Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- PHAN DINH BICH THUY SELF- STUDYING ENGLISH PRONUNCIATION VIA ONLINE APPLICATIONS BY EFL STUDENTS AT H
INTRODUCTION
Rationale
Communication is said to be win-win when both communicators understand each other Therefore, pronunciation plays an important role in communication in general and English in particular However, in the development of the modern world, foreign language learners (EFL) students are sometimes too busy to practice English communication together effectively, or learners do not have many opportunities to practice pronunciation Therefore, self-studying pronunciation through online applications is a solution This study was carried out for the following reasons
Firstly, English is considered a global language of communication It is used in every field such as business, tourism, aviation, diplomacy, and education In Vietnam, English is a compulsory foreign language for high school students and university students However, the conditions and motivations of each learner are different, which should lead to different levels and abilities to use the language Students majoring in English usually receive more formal training than non-majors The same goes for pronunciation learning, usually, professional students will want to learn and change their pronunciation with the high goal of changing their voice, while non-specialized students will want to further develop their pronunciation ability with their current and additional stress In addition, Reed and Levis (2019) state that a speaker's language is considered difficult to understand if they pronounce it poorly Thus, pronunciation has become a key factor in understanding and conveying the speaker's intentions Wong (1987) suggests that when a person learns English pronunciation correctly, they can easily comprehend what the other person is saying, even if they are not proficient in other areas such as grammar On the contrary, even someone who excels in grammar and possesses proficiency in other skills may encounter difficulty in being understood if they acquire incorrect pronunciation Agreeing with Wong (1987), Fraser (2000, p 7) argues that with good pronunciation, a speaker can understand even though he makes mistakes in other language skills such as vocabulary, grammar, and pragmatics But it will be difficult to understand someone speaking if they have poor pronunciation According to Thornbury (2006, p 185), one of the most common causes of misunderstanding is mispronunciation Because of the desire that all students learn English to be able to communicate well and pronounce correctly
Secondly, pronunciation is one of the difficulties faced by both EFL teachers and EFL learners (Sayer, 2015; Salim, Terasme, & Narasimha, 2020) According to Benzies,
(2017) and Derwing and Munro (2005), pronunciation is considered a part of speaking skills, however, it has been ignored and considered unnecessary in teaching English
“Pronunciation teaching has not always been popular with teachers and language teaching theorists” (Roach, 2009, p 5) That is why many EFL teachers deny the importance of pronunciation This harms students’ engagement and learning
Besides, with the development of science and technology, digital technology applications have been invented and created particularly interesting applications for online learning Learning pronunciation through these applications is also easier for self- study students, often these applications are designed to be easy to understand, easy to use, and convenient for all ages, and all different learning levels However, these online language learning applications and devices have not been explored to the fullest In today's modern scientific and technological life, most students have smartphones, but most of them use phones to use their devices on social networks It would be more useful for them to self-study pronunciation on online applications to serve their studies The current study hopes to help students make the most of those applications to better serve their pronunciation learning
Thirdly, English is widely accepted as a means of communication and occupies a certain place in the curriculum of EFL schools and the study of EFL students at colleges and universities To approach and make English a second language after their mother tongue, EFL students need to learn mainly by themselves However, many EFL students find pronunciation a barrier to effective communication They often feel anxious and inhibited when communicating due to fear of mispronouncing In fact, in class, lectures on pronunciation are often very few, even skipped due to time constraints Therefore, to achieve a good pronunciation effect and to be able to pronounce like a native requires students to practice a lot on their own, and self-study options outside the classroom become prominent Today, many advanced software technologies focusing on learning applications have been born, creating many useful applications to support English learners, including Applications to learn vocabulary with high efficiency There have also been many studies looking at the effectiveness of English learning applications, they have shown convenience, eye-catching interfaces, and ease of use, bringing convenience to English learners on time However, not many studies have examined the effectiveness of these applications in developing pronunciation The desire to introduce several applications for students to practice pronunciation by self-study, breaking the barrier of fear of wrong pronunciation, shortening the distance and time of learning pronunciation, and bringing convenience and efficiency for EFL students; therefore, I have chosen this topic
Lastly, having been an EFL student at Hue University of Foreign Languages and International Studies, I find that pronunciation is extremely important because it is an important component of oral communication (Berry, 2021) If we pronounce it wrong, it is easy for listeners to misunderstand or understand which leads to not understanding For students majoring in pronunciation is an extremely important factor, pronunciation practice is a long-term skill However, if you know how to learn, this process will be shortened and highly effective One of the fastest and most highly effective methods of learning is to use online pronunciation learning applications With these applications, learners can easily approach and practice on their own without fear of mistakes, not only that, but the application also corrects learners' mistakes immediately However, there are still many challenges that students face in self-studying pronunciation through these applications
Moreover, it is necessary to find out if it works for EFL students when using online applications to self-study English pronunciation or not and what students’ perceptions and evaluations of learning pronunciation via online applications are.
