied a quantitative method with an experimental design There were two groups in this experiment: an experimental group and a control group A pre-test was provided to each group to gauge their level of prowess with regard to pronunciation The only study group used for the treatment was the experimental research group After that, each group received a post-test to compare their advancements in pronouncing abilities After doing the post-test, the experimental group participated in a survey to express their attitude towards using ELSA Speak App in learning pronunciation.
Participants
The study was carried out with 50 students in 10th grade of high school, 34 females and 16 males at a high school in Quang Binh province They were all 16 years old when this study was conducted Students were divided into two groups: Experimental Group (EG) with 25 participants and Control Group (CG) with 25 participants Both groups studied the same English 10 textbook which is the Global success series of Vietnam Education Publishing House While the Control group studied in the traditional way, the Experimental group studied with ELSA Speak software outside of class time for a period of 6 weeks
The study was carried out during the second semester of the academic year 2022-2023 Through the researcher's observations during the 1st semester, the pronunciation of the participants remained problematic, which could seriously interfere with the listener's comprehension.
Teaching material
Pronunciation Course is one of 3 main courses of ELSA Speak App including Pronunciation Course, Speaking Course and Certificate Course This course consists of 6 sub-sections divided by related sound groups including:
(1) Vowels and the dreadful TH Sounds: /θ/, /ð/ & /ổ/, /ʌ/, /ɒ/
(5) Tricky English Sounds Consonant Clusters & /l/, /r/
(6) Low-Hanging Fruit Skills Ending Sounds & Schwa: /ǝ/
Figure 3.2: The Pronunciation Course- Day 1 of week 1
( All the images in this chapter were screenshots taken by me with the Redmi Note
5 during my trial use of the ELSA Speak App.)
Each week of Pronunciation Practice contains 35 mini-lessons and a final test distributed in the same structure as follows:
Day 1: Introduction to the sound
The Pronunciation Practice covers all vowels, consonants and diphthongs in English In addition, each lesson includes exercises on stress and intonation Besides, as their names suggest, these lessons are ranked in increasing difficulty and are accompanied by practice repetitions of the sounds Each lesson includes 5 corresponding activities to practice target sounds For example, a video illustrating the sounds to be practiced will be started with a sound introduction, followed by sound repetition and sound recognition activities, and the day will end with a practice of long sentences containing moderate sounds
Repetitive exercises form the majority of ELSA Speak App's practice sections, in addition, the app also provides a rich and standard source of material including audio practice videos, listening exercises to distinguish sounds in words and short readings These activities along with the instant feedback that the app provides are the hallmarks of the ELSA Speak App In addition, the arrangement of lessons by increasing difficulty and the unlocking of lessons in order help users to practice in a systematic and orderly manner This is also to increase the efficiency of using the app.
Instruments
The instruments used in this study included tests, questionnaires and activity logs The tests were used in order to identify the effectiveness of ELSA Speak App, while the questionnaire was used to explore students' attitudes towards the use of ELSA Speak App in learning English pronunciation In addition, the activity log was used as an aid to record the students’ task completion daily
3.5.1 Pre-pronunciation test and post-pronunciation test
First, tests included the pre-test and the post-test The pre-test had been given before the treatment was administered, whilst the post-test was given after the treatment had been implemented Both groups of students took the pre-tests In this study, the researcher applied the same test to pre-test and post-test, which is the available assessment test of ELSA Speak App Using the same test made it more convenient , and more intuitive to compare results and take advantage of the ELSA Speak App 's automatic scoring and archiving AI technology
This entrance test consists of 16 simple to complex sentences containing the sounds and criteria to be tested Learners read the questions aloud to the app to be recorded Subsequently, ELSA Speak App would assess the learner's pronunciation ability compared to native speakers based on separate criteria such as pronunciation, intonation and fluency The score for each criterion appeared as a percentage By comparing the result of the two pronunciation tests of students before and after applying treatment, the researcher could measure their learning outcomes and evaluate the effectiveness of using the ELSA Speak App on student's autonomy in pronunciation, good or not
A questionnaire was used in this study to help the researchers gather quantitative data to explore students' attitudes towards the use of ELSA Speak App in learning English pronunciation The questionnaire, adapted from Vu & Moore
(2023), comprised 30 items It was divided into three main sections, with the first section being used to gather demographic information with 3 questions The second section is about the participant’s current English ability with 7 questions The third section includes 20 questions about students' attitude towards the use of ELSA Speak App with four different focuses - (1) Student's Target; (2) Self-study ability; (3); Difficulty and (4) Students Evaluation In the third section, the participants were asked to give their opinions on the statements based on the format of a five-level Likert item ranging from Strongly disagree (1), Disagree (2), Not sure (3), Agree
Questionnaires were distributed to 25 students in the EG group after they had completed the treatment The main language of the questionnaire is Vietnamese to ensure there is not any misunderstanding about its content The questionnaire was then translated into English with the advice of experts in the field to ensure the validity and reliability of the data
In order to monitor task completion, participants were asked to take screenshots of every progress screen and share them with the researcher through Messenger Application These screenshots showed the time and date at which they were taken, which allowed the researcher to check that learners completed every activity on the day they were supposed to do the practice These logs would help the researcher monitor each student’s participation and progress on a daily basis
To collect this data, the researcher created tables to record the student's participation each day If any student forgot to send a screenshot, the researcher sent a message via Messenger to remind participants Finally, the researcher compiled a summary table for the entire 6-week period to use for data analysis.
Data collection procedures
The data collection was conducted during 6 weeks Three instruments, specific pre-test and post-test, questionnaires and activity logs were carried out respectively
It is shown in the flowchart below (Diagram 3.1)
Diagram 3.1: The flowchart shows in detail how the research was conducted
The experimental study was conducted for 6 weeks The first meeting with all participants took place in the afternoon when the class had extra lessons Here, the students were introduced to the research purpose At this first meeting, the participants were then given a brief introduction to ELSA Speak App and how to sign up and install the app; however, they were not required to perform any activities on the app to ensure students did not try out the activities on the app as well as do the assessment test in advance The researcher also confirmed that the results of the tests would be kept confidential
During the second meeting, the pre-test or the entrance test of ELSA was administered to all 50 students from both control group and experimental groups The second meeting was conducted in the English classroom in the afternoon The
50 participants were divided into 2 groups with 25 students alphabetically Each participant sat at a separate table and uses headphones to ensure that noise was minimized during the test After being guided in the first meeting, all 50 participants pre-installed the ELSA Speak App on their smartphones, created accounts and grasped the basic operations to control the App Then, the researcher asked participants to open the App to start taking the pre-test The pre-test was conducted with the help of another teacher to ensure that students would not cheat during the test Participants perform the test within 5-7 minutes Both groups completed the pre-test within 20 minutes After taking the pre-test, students were asked to take and send a screenshot of the assessment test to the researcher After the second meeting, the pretests were graded by ELSA and the students' scores were ranked in descending order with the help of another colleague At the same time, the researcher classified these students according to 6 levels recommended by ELSA: Native (90-
100), Advanced (78-89), Intermediate (67-77), Lower-intermediate (57-66) and Beginner (0-56) From that result, the researcher divided 50 participants into two groups EG and CG with equivalent results to facilitate comparison of post-test results
In the third meeting, all 25 students in the experimental group were asked to choose a daily practice time on the app of 10 minutes, and they also registered a timeline for sending screenshots via Messenger to help them not to forget to do their practice part Most of the students signed up in the afternoon or evening according to their free time
The treatment took place over a period of 6 weeks During this time, both groups continued to study the same English 10 textbook which is the Global success series of Vietnam Education Publishing House with pronunciation part taking up about 10 minutes in each 8-period unit However, the students of the control group did not apply any additional pronunciation practice while the students of the experimental group used the ELSA Speak App within 10 minutes outside class Specifically, the students in the experimental group conducted daily exercises on the app according to the content of pronunciation, and they took screenshots and sent them to the researcher via Messenger right after completing each exercise
To ensure that students in the CG group do not practice pronunciation outside of class during these 6 weeks, the researcher clearly stated the purpose of this study in the first lesson as well as requested not to practice outside of class second meeting All students in the CG group accepted no additional phonics practice outside of regular class time
Before conducting the training, an email was sent to the parents of students of both groups to inform them about their practice time Emails with consent forms were also sent to the families of students in the experimental group with the help of their form teachers to ask for their permission to allow their children to use the Internet under supervision during the trial All parents of participants agreed to allow their children to participate in this study and returned a signed consent form to the researcher
After 6 weeks, all students from both groups attended meeting number 4 to take the post-test, which was the same assessment test available from ELSA Speak App The post-testing process was closely monitored to avoid any cheating The participants then sent a screenshot of the test results to the researcher via Messenger Finally, the students of the experimental group completed the survey questionnaire via Google form The test results were then automatically analyzed by the ELSA Speak App and were collected and processed by the researcher in the final weeks of the study
In the next two weeks, data from log and from questionnaire were analyzed by using SPSS software respectively The last three weeks were used to synthesize all the data of the whole research process, write a detailed description of the entire research process and complete the thesis.