Research aims and objectives
The study surveyed the opinions of 102 students at the English Department of Hue University of Foreign Languages and International Studies and their perceptions about self-studying pronunciation through online applications Thereby, the study aimed to find out the pronunciation problems of HUFLIS students, identify their self-study applications for English pronunciation, and improve their English pronunciation
This study answered the following research questions:
Question 1: What are HUFLIS students’ perceptions of self-studying pronunciation through online applications?
Question 2: How do HUFLIS students use online pronunciation applications to self study English pronunciation?
Question 3: What are students’ reflections on self studying English pronunciation via online applications?
Research significance
First, it is hoped that this study will contribute to help students overcome difficulties in self-studying pronunciation through online applications The students in this study will become aware of the needs and benefits of self-study, and at the same time, they will become more independent and achieve a high level of pronunciation development
Second, pronunciation is an aspect that includes language features and skills (vocabulary, grammar, listening, speaking), so it shapes the spoken language The study is hoped to promote students ’s self-study practice to develop their comprehensive ability in pronunciation One of the effective methods is to use direct phonetic learning applications With these applications, students can practice on their own and be edited according to the standards of intelligible English.
Research scope
This current study is limited to understanding pronunciation awareness and self- study through online applications of HUELIS students, and whether English pronunciation applications are reported to enhance participation and self-study by students or not The study also focuses on whether students reported any improvement in their English pronunciation with the online applications.
LITERATURE REVIEW
Introduction
This chapter reviewed the literature on self-study English pronunciation and explores the effectiveness of online applications in facilitating self-studying English pronunciation The chapter began with an overview of the theoretical framework for pronunciation, self-study, and the factors that influence the success of self-studying English pronunciation The literature review will then focus on the effectiveness of online applications for improving English pronunciation, with a particular emphasis on their features and design Finally, the chapter will explore the benefits and limitations of self-study through online applications Additionally, it will refer to and draw upon the findings of the previous related studies.
Definitions of pronunciation
Pronunciation is considered an important factor in communication So there are many reasons for the importance of pronunciation Pourhosein Gilakjani (2016) defines pronunciation as the act of producing English sounds The process of acquiring pronunciation skills involves repeating sounds and making corrections when inaccuracies are identified Effective pronunciation leads to better learning outcomes, whereas poor pronunciation can create significant difficulties in language acquisition Pronunciation involves producing English sounds, and it is learned by repeating sounds and correcting inaccuracies As learners begin to acquire pronunciation skills, they develop new habits and overcome the challenges arising from their first language For EFL learners, “Pronunciation is vital for the EFL learners in terms of intelligibility of pronunciation and understanding of oral material” (Alshehri, 2020, p 208) According to (Berry, 2021), pronunciation is an important component of oral communication He considered that the sound system is a system of speech units, so learners need to pronounce clearly and correctly Generally speaking, it can be inferred that the clarity of pronunciation is crucial for effective communication between individuals who share information, ideas, or opinions Specifically, pronunciation refers to how an individual articulates words or sounds, to ensure that their speech is comprehensible to others.
Technology and language learning
2.3.1 MALL (Mobile Assisted Language Learning)
Regarding effective language learning through online applications, I would like to introduce an effective method to learn foreign languages which is MALL MALL stands for "Mobile-Assisted Language Learning", which refers to the use of mobile devices such as smartphones, tablets, and other portable devices to support language learning MALL typically involves the use of language learning applications, online dictionaries, flashcards, and other tools that can be accessed on mobile devices According to Chinnery (2006); Kukulska-Hulme & Shield, 2008, Mobile Assisted Language Learning (MALL) is a type of m-learning that involves using mobile tools and applications to assist and improve language learning, whether inside or outside the classroom MALL specifically addresses the challenges and opportunities of using mobile devices to support language acquisition According to Vazquez-Cano (2014) and Nurdin, et al., (2021), smartphones and other mobile devices can be valuable educational tools for college students, regardless of whether they are attending classes remotely or in-person MALL is important in language learning for several reasons First, it provides learners with greater flexibility and convenience in their language learning With mobile devices, learners can access language learning materials anytime and anywhere, which allows them to fit language learning into their busy schedules Second, MALL allows learners to engage in authentic language use by providing access to real-world language resources and communication tools Third, MALL can support individualized learning by allowing learners to choose materials and activities that are suited to their learning needs and preferences MALL can be a valuable supplement to traditional language learning methods, as it provides learners with more opportunities for self-directed learning, authentic language use, and individualized instruction
As science and technology develop, many applications are programmed and put into MALL, creating favorable conditions for foreign language learners in general and pronunciation in particular According to Klopfer, Squire, and Jenkins (2002), the success of mobile learning is attributed to five key factors: portability, individuality, availability, connectivity, and social interactivity These characteristics enable mobile learning to effectively address the immediate needs of knowledge seekers, provide greater flexibility in learning environments, and facilitate faster and more timely interactions, ultimately leading to increased motivation and achievement among learners Sharing the same opinion, Heba, B E (2016) asserted that since smartphones and tablets are accessible most of the time, software applications have been widely deployed for learning a second language
With mobile learning, students have access to a wealth of resources and can interact with others in various ways, making it an efficient method of learning
2.3.2 ICT (Information and Communication Technology)