Data analysis
The data collection was conducted for fifteen weeks Three instruments, specific questionnaires, logs, and tests (pre-test and post-test) were practiced respectively Data were analyzed by using SPSS version 25.0 (IBM Corporation, Armonk, NY) to analyze the data
Questionnaires are generally considered the most appropriate instrument for collecting quantitative data from large samples (Tabachnick & Fidell, 1996) The questionnaires delivered to participants via Google forms to collect the result of the questionnaires CFA and Model fit were used to analyze the questionnaire
Pre-test, post-test provided by ELSA Speak App itself was automatically analyzed as soon as the test is completed The researcher collected and compared the data of two tests to answer the question about the effectiveness of this app Independent sample T-test and descriptive statistics were used to analyze the results of pre-test and post-test.
FINDINGS AND DISCUSSION
Findings
4.1.1 Students' pronunciation before the intervention
To investigate the effect of ELSA Speak App on the students' pronunciation, the researcher compared the scores of the pre post test and the activity logs
Table 4.1 The result of pre-test (Experimental Group)
No Classification Score Number of students
Based on Table 4.1, the pre-test percentage showed that there were no students (0%) who scored Native Category (90-100) and Advanced Category (78-89) for the students' pronunciation skill For Intermediate Category scores (67-77) there were 4 students' (16%), Lower-intermediate Category scores (57-66) there were 5 students (20%) The rest was for the Beginner Category scores (0-56), which made up 64% of the whole
Table 4.2 The result of pre-test (Control Group)
No Classification Score Number of students
Table 4.2 showed that in the control group, no students were assigned to the Native and Advanced groups (90-100) The number of students classified as Intermediate and Lower-intermediate accounted for 16% and 20% respectively The remaining students were classified as Beginners with 64%
Tables 4.1 and 4.2 demonstrated that both the control group and the experimental group of students had below-average abilities prior to the treatment It demonstrated how poorly 10th-grade students at a high school in the province of Quang Binh could pronounce English words
4.1.2 Students' pronunciation after the intervention
Table 4.3 The result of post-test (Experimental group)
No Classification Score Number of students
Based on Table 4.3, the post-test results of the Experimental group showed that there were no students (0%) whose score was placed in Native Category (90-
100), For Advanced Category (78-89), there were 4 students (16%) For Intermediate Category scores (67-77) there were 6 students' (24%), for Lower-intermediate Category scores (57-66) there were 10 students (40%) The rest was for the Beginner Category scores (0-56), which made up 24%
Table 4.4 The result of post-test (Control group)
No Classification Score Number of students
Table 4.4 showed that there was no significant change in pronunciation classification in the control group Already 20% of students were placed in the Intermediate Category (67-77) and 28% of the students were in the Lower- intermediate Category (57-66) The number of students classified as Beginner Category (0-56) accounted for 52% In addition, no students were placed in the Native Category (90-100) and For Advanced Category (78-89)
Table 4.3 made it abundantly evident that, when compared to the outcomes of the pre-test and control group students' abilities, the experimental group's students' ability has improved after the treatment or post test 12% of students achieved Advanced level and 28% of students achieved Intermediate level The number of students achieving Lower-intermediate accounted for 40% while the number of students in the beginner group was only 24% The table above demonstrated that students’ pronunciation skills had significantly improved since the pre-test On the other hand, Table 4.4 demonstrates that the control group’s score did not significantly change
To investigate how ELSA Speak App can improve the students' pronunciation, participants' scores from pretest and posttest were compared using Paired-sample t-test
Table 4.5 Paired-sample t-test score of Control group
Paired Samples Test of CONTROL GROUP
95% Confidence Interval of the Difference Lower Upper
Table 4.6 Paired-sample t-test score of Experimental group
Paired Samples Test of EXPERIMENTAL GROUP
95% Confidence Interval of the Difference Lower Upper Pair 1 Pre-Test –
As can be seen in Tables 4.5 and 4.6, both the EG and CG groups showed a difference in scores after the 6-week pronunciation training program, however, the score of EG increased significantly higher than that of CG On average, CG and EG respectively scored 2.4 and 10.36 points higher in the posttest, as compared to the pretest mean score Paired -test results for CG and EG -9.79 and -29.16 significant at both 0.000 < 0.05, indicating that the improvement in scoring for both groups was statistically significant
To be specific, the students' pre-test and post-test pronunciation scores were described in the table below:
Table 4.7 The Students’ Pre-test and Post-test Mean Score
Kind of Test Experimental group Control group
Data in the table above showed that in the experimental group, the students' mean score of pre-test was 54.6 while the students’ mean score in post-test was
64.96 Based on the analysis it was found that there was improvement of students’ pronunciation skill after applying the ELSA Speak App on students' pronunciation skill outside the classroom Meanwhile, the control group score did not have a significant increase with the pre-test score of 54.76 and the post-test score of 57.16
4.1.4 The Improvement of the Students’ Pronunciation Skill
To see clearly the percentage of students' pronunciation skill improvement, the graphic below would show the result:
Figure 4.1 The Percentage of the Students’ Improvement
Figure 4.1 presented the improvement of the students pronunciation skill between the pre-test and post-test of Control Group and Experimental Group It can be seen that the Control Group group had a negligible change in the results of the test with a pre-test score of 54.76 and a post-test score of 57.16 Thus, the mean score of this group only increased to 2.4 after 6 weeks Meanwhile, students in the Experiment
The Percentage of the Students’ Improvement
Pre-test Post-test group after applying ELSA Speak App to practice pronunciation at home, their scores increased significantly Although the pre-test as mean score of this group of 54.6 was slightly lower than that of the Control group, the post-test as mean score of 64.96 with an increase of 10.36 points
The Student Activity Log was used to record the participants' daily progress on the ELSA Speak App, time reports are also used as a reminder to help students not miss out on their daily practice Through the screenshots saved on messenger, the researcher found that the participants completed the full workout progress on the ELSA Speak App at the desired schedule and time This log was also a reminder to remind students to practice according to the daily schedule In the first week, there were 2 students who forgot to send a screenshot After being reminded by the researcher's message, they completed it fully and on schedule for the rest of the time
The following table showed the activity logs of students in the Experimental group All names of students participating in this study were encrypted by the researcher, e.g EXP 001, EXP 002, EXP 003 etc
Table 4.8 Record of screenshots in week 1
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Note
EXP 003 ✔ X ✔ ✔ ✔ ✔ ✔ Missed the 2 nd day, redid the next day
EXP 010 ✔ ✔ ✔ ✔ X ✔ ✔ Missed the 5 th day, redid the next day
The researcher tracked the progress of students submitting screenshots using a tracking sheet in the form of table 4.8, one for each week Data was collected at the end of each day and the table For the participants who had not yet submitted photos, the researcher texted to remind them In two cases where students failed to comply with the deadlines mentioned above, the reason given by student EXP 003 was a power outage that stopped him from using the Internet Student EXP.10 forgot to take pictures because he was busy preparing old lessons for tomorrow's class Both cases mentioned above, after being reminded,added photos the next day and continued steadily for the rest of the time
Finally, the researcher has summarized the entire process of saving screen images in the following table 4.9
Table 4.9 Record of screenshots in treatment period
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Note
2 nd day of week 1, redid
EXP 010 ✔ ✔ ✔ ✔ ✔ ✔ Missed the 5 th day of week
To get the above data, Experimental group students were asked to send screenshots of their daily practice to Messenger Here are a few screenshots of student EXP 05 that the researcher received via Messenger
Figure 4.4 Day 7, week 3- Day 1, week 4- Day 7, week 6
4.1.5 Students' opinions towards the application of ELSA Speak App in learning pronunciation
To investigate students' attitudes towards the implementation of the mobile app, a questionnaire adapted from Vu & Moore (2023) was employed Data was analyzed from questionnaires regarding four categories: Target, Self-study ability, Difficulty and Effectiveness The participants were asked to give their opinions on the statements based on the format of a five-level Likert item ranging from (1) Strongly disagree (SD), (2) Disagree (D), (3) Not sure (N), (4) Agree (A), and (5) Strongly agree (SD) a Student's Target
11 I believe ELSA Speak App will help me pronounce all English sounds correctly (vowels, consonants, diphthongs)
12 I believe the ELSA Speak App will help me acquire the correct intonation in English sentences
13 I believe the ELSA Speak App will help me to pronounce English sentences fluently
14 I believe ELSA Speak App will help me improve my listening skills
15 I believe the ELSA Speak App will help me to be more confident when speaking English
It is clear from the table that in the first category about Student's Target the choices of "agree" and "strongly agree” made up the highest percentages of 80% to 84% correspondingly
Discussion
4.2.1 The effect of using ELSA Speak App in pronunciation practice
ELSA Speak App has performed well as a training aid, according to the results gathered from the retest and posttest of both EG and CG According to specifically paired sample tests, both groups significantly improved in terms of scoring after two months of training with a pre-test mean score of 54.6 and a post-test mean score of 64.96, compared to a control group These numbers demonstrated that improving students' pronunciation skills may be accomplished using both conventional teaching methods and computer-assisted training; however, the improvement of the two groups fell into two different levels
As a result, it is clear that even while both groups appeared to make great differences throughout the training program, the group that received software- integrated pronunciation training outperformed the group that received traditional teaching methods Compared to the CG group, the EG group has certain advantages in terms of practicing time and familiarity with the app's voice First, the EG group spent more time practicing pronunciation than the CG group Specifically, each student spends at least 10 minutes during 42 days (6 weeks) practicing on the ELSA Speak App, equivalent to 7 hours Second, students in the EG group are more familiar with the AI voice of ELSA Speak App than students in the CG group because they have practiced for a quite long time (6 weeks) However, 7 hours of practice time and a familiar voice cannot be the main reason for the EX group's outstanding growth in score of 10.36 points compared to 2.4 points for the CG group The strong growth in this regard may be explained by two main reasons, which are the increase in learner motivation and the reasonable design of the ELSA Speak App's content
This is clearly demonstrated by the results from the questionnaire and the comparison of pre-post test results of EG and CG Firstly, it can be concluded from the data of the questionnaire that the ELSA Speak App has been effective for users in terms of pronunciation The majority of users (80%) completed the tasks with satisfaction and confidence After practicing on this app, their pronunciation has improved markedly and was recognized by other people More specifically, 76% of participants received positive feedback and compliments on their English pronunciation Most of them (76% of the participants ) have achieved their initial personal pronunciation goals set out before using the app At the same time, their pronunciation motivation also increased after a period of practice with ELSA Speak App 92% of participants found the app motivating It is these things that made users satisfied and most of them (96% of participants) decided to recommend ELSA Speak App to those who had the same desire to improve pronunciation This improvement was also evident in the pre-post test data when comparing the results of EG and CG The mean score of EG and CG showed that the ELSA Speak App significantly improved students' pronunciation skills outside the classroom, with a pre-test mean score of 54.6 and a post-test mean score of 64.96, compared to a control group with a pre-test score of 54.76 and a post-test score of 57.16 In addition, some observations of the researcher during the teaching process are also completely consistent with the above statements Since practicing on ELSA Speak App, students often discuss it happily Some children even opened ELSA Speak to practice during recess instead of playing games or surfing Facebook like before The number of times these students gave constructive speeches also increased significantly It is clear that using the ELSA Speak App for practice has brought a marked improvement in pronunciation for users
Improved learning outcomes, especially students' pronunciation skills using ELSA Speak App on students' pronunciation skill, indicate that there was a significant difference from learning without using ELSA Speak App The findings from this study is aligned with the result of previous research conducted by Samad
& Ismail (2020) which found that ELSA Speak App is an effective medium to help university students improve their pronunciation skills, making it highly recommended for supporting the pronunciation class The findings also confirms the conclusion of another study conducted by Pinontoan et al (2022) who stated that the use of appropriate teaching media can affect students' learning outcomes and that secondary students' pronunciation ability has significantly improved after using the teaching media
Based on the findings of this study, the researcher came to the conclusion that using the ELSA Speak App to train students to pronounce words correctly with features that are simple to use outside of class is an effective way to improve students' pronunciation skills This can boost students' self-confidence and pronunciation skills
The results of this study suggested that computer-assisted pronunciation training, or specifically in this case, could be successful In the context of Vietnam, MALL may be a potential strategy for teaching pronunciation since it can address the issue of a shortage of certified teachers while also producing better results than the traditional teaching style
4.2.2 Students' opinions about the ELSA Speak App
Overall, students from the Experimental Group participating in the survey showed a highly positive attitude towards the software and the course as well as demonstrating a strong belief in personal improvement
Students’ attitudes towards ELSA Speak App
Students expressed their firm belief in ELSA Speak in improving their language abilities in terms of pronunciation as well as the related skills of listening and speaking More specifically, 88% of participants said that the ELSA Speak App would improve their ability to pronounce English phonemes Additionally, 84% of participants thought using the ELSA Speak App would help them become more intonation-correct in English Regarding the third item in improving pronunciation fluency in English, 84% of the participants expressed agreement with the given material In contrast, when asked if using the ELSA Speak App had helped them become better in listening, only 4% of participants disagreed According to 70% of participants, using the ELSA Speak App would increase their confidence when speaking English
Students often express their appreciation for the ELSA Speak App because it is always in the top rating of English learning apps Over 80% of participants believed that ELSA Speak would help them improve their pronunciation, listening and speaking skills In other words, they thought the program was beneficial Similarly, previous research by Anggraini (2022) showed that the ELSA Speak App offered students convenience and benefits in improving their English pronunciation skills Because of this, they found practice more engaging and were willing to put in the time to practice it at home Data from screenshot records showed that all students almost fully participated in ELSA's practice sessions continuously for one month In addition, the program's feature, particularly Speech Analysis, which allows users to compare their sound waves with that of a natural speaker, was highly praised by the students Up to 80% of participants thought that the voice recognition and analysis of ELSA Speak was reliable and consistent This was also shown through a few observations of the researcher in a few conversations with students, the students seemed very interested in this new ASR technology, especially the visualization of their pronunciation
In summary, analysis of quantitative data showed that the group treated with the ELSA Speak App showed significantly better progress than the group that applied traditional methods, which confirms many studies previously about the same issue, but in a different context such as the studies of (Rismawati et al (Rismawati et al ( 2021), Lesmana (2022), Samad & Ismail (2020), Anggraini (2022), Makhlouf