Pronunciation is one of the main areas and language skills for learning a second foreign language Compared with traditional pronunciation learning methods, today New digital technologies and the advent of the Internet have brought benefits for higher education and pronunciation learning purposes Digital technologies have found application within educational institutions, including schools, universities, and colleges (Anderson et al.,
2020) One of the most important changes in recent decades in pronunciation learning has been the introduction of ICTs, which are specifically designed to improve learners' pronunciation Information and Communication Technology (ICT) refers to the use of digital technologies such as computers, the Internet, software applications, and mobile devices to access, process, and communicate information Nowadays, ICT has become a crucial component for the majority of organizations (Zhang & Aikman, 2007) and ICT tools promote more effective constructive learning (Bester & Brand, 2013) ICTs allow learners to practice and learn outside of the classroom at their own pace Therefore, pronunciation is no exception ICT has many software applications, online tools, and mobile applications that can be used to improve pronunciation skills Some of these tools include speech recognition technology, pronunciation exercises, and interactive exercises that can help learners practice pronunciation and get feedback on their performance Overall, ICT is a useful tool for learning pronunciation because it can motivate and engage students Moreover, students can promote the autonomy of learners because they can use the tools anytime and anywhere they want
2.3.3 CALL (Computer-Assisted Language Learning)
Another tool for students to learn pronunciation by using computer-support language learning is CALL (Computer-Assisted Language Learning) According to Egbert and Petrie (2005, p 4) in the book "CALL Research Perspectives", “CALL means learners learning a language in any context with, through and around computer technologies.” This can include a wide range of tools and resources such as language learning software, online exercises, video and audio materials, virtual classrooms, and more Today, foreign language learners learn pronunciation effectively through CAPT (Computer-assisted pronunciation training) This is an offshoot of CALL CAPT has considerable potential and is considered a valuable tool for improving over-analyzing skills and producing specific sounds Researchers have found CAPT quite useful and commented that it has great potential, especially for training hyper-segmentation features and generating individual sounds Fraser claimed the ability to pronounce words correctly was seen as a crucial aspect of being able to communicate effectively and the benefits of using computer-assisted pronunciation training (CAPT) software to enhance the pronunciation skills of English language learners have been extensively researched (Fraser, 2000).
Technological resources for self-studying pronunciation
Following Walker (2014), some of the most important technological resources available for pronunciation learning today fall into three main categories: Pronunciation improvement programs, Programs and websites and Recording programs
In the realm of English language learning, pronunciation plays a pivotal role in effective communication To aid learners in their quest for improved pronunciation, there exists a wealth of technological resources falling into three main categories, as outlined by Walker (2014) The first category encompasses Pronunciation Improvement Programs like Rosetta Stone, Pronunciation Power, and FluentU, which offer tailored exercises to refine articulation and accent The second category consists of Programs and Websites such as Forvo, BBC Learning English, and Speechling, providing learners with easy access to native-speaker pronunciation guides and interactive practice The third category revolves around Recording Programs, such as Audacity, Voice Recorder apps, and online voice recorders, enabling learners to record their speech and assess their pronunciation progress These resources cater to the diverse needs and preferences of English language learners, allowing them to embark on a journey toward mastering clear and confident English pronunciation
In the contemporary age of a connected global network, the ability to converse or communicate effectively in English is of utmost importance, as emphasized by Santoso et al in their 2018 study (Santoso et al., 2018) When it comes to oral proficiency, it is imperative to place a stronger emphasis on pronunciation to enable students to engage in active English conversation and articulate words accurately, as highlighted by Yudar et al in their research from 2020 (Yudar et al., 2020) The use of technology-driven methods for learning pronunciation, such as apps or software, allows students to practice at their own pace for as long as they desire (Neri, Cucchiarini, Strik, & Boves, 2002)
AI is described as a device, machine, or computer system that mimics the cognitive functions of the human mind, such as learning and problem-solving (Pokrivcakova,
2019) It can serve as a highly beneficial tool for correcting errors in second language usage (Dodigovic, 2007) Numerous iPhone and smartphone apps possess great potential to practice and enhance various aspects of English pronunciation (Fouz González, 2012) Nowadays there are many applications for self-studying English pronunciation, most of which can be downloaded free of charge on our smartphones via Play Store One of them is ELSA Speak ELSASpeak, a language learning software, was founded in San Francisco in 2015 It is an app that uses speech recognition technology to help learners improve their English pronunciation This smart artificial intelligence technology primarily focuses on language learning, especially pronunciation The app employs Automatic Speech Recognition (ASR) to enhance pronunciation and speaking skills beyond the classroom (Xodabande, 2017) It falls under the category of Mobile-Assisted Language Learning (MALL) and facilitates a two-way learning process It provides personalized feedback on their pronunciation and offers a range of lessons that focus on different aspects of English pronunciation It also simplifies phonology and accent training, offering direct formative assessment and feedback on pronunciation, including segmental features (Neri et al., 2008)
Another application for self-studying English pronunciation is Duolingo Duolingo was established in November 2011 as a cost-free application Its mission is to offer free language education to a worldwide audience Initially launched as a web-based platform, Duolingo later extended its reach to Android and iOS platforms Its rapid expansion led to the enrollment of more than 100 million users (Duolingo, 2016) The platform encourages independent learning, eliminating the need for traditional teacher instruction It has gained immense popularity as a language-learning application, providing users with a diverse array of lessons and exercises to enhance their language proficiency Duolingo offers courses in numerous languages, including English, covering various language skills such as listening, speaking, reading, and writing Duolingo adopts a gamified approach to language learning, incorporating elements of game design to create an engaging and enjoyable learning experience Users can earn points and badges as they complete lessons and even engage in friendly competition with others to see who can progress the fastest According to Munday (2016), “Duolingo can still be a valid addition to any course online or face-to-face since students can review the language at their own level” (p 97) According to Pourreau and Wright's assessment in 2013, considering Duolingo's capabilities, it appears to be a suitable tool for learning a second language up to the middle school level