(2021) Thus, it can be concluded that the Experimental group students who answered the survey had a very positive attitude and a strong belief in improving themselves by using ELSA Speak App
Students’ attitudes towards the impact of ELSA Speak App on their self-study skills
The survey data clearly shows the positive feedback of users when using ELSA Speak App as a self-study tool Data from the questionnaire illustrated a large proportion of respondents (80% to 100%) that ELSA Speak App is perfectly suitable for self-pronunciation practice Participants all found that ELSA Speak App helped them in the self-study process from planning to practice, practicing by repeating as many times as possible according to each learner's ability This is completely consistent with Niủo's (2015) conclusion that mobile applications include the ability to define goals based on their own thoughts and interests The app also helps users to recognize and correct errors with ease without any pressure
Regarding difficulty in learning pronunciation in terms of method, the participants' answers show that the ELSA Speak App is an effective self-learning tool because it has helped users reduce stress when making pronunciation mistakes, users can repeat the answer until satisfied based on their own pace In addition, the voice recognition and analysis of the ELSA Speak App is also rated by users as reliable and consistent Therefore, users have achieved their personal goals related to English pronunciation after only 6 weeks of practice Seeing that effect, they are also willing to recommend the ELSA Speak App to those with the same goal
Difficulties in using ELSA Speak App
Based on the data of the questionnaire survey, using the ELSA Speak App still brings some difficulties for a group of users, especially the quality of the Internet connection, which affects the training process of 52% of users Another problem is the distraction of other applications on the Internet during practice, which accounts for 44% of the answers Both of the above mentioned issues are similar to the findings in the study of Cheon et al (2012) that poor access speeds, and learners being distracted in the learning process for their main purpose In addition, the listen- and-repeat style of ELSA Speak was also annoying for a small group with 14% of responses, which is also a new finding that has not been shown in previous related studies
Previous research by Gonzalez (2012) has shown that one of the limited modes of mobile applications is not giving personalized feedback to users At the same time, he also mentioned solutions to improve the state of improvement in future applications such as speech recognition or speech analysis As predicted by Gonzalez (2012), thanks to the integration of ARS technology, ELSA Speak has helped learners be more proactive in recognizing and correcting pronunciation errors The questionnaire data also showed that the voice recognition and analysis capabilities of the ELSA Speak function were rated as reliable and consistent by the majority of users with 80% of responses.
Chapter summary
To sum up, this chapter presents research on how well students pronounce words and sentences as well as their attitudes toward using ELSA Speak App in pronunciation lessons outside of the classroom The findings demonstrate that following ELSA Speak App 's intervention, the students' pronunciation significantly improved, as did their positive attitudes The researcher was able to gradually advance the learning process, in which ELSA Speak App was a crucial component in the improvement of students' pronunciation, by letting students use the mobile app and giving them the instruction they need to complete it The participants' pronunciation was often poor to average before the intervention It was greatly improved with the aid of the teacher's guidance and the assistance of the mobile app The assistance was then gradually decreased so that the kids' pronunciation could improve This could be taken into account as important proof to address the two questions raised in Chapter 1.
CONCLUSION
Summary of findings
This study evaluated the impact of using a mobile application on the pronunciation and attitudes of class 10 students toward this novel method It is obvious from the test results, two tail t-test analysis, and the outcomes of the questionnaire analysis above that using pronunciation websites to teach participants pronunciation is highly beneficial The data analysis shows that after six weeks of the experiment, students performed significantly better on the using this new approach
Additionally, the experimental group of students responded favorably to the use of a mobile app for pronunciation instruction Nearly all of them agreed that this method had some advantages over the traditional one, including saving teachers' time and energy, boosting student motivation, promoting student autonomy and self- study, giving students the chance to practice using their authentic voices, and most importantly, easing students' study-related stress The observation and questionnaire results also revealed that using a mobile application draws students' interest, motivates them to learn pronunciation, and fosters their independence
However, students in groups who used conventional technique also achieved significant progress because of the teacher's expertise and interest in teaching English in general and pronunciation in particular
In conclusion, the ELSA Speak application has been proven to improve students' pronunciation skills and motivation, as demonstrated by student performance and scores The app allows students to hear and imitate sounds as well as with their native language, and allows for immediate correction of voice recordings The app offers features like building communicative work, self-learn activities, and speech correction Students gain knowledge about pronunciation input, and can correct mistakes directly However, the use of technology in language teaching should be considered based on students' readiness and the app used English teachers must also focus on their own English competence and pedagogy to ensure success in language teaching The ELSA Speak app is considered the appropriate technology for teaching pronunciation skills.
Pedagogical implications
The research has produced positive results that make the incorporation of mobile software in pronunciation instruction a promising prospect, despite some limits that will be mentioned later in this chapter We as educators can have hope for the near future of technology in pronunciation classrooms since students who experienced the new way of instruction made noticeably more progress than those who used the traditional approach The following pedagogical implications need to be taken into consideration:
First and foremost, focus should be placed on the selection of the program as it should be suited to the level of the students in order to enhance the effectiveness of the integration The software should be simple to use so that kids may adapt to it quickly It should also provide practice that is neither too difficult nor too simple to prevent pupils from being discouraged from using it for learning Data collected from the survey has shown that using mobile applications is really suitable for self- study, especially skills that need a lot of practice like pronunciation However, the biggest difficulty of self-study is the high discipline, while studying on smartphones will easily make students distracted and lack concentration Therefore, it is necessary to have a strict and appropriate management of teachers for this form of learning to be really effective
Also, pronunciation applications attract students' attention as well as encourage their motivation to study English; therefore, it may be a good idea for teachers to design some tasks that require students to work with applications For example, teachers can ask students to learn how to read some new words on the dictionary of apps like ELSA Speak; teachers can also ask students to use the voice cognition technology of apps like Google Translate to proofread some text and self- assess the accuracy of pronunciation
To use the ELSA Speak App effectively, students and administrators should do the following First, students should choose learning goals that suit their level and needs, such as learning how to pronounce difficult sounds, common vocabulary, or communication sentences in different situations Second, students should practice regularly and track their progress through the app's tests and reports Students should also listen and apply the app's feedback to correct pronunciation errors In addition, students also need to practice good self-discipline when using Internet-connected applications for learning purposes to avoid distractions during their self-study
On the other hand, administrators should encourage and support students to use the ELSA Speak App by providing devices, Internet connections, and convenient study spaces Administrators should also monitor students' learning results through the application and provide recommendations or encouragement when necessary.
Limitations of the study
The current study has some limitations as follows First, the number of participants is limited, 50 students from one classes of a high school may not represent the entire number of participants in a school Therefore, more volunteers are needed to confirm the accuracy of the data and this is strongly recommended Second, the students' practice time on the ELSA Speak App is only 6 weeks, which is still quite short for the treatment period Despite these shortcomings, the research results provide useful suggestions for students, teachers and administrators in using mobile apps outside of class to improve pronunciation skills for high school students.
Suggestions of future studies
Future studies can further explore the following topics based on the current study's findings:
Future studies can look into the value of a particular software feature for teaching pronunciation For instance, researchers can examine whether speech visualization, listening discrimination exercises, or animated articulator demonstrations improve students' pronunciation skills By conducting comparable trials but with each group receiving a course of a different length, future research can examine the impact of training time on enhancing students' specific characteristics of pronunciation This study can serve as a springboard for additional investigations on the efficacy of pronunciation aids in improving students' auditory perceptions or pronunciation accuracy/comprehensibility in general
Agustina, I., Nasrudin, N., Putra, S., Akrim, A., & Maharani, D (2020, March)
The Effect Of Moodle Implementation In English For Multimedia Classroom On Students’ Achievement In Reading And Writing In
Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019, Medan, Indonesia
Anguera, Xavier & Vu Van (2016) English Language Speech Assisstant
Interspeech 2016: Show and Tell Contribution San Frasisco: USA
Basoglu, E B., & Akdemir, O (2010) A comparison of undergraduate students'
English vocabulary learning: Using mobile phones and flash cards Turkish
Online Journal of Educational Technology-TOJET, 9(3), 1-7
Brewer, R S., Lee, G E., Xu, Y., Desiato, C., Katchuck, M., & Johnson, P M
(2011, May) Lights off game on the kukui cup: A dorm energy competition In Proceedings of the CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts
Brown, H D (1994) Principles of Language Learning and Teaching 3rd Edition
New Jersey: Prentice Hall Inc
Brown, H D (2007) Teaching by Principles: An Interactive Approach to
Language Pedagogy NY: Pearson Education
Burns & Heken (1997) Focus on Speaking Sydney: Macquarie University
Bygate, M (2003) Speaking New York: Oxford University Press
Candy, P C (1991) Self-direction for lifelong learning San Francisco: Jossey-
Carrier, M (2017) Automated Speech Recognition in language learning: Potential models, benefits and impact Training Language and Culture, 1(1), 46–61
Celce-Murcia, M., Brinton, D M., & Goodwin, J M (1996) Teaching pronunciation: A reference for teachers of English to speakers of other languages Cambridge University Press
Chen, C M., Chen, L C., & Yang, S M (2019) An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation Computer Assisted Language Learning, 32(3), 237-260
Cheon, J., Lee, S., Crooks, S M., & Song, J (2012) An investigation of mobile learning readiness in higher education based on the theory of planned behavior Computers & Education, 59(3), 1054–1064 https://doi.org/10.1016/j.compedu.2012.04.015
Chinnery, G M (2006) Emerging Technologies: Going to the MALL (Mobile
Assisted Language Learning) Language Learning & Technology, 10(1), 9-
Cordier, D (2009) Speech recognition software for language learning: Toward an evaluation of validity and student perceptions
Darsih, E., Wihadi, M., & Hanggara, A (2021, March) Using ELSA app in speaking classes: Students’ voices In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java,
Demuynck, K., & Laureys, T (2002, September) A comparison of different approaches to automatic speech segmentation In International Conference on Text, Speech and Dialogue (pp 277-284) Springer Berlin Heidelberg
Ekinci, E., & Ekinci, M (2017) Perceptions of EFL learners about using mobile applications for English language learning: A case study International
Elaish, M M., Ghani, N A., Shuib, L., & Al-Haiqi, A (2019) Development of a mobile game application to boost students’ motivation in learning English vocabulary IEEE Access, 7, 13326-13337
Elsaspeak.(n.d.).Meet ELSA - Your personal AI-powered English speaking coach https://elsaspeak.com/en/
Fujimoto, C (2012) Perceptions of mobile language learning in Australia: How ready are learners to study on the move The Jalt Call Journal, 8(3), 165-
Fultcher (2003) Testing Second Language Speaking Hongkong: Pearson
Gabarre, C., Gabarre, S., Din, R., Shah, P M., & Karim, A A (2014) iPads in the foreign language classroom: A learner’s perspective Southeast Asian Journal of English Language Studies, 20(1), 115-127
Gilakjani, A P (2012) A Study of Factors Affecting EFL Learners' English
Pronunciation Learning and the Strategies for Instruction International Journal of Humanities and Social Science, 2(3), 119-128
González, J F (2012) Can Apple’s iPhone help to improve English pronunciation autonomously? State of the app Paper presented at the EUROCALL Conference
Guglielmino, L M (2013) The case for promoting self-directed learning in formal educational institutions SA-eDUC, 10(2)
Ha, C T (2005) Common pronunciation problems of Vietnamese learners of
English VNU Journal of Foreign Studies, 21(1)
Harmer, J (2001) The practice of English language teaching London/New York,
Harmer, J (2007) The practice of English language teaching 4th ed England:
Heaton, J B (1988) Writing English Language Tests New York: Longman Inc Hewings, M (2004) A resource book for teaching English
Hidayati, T., & Diana, S (2019) Students’ motivation to learn English using mobile applications: The case of Duolingo and Hello English JEELS (Journal of English Education and Linguistics Studies), 6(2), 189-213
Hismanoglu, M., & Hismanoglu, S (2011) Task-based language teaching: What every EFL teacher should do Procedia-Social and Behavioral Sciences,
Hope Speak (2014) The importance of correct pronunciation Retrieved on April
30, 2023 from https://www.hopespeak.com/blog/the-importance-of- correct-pronunciation/
Jarvis, H., & Achilleos, M (2013) From Computer Assisted Language Learning
(CALL) to Mobile Assisted Language Use (MALU) TESL-EJ, 16(4), 1-
Jenkins, J (2000) The phonology of English as an international language Oxford university press
Jones, R H., & Evans, S (1995) Teaching pronunciation through voice quality
Kelly, G (2006) How To Teach Pronunciation (With Cd) Pearson Education
Klopfer, E., Squire, K., & Jenkins, H (2002, August) Environmental detectives:
PDAs as a window into a virtual simulated world In Proceedings IEEE international workshop on wireless and mobile technologies in education (pp 95-98) IEEE