In general, the ways to use these applications to improve students' English pronunciation can include practicing with the exercises provided, listening to and repeating the sounds or words, and comparing their pronunciation to that of the app or a native speaker Students can learn by listening and repeating These applications emphasize training programs, as they specifically serve to help students improve pronunciation and can be used with students of all levels.
Self-study in language learning
Self-study is a process of self-improvement Self-study programs that allow learning without a teacher and self-study on applications or online courses can supplement or replace face-to-face classroom instruction To be successful, learners must engage in more self-directed learning than simply accessing resources According to Holec(1981, p 3) Self-study is "the ability to take responsibility for own learning” Benson (2007) considered, “learners do not develop the ability to self-direct their learning simply by being placed in situations where they have no other option” (p 22)
Self-study means you can learn at your own pace The convenience of self-study is that you can do this anywhere: at home, have fun while studying, maybe even explore while you're out, and whenever you want Language courses with tutors can be expensive, but with a self-study approach you can find the resources that work best for you and invest in them without costing much, you can save a lot of money Self-study in language makes students a better person as they learn Students can get better at a skill without the help of a paid professional Since the advent of the Internet, self-study has become easier and easier There are many affordable, even free online courses that you can take Besides, there are also many applications for you to practice on your own in language learning Another favorable aspect of the Internet for language learners is that through a community of language learners, they all learn by self-study and sharing their favorite language learning resources, which greatly supports language development.
Learning pronunciation via online applications
Modern technology applications have played an important role in self-studying English pronunciation There are many pronunciation applications and websites that can be used by learners to practice in class and outside of class independently; Such as Clear Pronunciation 2, Pronunciation Power 2, FluentU (Android/ iOS), ELSA Speak (Android/ iOS), Pronunroid - IPA pronunciation (AndroidTranscriber), Tell Me More, Learn English Sounds Right, etc The obvious advantages of applications designed to practice English pronunciation are that they are “educational”, and easy to use Applications are all useful for learning English pronunciation; however, correct pronunciation requires practice and is not just done in class Therefore, students have to practice by themselves regularly to develop their pronunciation outside the class Online applications have been adopted by many students as a tool to improve English pronunciation Some of the applications are free and learners can download them right away Learners enjoy the freedom to select authentic voice samples, and the motion graphics are clear and easily comprehensible This aids learners in practicing in an effective and user-friendly manner
2.6.1 Advantages of learning pronunciation via online applications
Learning English pronunciation through online applications offers great convenience to learners due to its various advantages Firstly, these applications provide accessibility and flexibility, allowing learners to access lessons and practice materials anytime and anywhere, as long as they have the Internet connectivity and a compatible device This convenience is especially beneficial for individuals with busy schedules or limited access to traditional language classes (Jin & Chen, 2020) Secondly, the interactive and engaging content in these applications, such as voice recognition technology and interactive exercises, actively involves learners in the learning process, enhancing motivation and maintaining their engagement throughout pronunciation practice (Zhan & Cheng, 2019) The continuous practice and repetition facilitated by these applications enable learners to improve retention and establish better pronunciation habits over time (Ueki, 2020) Additionally, the applications provide immediate feedback on learners' pronunciation attempts, helping them promptly correct errors and achieve more effective learning outcomes (Phoocharoensil, 2020) The audiovisual support in these applications, which includes hearing and seeing the correct pronunciation of sounds and words, enhances learners' understanding and imitation of accurate pronunciation through a multimodal approach (Cui & Zhang, 2019) Lastly, the self-directed learning aspect of pronunciation applications empowers learners to take charge of their learning process, setting goals, tracking progress, and revisiting materials as needed, fostering a sense of autonomy and self-discipline (Mahmud, 2020) All these benefits combined make learning English pronunciation through online applications a convenient and effective option for learners seeking to improve their pronunciation skills
In conclusion, online pronunciation applications offer several advantages for learners who are looking to improve their English pronunciation, and they can be an effective tool for self-study and language learning
2.6.2 Challenges of learning pronunciation via online applications
According to Jenkins (2000), English has been mainly spoken by non-native speakers for decades This poses a new challenge to the methods and goals of learning English as a means of communication Because of this, the goal of pronunciation practice has now been changed from sounding “like a native speaker” to being easy to understand Because it is an easy target to understand, learners feel very comfortable and they can be exposed to a variety of English accents available on the Internet Although learning pronunciation through online applications is considered to have many advantages, there are also some challenges for learners Firstly, learners do not have an effective learning path With a large amount of English knowledge, it is easy for learners to learn the wrong method That does not bring good quality learning and is a waste of time Besides, it is difficult to concentrate without a guide, many learners often study and do one thing at the same time and this is the cause of high concentration Secondly, because there is no direct instructor, it is difficult for learners to receive immediate feedback, lack of human interaction, and individual attention Thus, it is difficult to assess effectiveness and progress, and the potential for reduced motivation and participation in the absence of a teacher Finally, another important issue is the possibility of technical glitches and Internet connection problems Without an Internet connection, learners cannot learn.