Knowles, M 1975 Self-directed learning: A guide for learners and teachers New
Kửse, T., & Mede, E (2016) Perceptions of efl learners about using an online tool for vocabulary learning in EFL classrooms: a pilot project in turkey
Procedia-Social and Behavioral Sciences, 232, 362-372
Lee, K., Tsai, P S., Chai, C S., & Koh, J H L (2014) Students’ perceptions of self-directed learning and collaborative learning with and without technology Journal of Computer Assisted Learning, 30(5), 425– 437
Lesmana, B (2022) Using Elsa Speak Application To Improve Students'speaking
Skill At Upt Spf Smpn 17 Makassar (Doctoral Dissertation, Universitas Bosowa)
Levis, J (2007) Computer technology in teaching and researching pronunciation
Annual review of applied linguistics, 27, 184-202
Liakin, D., Cardoso, W., & Liakina, N (2015) Learning L2 pronunciation with a mobile speech recognizer: French/y/ CALICO Journal, 32(1), 1–25
Lim, S (2015) A blended learning case study: the application of station rotation model in ELT listening and speaking class at Phayao Pittayakhom School
In International Conference on Language, Literature, Culture and Education (pp 129-141)
Luoma, S 2004 Assessing Speaking Cambridge: Cambridge University Press
Makhlouf, M K I (2021) Effect of Artificial Intelligence-Based Application on
Saudi Preparatory-Year Students’ EFL Speaking Skills at Albaha University International Journal of English Language Education, 9(2) Ministry of Education and Training (2018), Circular 32/2018/TT-BGDĐT, Master
Mortazavi, M., Nasution, M K., Abdolahzadeh, F., Behroozi, M., & Davarpanah,
A (2021) Sustainable learning environment by mobile-assisted language learning methods on the improvement of productive and receptive foreign language skills: A comparative study for Asian universities Sustainability,
Mortimer, C (1985) Elements of pronunciation: intensive practice for intermediate and more advanced students (Vol 1) Cambridge University
Neri, A., Cucchiarini, C., & Strik, H (2008) The effectiveness of computer-based speech corrective feedback for improving segmental quality in L2 Dutch
Neri, A., Cucchiarini, C., Strik, H., & Boves, L (2002) The pedagogy-technology interface in computer assisted pronunciation training Computer Assisted Language Learning, 15(5), 441- 467
Nguyen, T N Q., & Vo, N T T (2021) The need of applying English learning apps to help Van Lang University students improve their spoken English performance AsiaCALL Online Journal, 12(2), 72-86
Niủo, A (2015) Language Learners Perceptions and Experiences on the Use of
Mobile Applications for Independent Language Learning in Higher Education IAFOR Journal of Education
Nursaputri, E (2022) The Use Of Elsa Speak Application As The Media To
Improve English Speaking Skill (A Classroom Action Research among the Eight Grade Students of SMP Islam Ar-Rahmah Suruh in the Academic Year 2022/2023)
Pangaribuan, T., Sinaga, A., & Sipayung, K T (2017) The Effectiveness of
Multimedia Application on Students Listening Comprehension English Language Teaching, 10(12), 212-218
Pennington, M C (1989) Teaching proununciation from the top down RELC journal, 20(1), 20-38
Phương, W T N (2022) Students’ Perceptions towards English Learning
Applications International Journal of Social Science and Education Research Studies, 2(8), 340-343
Pinontoan, K A., Pelenkahu, N., & Muntuuntu, M (2022) Using English
Language Speech Assistant (Elsa) Speak Application) To Improve Students’of Smp Katolik St Johanis Laikit Pronunciation Ability JoTELL:
Journal of Teaching English, Linguistics, and Literature, 1(11), 1227-1237
Pranoto, B E (2020, April) Students’ Perspectives Toward News Voiceover
Activity in Pronunciation Class In Twelfth Conference on Applied Linguistics (CONAPLIN 2019) (pp 203-206) Atlantis Press
Richards, J C (2002) Longman language teaching and applied linguistics
Rismawati, D., Suryana, Y., & Agustiana, V (2021) The Effectiveness Of Elsa
Speaking Application In Improving English Pronunciation The Proceedings Of English Language Teaching, Literature, and Translation (ELTLT), 10, 177-184
Roach, P (2000) English phonetics and phonology 3rd (ed.) cambridge: Cup
Robinson, R (2001) Calibrated Peer Review™ an application to increase student reading & writing skills The American Biology Teacher, 63(7), 474-480
Rodrigue, T K (2017) The digital reader, the alphabetic writer, and the space between: A study in digital reading and source-based writing Computers and Composition, 46, 4-20
Samad, I S., & Aminullah, A (2019) Applying ELSA Speak software in the pronunciation class: Students’ perception Edumaspul: Jurnal Pendidikan,
Samad, I S., & Ismail, I (2020) ELSA speak application as a supporting media in enhancing students’ pronunciation skill Majesty Journal, 2(2), 1-7
Santoso, I., & Andriyadi, A (2019) The Use Of My Dictionary Application To
Improve Students’vocabulary Mastery Eltin Journal: Journal of English Language Teaching in Indonesia, 7(1), 35-42
Setiawan, R., & Wahyuni, N C (2017) English talk class based Telegram (E-talk castel) an innovative and creative strategy to stimulate students’ speaking skill English Language and Literature International Conference, 1, 195–
Stockwell, G (2008) Investigating learner preparedness for and usage patterns of mobile learning ReCALL, 20(3), 253-270
Teeter, J L (2017) Improving motivation to learn English in Japan with a self- study shadowing application Languages, 2(4), 19
Teng, F (2022) Vocabulary learning through videos: captions, advance-organizer strategy, and their combination Computer Assisted Language Learning, 35(3), 518-550
Traxler, J., & Kukulska-Hulme, A (Eds.) (2007) Mobile learning: A handbook for educators and trainers Routledge
Truong, Q L (2012) Self-assessment study of students at To Hieu high school,
Thuong Tin district, Hanoi: MSc thesis Psychology: 60 31 80 (Doctoral dissertation, University of Social Sciences and Humanities)
Van De Bogart, W., & Wichadee, S (2016) Students’ perceived effectiveness of educational technologies and motivation in smart classroom TEM Journal,
Viberg, O., & Grửnlund, Å (2013) Systematising the field of mobile assisted language learning International Journal of Mobile and Blended Learning
Vu, H Y., & Moore, S (2023) Exploring English pronunciation teaching in
Vietnam: Time for a new approach? English as a Foreign Language
Wang, L., Huang, N., Hong, Y., Lin, L., Guo, X., & Chen, G (2020) When the
Clock Strikes: Exploring On-the-hour Effects in Gamified Online Learning Systems Available at SSRN 3693481
Wharton, S., & Race, P (1999) 500 tips for TESOL: Teaching English to speakers of other languages Psychology Press
Xodabande, I (2017) The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners Cogent Education, 4(1), 1–14
Xu, Q (2020) Applying MALL to an EFL Listening and Speaking Course: An
Action Research Approach Turkish Online Journal of Educational Technology-TOJET, 19(4), 24-34
APPENDICES APPENDIX A ELSA ASSESSMENT TEST
(All the screenshots were taken by the researcher with the Redmi Note 5.)