Previous research studies
There are many studies related to the topic of learning English via online applications When mobile phones become popular and applications on them easily and conveniently, learning English through online applications becomes popular Many studies have studied the effectiveness of learning English through online applications For example, the study conducted by Haryadi and Aprianoto (2020) explored the impact of integrating the "English Pronunciation" app into a pronunciation class at Mandalika University of Education (UNDIKMA) on students' participation and self- learning The study involved 48 first-year English department students from two groups who received instruction using the app The results indicated that the app had a positive impact on students' engagement, attitude, and conduct, and also facilitated independent learning
In the same theme, Wongsuriya (2020) explored how university students in a remote area of Thailand, where English instruction often lacks emphasis on pronunciation, can improve their English pronunciation skills The study evaluated the effectiveness of using the Google Translate mobile application and found that all 24 selected students experienced significant improvement in their pronunciation abilities The mobile application was found to be a useful tool in helping students overcome their pronunciation difficulties The study highlights the potential of mobile applications to improve English pronunciation among non-native speakers
Benzies (2017) explored the use of ICTs in teaching pronunciation, an area that has received little attention despite the widespread use of technology in language classrooms It provides an overview of available materials and reports on an empirical study of ESP students' use of technological tools for improving their pronunciation The study shows that students enjoyed using ICTs for this purpose and expressed a desire to use them again in the future
Kholis, (2021) stated to investigate the effectiveness of the ELSA Speak App in improving the pronunciation skills of English department students at a university in Indonesia Results showed that ELSA Speak can increase students' pronunciation skills, evidenced by improved test scores and easier and more comprehensive pronunciation of diverse words The app's features, such as instant feedback, were found to help improve students' pronunciation
Fouz-González, (2020) investigated the effectiveness of the English File Pronunciation (EFP) app in improving the pronunciation skills of 52 Spanish EFL learners The study found that training with the EFP app for two weeks resulted in substantial improvements in the learners' perception and production of target segmental features, but there were no statistically significant differences between the control and experimental groups in every sound or task
Khoa, Khoa, Oanh and Kien, (2021) emphasized the effectiveness of three methods of English pronunciation teaching and learning, including learning directly with teachers in class, self-study using a mobile app and a combination of both The study used an experimental method and a questionnaire based on the Task-Technology Fit theory to evaluate these methods The research found that a combination of teaching in class and using pronunciation applications was the most effective method The study also provides insights into English pronunciation teaching methods for countries using English as a second language and managerial implications for companies producing English-speaking applications on mobile devices
Yürük (2020) aimed to investigate the effectiveness of using the Kahoot application for developing EFL pronunciation among second-year students at an advanced level The study followed two groups (control and experimental) with a pre- post-test design and used a diagnostic test to determine mispronouncing sounds The results revealed that the EFL pronunciation skills of the experimental group were developed as a result of using the Kahoot application, indicating that it can be used in different educational stages for developing EFL pronunciation skills
The study by Aratusa, Suriaman, Darmawan, Marhum, & Nurdin (2022) aimed to analyze students' perceptions of using Mobile Assisted Language Learning (MALL) in pronunciation learning and the problems they faced Data was collected through questionnaires and interviews with 15 students in an English Education Study Program at Tadulako University The study found that students had a positive perception of MALL's effectiveness in pronunciation learning, but faced problems related to Internet connectivity, phone performance, being redirected, and familiarity with using mobile phones for learning
In the context of Vietnam, Luu, Nguyen, Vo, and Nguyen (2021) aimed to analyze the effectiveness of some English learning applications in developing English-speaking competence among students within Van Lang University Data was collected through questionnaires and interviews with 400 students from four majors The study found that Elsa Speak, Duolingo, and BBC Learning English were the most effective applications for improving speaking skills
These ten studies indicate that online applications have contributed to language learning with the use of technology Among the useful tools, English learning applications were found to help improve students' pronunciation and encourage them to practice speaking correctly By using these applications, learners are more likely to acquire language more naturally and be more confident when pronouncing English However, the effectiveness of these applications has not been fully demonstrated in studies The awareness and reflection of learners have not been clearly expressed Therefore, the purpose of this study is to further study pronunciation self-study through online applications and learners' perception and reflection.
Gaps in the literature
Although previous studies have studied topics related to pronunciation learning through online applications, they have only examined the effectiveness of the English pronunciation app in pronunciation classrooms, and how students self-study pronunciation with online applications Besides, individual differences in learning preferences for self-directed learning pronunciation were not taken into account In addition, the previous studies tended not to evaluate the effectiveness of specific technology in teaching pronunciation It is not clear how technological tools or online applications are effective for English pronunciation learning purposes
Furthermore, the previous studies did not provide detailed information about the pronunciation applications for self-study, such as their features or contents Besides, the findings of the previous studies tended to depend on test scores Some studies also lacked detailed information on the evaluation tools used to record students' reflections on learning pronunciation with online applications.
Chapter summary
To summarize, Chapter 2 has presented some important aspects related to self- studying English pronunciation through online applications First, this chapter has provided a complete definition of the concept of pronunciation Then, online applications for learning English pronunciation were presented, along with the advantages and limitations of their use In addition, Chapter 2 also presents the review of the previous studies on self-studying English pronunciation through online applications, including the positive and negative results of using these applications Finally, this chapter also mentions the directions of this research in chapter 3 This study aims to investigate the effectiveness of self-studying English pronunciation through online applications The next chapter will describe the study design and methods used to investigate the impact and reflection on the self-study of English pronunciation through the online application of EFL students at HUFLIS
RESEARCH METHODOLOGY
Introduction
This chapter presented the research methodology employed to investigate the self- study of English pronunciation through online applications by EFL students at HUFLIS
It began providing an overview of the research design, highlighting the utilization of a mixed methods design to gather both qualitative and quantitative data Subsequently, the research setting, participants, data collection tools, research procedures (including pilot study and main study), data analysis techniques, and measures to ensure research reliability and validity were discussed This chapter aimed to provide a comprehensive understanding of the methodology employed to address the research questions and make clear on HUFLIS students' perceptions and experiences of self-studying English pronunciation via online applications.
Research design
As defined by Creswell (2012), Dornyei (2007), and Greene (2007), a mixed method was a process consisting of different stages that combined both qualitative and quantitative elements The qualitative component provided rich insights into students' perceptions and reflections, while the quantitative part allowed for examining usage patterns and trends This study used a mixed research method, which was a combination of both quantitative and qualitative approaches, enabling a holistic examination of HUFLIS students' perceptions and experiences related to self-studying pronunciation through online applications
The mixed-method study design in this study was explained sequentially, including the collection and analysis of both quantitative and qualitative data in two separate phases In the first phase, quantitative data were collected through a questionnaire survey to explore the awareness and attitudes of HUFLIS students towards self-studying English pronunciation through an online application In the second phase, qualitative data were collected through semi-structured interviews and journaling to gain insight into the reasoning behind EFL students' perceptions and attitudes towards pronunciation self-study English through an online application.
Research setting
The study was carried out at the Faculty of English, Hue University of Foreign Languages and International Studies, at the end of the first and second semesters of the academic year 2022-2023 HUFLIS plays as an ideal setting due to its diverse student population, encompassing individuals with various language backgrounds and learning preferences The study lasted for ten weeks, followed by interviews, the collection of questionnaires, and with collection of students’ reflections.
Participants
The research involved 102 students at the Faculty of English from Hue University of Foreign Languages and International Studies The majority of the participants were aged between 18 and 23 and had studied English for at least 10 years All 102 students willingly participated in the study and utilized online applications for self-studying pronunciation The students belonged to various English classes at the university, which enhanced the study's credibility due to their diverse levels of English proficiency The study employed a structured questionnaire method and randomly selected ten participants for journaling and interviews, providing a comprehensive perspective on self-studying pronunciation through online applications at HUFLIS.