Figure 1 Screenshot of ELSA Assessment Test
Figure 2 Screenshot of detailed report
1 This summer I will visit a new country with two of my best friends
2 We will go sightseeing and stay at a resort by the ocean
3 We will get to enjoy a nice room with a beautiful view of the ocean
4 Our resort offers several leisure activities: you can go snorkeling with thousands of fish, join various excursions nearby, or book a relaxing massage
5 The weather will be very good; we look forward to swimming and sunbathing,
6 Nothing beats chilling by the beach in the summer heat It will be hard to leave
7 I plan to arrive in late July, and would love to take a really long train ride across the whole country
8 The three of us will meet each other in the North and travel for a month together to the South
9 We would like to avoid the urban areas that we usually visit, as we're looking to relax and escape the noise of the city
10 There are more than thirteen wilderness parks on this marvelous journey!
11 It will be such an adventure for me; I will get exposure to a new language and culture
12 Every place I travel to now I can speak proper English
13 The voice I have can now be heard It makes a huge difference in my travels!
14 Strangers have become my closest friends; they explain stuff clearly to me
15 They really trust me: I am not afraid but proud
16 Since I can speak English correctly and confidently, life is such an adventure and
Figure 3 Script of ELSA Assessment Test
APPENDIX B PRE AND POST TEST RESULTS
Pre- test score Post- test score
Fluency Intonation Total Pronunci- ation
Pre- test score Post- test score
Fluency Intonation Total Pronunci- ation
This questionnaire aims to collect data for the thesis entitled “ Using ELSA Speak
Application in teaching pronunciation - an experimental study at a high school in Quang Binh Province” All the information will be kept confidential and used for research purpose only There are 3 sections in the questionnaire, and it will take approximately 5-7 minutes to finish
Thank you for your cooperation
For each question below, please fill in the information/ tick (✔) in the appropriate box
3 Your experience in learning English………years
II Your perception of and practice with pronunciation
For each of the questions below, please put a tick ( ✔ ) in the appropriate box for the option that indicates your answer You can choose MORE THAN ONE option in some cases
4 What level do you think your English pronunciation is at?
☐ C2 Can vary intonation and place sentence stress correctly in order to express finer shades of meaning
☐ C1 Can vary intonation and place sentence stress correctly in order to express finer shades of meaning
☐ B2 Has acquired a clear, natural, pronunciation and intonation
☐ B1 Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur
☐ A2 Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time
☐ A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group
Note The labels A1‐C2 refer to the proficiency level of the learner, where A1 stands for beginner level, A2 for waystage or elementary, B1 for threshold or intermediate, B2 for upper intermediate, C1 for advanced and C2 for “mastery” level
5 In your opinion, which factor(s) is/are the most crucial for learners to communicate in English?
6 How important do you think it is to learn English pronunciation?
7 In what way do you learn English pronunciation outside class time?
☐ I practice English pronunciation with friends and/or teachers
☐ I practice English pronunciation by talking with foreigners
☐ I practice English pronunciation on my own
8 What do you find the most challenging in learning English pronunciation?
☐ Learning English stress/rhythm/intonation
☐ Perceiving and producing problematic sounds
☐ Correspondence between pronunciation and written forms
☐ Being heavily affected by my mother tongue
(I pronounce English but it sounds like Vietnamese)
9 What do you think are the reasons for such difficulties?
☐ I do not have enough time to learn and practice English Pronunciation
☐ I do not have a chance to use English for communication in the real world
☐ There is a lack of sufficient materials and equipment
☐ My learning method is inappropriate
☐ The teaching methodology where I study is ineffective
10 Have you ever used ELSA Speak App to learn English pronunciation before?
For each of the questions below, please put a tick ( ✔ ) in the appropriate box for the number (1, 2, 3, 4 or 5) that best suits you You can only choose ONE option for each question
1 Strongly disagree 2 Disagree 3 Not sure
11 I believe ELSA Speak App will help me pronounce all
English sounds correctly (vowels, consonants, diphthongs)
12 I believe ELSA Speak App will help me acquire the correct intonation in English sentences
13 I believe ELSA Speak App will help me to pronounce
14 I believe ELSA Speak App will help me improve my listening skills
15 I believe ELSA Speak App will help me to be more confident when speaking English
16 I can actively arrange my own study schedule using the app
17 I can learn at my own pace ☐ ☐ ☐ ☐ ☐
18 I can self-monitor my progress based on the app's tracking function
19 I can recognize and correct pronunciation errors on my own without the help of others
20 I don't get stressed every time I make a pronunciation mistake while practicing
21 I find it easy to navigate and use the features of ELSA speak
22 I find the voice recognition and analysis of ELSA speak reliable and consistent
23 The quality of the Internet connection may affect my learning
24 I can be easily distracted when practicing on the
25 ELSA Speak App mainly uses listen-and-repeat style lessons, which irritates me
26 I have completed the levels and challenges of ELSA
Speak App with confidence and satisfaction
27 I have received positive feedback and compliments on my English pronunciation from others after using ELSA
28 I have achieved my personal goal related to English pronunciation with ELSA Speak App
29 ELSA Speak App has helped me increase my motivation to learn pronunciation
30 I will recommend ELSA Speak App to other learners who want to improve their English pronunciation
PHỤ LỤC C BẢNG CÂU HỎI KHẢO SÁT
(Vietnamese version) Bảng câu hỏi này nhằm thu thập dữ liệu phục vụ cho luận văn mang tên “Using
ELSA Speak Application in teaching pronunciation - an experimental study at a high school in Quang Binh Province” Mọi thông tin sẽ được giữ bí mật và chỉ sử dụng cho mục đích nghiên cứu Có 3 phần trong bảng câu hỏi và sẽ mất khoảng 5-7 phút để hoàn thành
Cảm ơn sự hợp tác của bạn
I Thông tin cá nhân Đối với mỗi câu hỏi dưới đây, vui lòng điền thông tin/ đánh dấu (✔) vào ô thích hợp
2 Giới tính của bạn: ☐ Nam ☐ Nữ
3 Kinh nghiệm học tiếng Anh của bạn………năm
II Nhận thức của bạn và thực hành với cách phát âm Đối với mỗi câu hỏi dưới đây, vui lòng đánh dấu (✔) vào ô thích hợp cho tùy chọn cho biết câu trả lời của bạn Bạn có thể chọn NHIỀU HƠN MỘT tùy chọn trong một số trường hợp
4 Bạn nghĩ khả năng phát âm tiếng Anh của mình đang ở cấp độ nào?
☐ C2 Có thể thay đổi ngữ điệu và đặt trọng âm của câu một cách chính để thể hiện sắc thái tốt hơn của ý nghĩa
☐ C1 Có thể thay đổi ngữ điệu và đặt trọng âm của câu một cách chính để thể hiện sắc thái tốt hơn của ý nghĩa
☐ B2 Đã có được cách phát âm và ngữ điệu rõ ràng, tự nhiên
☐ B1 Phát âm rõ ràng dễ hiểu ngay cả khi giọng nước ngoài đôi khi rõ ràng và thỉnh thoảng xảy ra phát âm sai
☐ A2 Phát âm nhìn chung đủ rõ ràng để hiểu mặc dù giọng nước ngoài đáng chú ý, nhưng đôi khi những người đối thoại sẽ cần yêu cầu lặp lại
☐ A1 Phát âm của một số lượng rất hạn chế các từ và cụm từ đã học có thể được hiểu với một số nỗ lực của người bản ngữ được sử dụng để đối phó với những người nói thuộc nhóm ngôn ngữ của mình
Ghi chú Các nhãn A1‐C2 đề cập đến mức độ thành thạo của người học, trong đó
A1 là viết tắt của cấp độ mới bắt đầu, A2 cho giai đoạn đầu hoặc sơ cấp, B1 cho ngưỡng hoặc trung cấp, B2 cho trung cấp trên, C1 cho cao cấp và C2 cho cấp độ