Data collection tools
The quantitative data were gathered by conducting a structured questionnaire survey among a sample of EFL students at HUFLIS According to Creswell (2005), a questionnaire was defined as a survey tool completed by participants who responded to questions and basic personal or demographic information Additionally, Nunan (1992) mentioned that a questionnaire was a fast and self-administered method of gathering information suitable for large groups of participants It also allowed respondents to express their opinions and needs comfortably, without any embarrassment or self- consciousness Cheung (n.d) further described a structured questionnaire as a written document with predetermined questions arranged in a specific format The questionnaire followed a consistent template, specifying the precise wording and order of the questions, and aimed to collect information from the participants
In this study, the questionnaire consisted of closed-ended questions, including a five-point Likert scale and 30 items that reflected the perceptions of HUFLIS students regarding self-studying English pronunciation The questionnaire also included demographic questions (refer to Appendix A) The data encompassed the distribution of responses, and Excel statistics were utilized to identify patterns and trends during analysis Descriptive statistics, such as standard deviations, frequencies, and means, were employed to summarize and describe the dataset characteristics, providing insights into the participants' responses
By calculating the means and standard deviations for each demographic variable in the questionnaire, information regarding the average age, sex distribution, and other demographic characteristics of the participating students was obtained Furthermore, calculating the frequency for each variable in the dataset allowed for determining the occurrence of each answer option for the Likert-scale questions in the questionnaire
According to McNamara (n.d), the interview is a valuable means of uncovering the participant's stories and experiences As such, interviewers had the opportunity to delve deeper into the topic and gather in-depth information from the participants In this study, interview questions were used to collect qualitative data and gain insight into the experiences and perceptions of EFL students who taught themselves English pronunciation through online applications The insights gained from these interviews would be used to supplement and enrich the data collected through the questionnaire Topics for interview questions for this study included motivations and goals for self- studying English pronunciation via online applications, strategies and techniques for self-studying English pronunciation via online applications, perceptions of the effectiveness of self-studying English pronunciation via online applications, challenges and obstacles encountered during self-studying English pronunciation via online applications, and how these were overcome Suggestions for improving the self-study approach, self-assessment of English pronunciation skills before and after self-studying via online applications, comparison of the self-study approach with traditional classroom-based language learning, usefulness and usability of specific online applications for self-studying English pronunciation, and perceptions of the level of
McDonough and Shaw (1993) suggested that diaries were a personalized way for learners to record and reflect on their observations related to their individual needs and preferences Diaries could be used to track progress in specific classes or on particular learning issues By keeping a diary, learners could become more aware of the strategies they use and make more informed decisions about which strategies to apply when tackling learning problems
In this study, 10 students were randomly selected for analysis The journal was used to analyze their thoughts, feelings, experiences, and reflections when participating in self-study English pronunciation through an online application It consisted of guiding questions, and these guiding questions gave prompts to the participants to write in English or Vietnamese (see Appendix C)
It was also used to collect qualitative data and gain insight into EFL students' experiences and feelings when self-studying English pronunciation through online applications, as well as to evaluate the effectiveness of other EFL methods of learning
The research procedures involve a sequential exploration of a mixed-method study design, including a pilot study and a main study, to investigate self-study of English pronunciation via online applications
In the pilot study, a small-scale investigation was conducted involving 10 participants from the Faculty of English at Hue University of Foreign Languages and International Studies The primary objective was to test the research instruments, procedures, and data collection methods To gather initial quantitative data, a questionnaire was administered, focusing on participants' self-study habits, usage of online applications, perceived benefits, and challenges Additionally, semi-structured interviews and focus group discussions were conducted to collect qualitative data, exploring participants' experiences, motivations, and perceptions concerning self-study of English pronunciation via online applications The data obtained from the pilot study were analyzed comprehensively, allowing for the identification of any necessary adjustments to the research instruments or procedures based on the findings
In the main study, a larger sample consisting of 102 volunteer participants was selected from the English Department of Hue University of Foreign Languages and International Studies The revised questionnaire, based on insights gained from the pilot study, was used to collect quantitative data on participants' self-study practices, frequency of online application usage, perceived effectiveness, and attitudes toward self-study pronunciation In addition, in-depth interviews and diaries were conducted to gather qualitative data, focused specifically on participants' experiences, challenges, and strategies when self-learning English pronunciation using online applications
The quantitative data were analyzed using appropriate statistical techniques, including descriptive statistics and correlation analysis, to identify patterns, trends, and relationships between variables Similarly, the qualitative data undergoes thematic analysis to identify themes, patterns, and general insights related to participants' experiences and perceptions Through the triangulation of the findings from both quantitative and qualitative analyses, a comprehensive understanding of the research topic was achieved The results were then discussed, conclusions were drawn, and recommendations were made for EFL students, educators, and online application developers
During the study, participants were informed of the purpose of the study, their rights as participants, and their freedom to withdraw from the study at any time Before data collection, each participant provided informed consent, and their anonymity and confidentiality were assured for the duration of the study.
Data analysis
The data obtained from the questionnaire was processed using Excel for statistical analysis, including calculations of percentages, means, and standard deviations
For the interviews, I listened to all the recorded conversations on smartphones, transcribed them, and translated them into English I then examined the transcripts to identify emerging themes These themes reflected the main areas of inquiry for each interview question, focusing on understanding the participants' perceptions, usage patterns, and reflections regarding self-studying English pronunciation through online applications The identified themes were:
Theme 1: Perceptions of self-studying pronunciation through online applications Theme 2: Utilization of online pronunciation applications for self-studying
Theme 3: Reflections on self-studying English pronunciation via online applications
To gather rich and detailed data about the participants' experiences, perceptions, and reflections during their engagement in self-study of English pronunciation through online applications, I encouraged the participants to provide written reflections or journal entries These entries were analyzed using coded themes, which delved into specific aspects of their experiences The themes used for analysis were:
Theme 1: Online Applications for Self-Studying Pronunciation
Theme 2: Experience of Learning English Pronunciation through Online Applications Theme 3: Overall Evaluation of Learning English Pronunciation via Online Applications
These coded themes were employed to gain comprehensive insights into the participants' perceptions, learning outcomes, and overall assessment of self-studying English pronunciation through online applications.