5 Yếu tố nào là quan trọng nhất để giao tiếp với những người thuộc các nền văn hóa khác?
6 Bạn nghĩ học phát âm tiếng Anh quan trọng như thế nào?
☐ Không quan trọng (Vui lòng giải thích)
7 Ngoài giờ lên lớp, bạn học phát âm tiếng Anh theo cách nào?
☐ Tôi luyện phát âm tiếng Anh với bạn bè và/hoặc giáo viên
☐ Tôi luyện phát âm tiếng Anh bằng cách nói chuyện với người nước ngoài
☐ Tôi tự luyện phát âm tiếng Anh
☐ Khác (Vui lòng ghi rõ)
8 Khó khăn của bạn khi học phát âm tiếng Anh là gì?
☐ Học trọng âm/nhịp điệu/ngữ điệu tiếng Anh
☐ Nhận biết và tạo ra các âm khó
☐ Sự tương ứng giữa cách phát âm và dạng viết
☐ Bị ảnh hưởng nặng nề bởi tiếng mẹ đẻ
(Tôi phát âm tiếng Anh nhưng nghe như tiếng Việt)
☐ Khác (Vui lòng ghi rõ)
9 Theo bạn nguyên nhân của những khó khăn đó là gì?
☐ Tôi không có đủ thời gian để học và luyện Phát Âm Tiếng Anh
☐ Tôi không có cơ hội sử dụng tiếng Anh để giao tiếp trong thế giới thực
☐ Thiếu tài liệu và thiết bị học tập
☐ Phương pháp học của tôi không phù hợp
☐ Phương pháp giảng dạy ở nơi tôi học không hiệu quả
☐ Khác (Vui lòng ghi rõ)
10 Bạn đã từng sử dụng Ứng dụng ELSA Speak để học phát âm tiếng Anh bao giờ chưa?
III Ứng dụng ELSA Speak Đối với mỗi câu hỏi dưới đây, vui lòng đánh dấu (✔) vào ô thích hợp cho số (1, 2,
3, 4 hoặc 5) phù hợp nhất với bạn Bạn chỉ có thể chọn MỘT phương án cho mỗi câu hỏi
1 Rất không đồng ý 2 Không đồng ý 3 Không chắc chắn
11 Tôi đã tin rằng ứng dụng ELSA Speak sẽ giúp tôi phát âm chính xác tất cả các âm tiếng Anh (nguyên âm, phụ âm, nguyên âm đôi)
12 Tôi đã tin rằng ứng dụng ELSA Speak sẽ giúp tôi phát âm chính xác ngữ điệu trong câu tiếng Anh ☐ ☐ ☐ ☐ ☐
13 Tôi đã tin rằng ứng dụng ELSA Speak sẽ giúp tôi phát âm trôi chảy các câu tiếng Anh ☐ ☐ ☐ ☐ ☐
14 Tôi đã tin rằng ứng dụng ELSA Speak sẽ giúp tôi cải thiện kỹ năng nghe của mình ☐ ☐ ☐ ☐ ☐
15 Tôi đã tin rằng ứng dụng ELSA Speak sẽ giúp tôi tự tin hơn khi nói tiếng Anh ☐ ☐ ☐ ☐ ☐
16 Tôi có thể chủ động sắp xếp lịch học của mình thông qua ứng dụng ☐ ☐ ☐ ☐ ☐
17 Tôi có thể học theo tốc độ của riêng mình ☐ ☐ ☐ ☐ ☐
18 Tôi có thể tự theo dõi quá trình học của mình dựa trên chức năng theo dõi của ứng dụng ☐ ☐ ☐ ☐ ☐
19 Tôi có thể tự nhận biết và sửa lỗi phát âm mà không cần sự trợ giúp của người khác ☐ ☐ ☐ ☐ ☐
20 Tôi không bị căng thẳng mỗi khi mắc lỗi phát âm khi luyện tập ☐ ☐ ☐ ☐ ☐
21 Tôi thấy việc điều hướng và sử dụng các tính năng của
ELSA Speak rất dễ dàng ☐ ☐ ☐ ☐ ☐
22 Tôi thấy tính năng nhận dạng và phân tích giọng nói của ELSA đáng tin cậy và nhất quán ☐ ☐ ☐ ☐ ☐
23 Chất lượng đường truyền Internet có thể ảnh hưởng đến việc học của tôi ☐ ☐ ☐ ☐ ☐
24 Tôi có thể dễ dàng bị phân tâm khi thực hành trên
25 Ứng dụng ELSA Speak chủ yếu sử dụng các bài học theo phong cách nghe và lặp lại, điều này khiến tôi khó chịu
26 Tôi đã hoàn thành các cấp độ và thử thách của Ứng dụng ELSA Speak một cách tự tin và hài lòng ☐ ☐ ☐ ☐ ☐
27 Tôi đã nhận được phản hồi tích cực và lời khen về khả năng phát âm tiếng Anh của mình từ nhiều người khi sử dụng Ứng dụng ELSA Speak
28 Tôi đã đạt được mục tiêu cá nhân liên quan đến phát âm tiếng Anh với ELSA Speak App
29 Ứng dụng ELSA Speak đã giúp tôi có thêm động lực học phát âm ☐ ☐ ☐ ☐ ☐
30 Tôi sẽ giới thiệu Ứng dụng ELSA Speak cho những người học khác muốn cải thiện khả năng phát âm tiếng
Link for the survey questionnaire: https://docs.google.com/forms/d/e/1FAIpQLSf4-Yrgu9XK5kbFM6P3_Wth0HtMnoLB4GIBWt5Ih8P_N6zQ7w/viewform?usp=sf_l ink
APPENDIX D ACTIVITY LOG Table 3 Record of screen shot in weeks 1-6
EXP 003 ✔ X ✔ ✔ ✔ ✔ ✔ Missed the 2 nd day, redid the next day
EXP 010 ✔ ✔ ✔ ✔ X ✔ ✔ Missed the 5 th day, redid the next day
Table 4 Record of screenshots during the treatment
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Note
EXP 003 ✔ ✔ ✔ ✔ ✔ ✔ Missed the 2 nd day of week 1, redid
EXP 010 ✔ ✔ ✔ ✔ ✔ ✔ Missed the 5 th day of week 1, redid
Consent Form for Participants Involved in Research
I certify that I am at least 18 years old and that I am voluntarily giving my consent for my child to participate in the research project entitled:
“Using ELSA Speak Application in teaching pronunciation - an experimental study at a high school in Quang Binh Province” being conduct at … High school by Nguyễn Thị Mỹ
I certify that the objectives of the research, together with any risks to me associated with it, have been fully explained to me by Nguyễn Thị Mỹ
I have been informed that the information I provide will be kept confidential
Witness other than the researcher:
Any queries about your child's participation in this project may be directed to the researcher (Nguyen Thi My- Phone number: 0972529548- Email: nguyenmyqb@gmail.com)
Consent Form for the Headmaster of the School having Participants Involved in Research