Research reliability and validity
Reliability and validity are fundamental aspects of measurement Reliability ensures consistency and stability in measurement, guaranteeing that the results obtained from a measurement tool or instrument are reliable and can be reproduced On the other hand, validity ensures that the measurement tool accurately measures what it is intended to measure, ensuring meaningful and reflective results that capture the construct being measured (DeVellis,2017) This involves ensuring the relevance and comprehensiveness of the measurement items in assessing the construct of interest In this study, various measures were implemented to ensure both reliability and validity
Questionnaires were employed as an effective method for collecting data from a large number of participants in a standardized manner (Oakley et al., 1990; Boulton,
1994) They provided a platform for participants to express their views on sensitive topics that they may have been hesitant to discuss in interviews To ensure reliability, a structured questionnaire was utilized in this study
Interviews were conducted to enhance the validity of the research These interviews aimed to identify the challenges faced by students in self-learning pronunciation through online applications The interview data was carefully recorded through note-taking, following the principle of selectivity (Emerson et al., 1995) This study specifically focused on 102 participants who were students of Hue University of Foreign Languages and International Studies, which enhances its value Additionally, 10 out of the aforementioned 102 students were selected for recorded interviews, adding further depth and richness to the study Interviews provide valuable qualitative data by directly capturing participants' thoughts and experiences, thereby enhancing the authenticity of the study
Ten participants were chosen to maintain diaries, enabling an analysis of their thoughts, emotions, experiences, and reflections during the process of self-studying English pronunciation through online applications The inclusion of journal entries offers a distinct and individual standpoint, contributing to the authenticity of the research (Smith et al., 2018; Johnson & Smith, 2019).
Chapter summary
The chapter discussed various aspects of the study, including the research design, participants, data collection tools, data analysis, and research reliability and validity The research design was chosen to explore the independent study of English pronunciation using online applications while ensuring a diverse and representative group of 104 participants from the EFL student population at HUFLIS To gain deeper insights into the experiences, perceptions, and challenges faced by EFL students engaged in self- study of English pronunciation through online applications, specific tools were employed to gather qualitative data These tools encompassed survey questionnaires, interviews, and learner journal methods, all aimed at ensuring more dependable and valid data collection In the next chapter, the findings of this study will be presented, contributing to the existing knowledge on self-studying English pronunciation through online applications These findings hold valuable implications for EFL students, educators, and researchers seeking to enhance English pronunciation skills through self- study approaches.
FINDING AND DISCUSSION
Introduction
This chapter presents the findings and results of the research study on self-studying English pronunciation via online applications by EFL Students at HUFLIS The study used survey questionnaires, interviews, and learner journal methods to gather data, aiming to understand the experiences, perceptions, and challenges of EFL students in self-studying English pronunciation through online applications The chapter began with an overview of the participants' demographics Through the analysis of survey questionnaire responses, participants' attitudes, beliefs, and opinions regarding the effectiveness, benefits, challenges, and overall experiences of using online pronunciation applications for self-study purposes The next section will explore how HUFLIS students use online pronunciation applications to self-study English pronunciation Based on data from the interviews, the strategies, techniques, and methods used by participants when interacting with these applications will be explored Finally, the chapter presented the participants' reflections on self-studying English pronunciation via online applications, highlighting their experiences, challenges, and self-assessments of progress This section draws from the analysis of learner journals, providing a deeper understanding of participants' experiences, challenges faced, strategies, and adaptations made throughout their self-study journey.
Findings
4.2.1 HUFLIS students’ perceptions of self-studying pronunciation through online applications
This section assessed the student's perception of self-study pronunciation through online applications The mean values provided an average indication of participants' perceptions of specific statements, while the standard deviations offered insights into the variation between their responses The mean values represented the average level of agreement or disagreement with statements related to this topic The standard deviation demonstrated the extent of variability in their responses, highlighting the range of opinions within the student community In addition, the findings obtained through interviews and journals provide valuable insights into HUFLIS students' perceptions of pronunciation self-study through online applications These insights encompass students' perspectives on the effectiveness of such applications, their motivation and level of engagement, preferred learning strategies, perceptions of advantages and disadvantages, attitudes towards self-study, and suggestions for improvement The findings revealed the perceptions of self-studying pronunciation through online applications of HUFLIS students
The results from 102 questionnaires were administered and analyzed and the result is:
Age : The mean age of the participants was 20.16, with the minimum age being 18 and the maximum age being 23 The standard deviation of the age variable was calculated as 0.94 Thus, the estimated age is approximately 20.16 ± 0.94 (18-23), indicating that the age of the study participants ranges from 18 to 23 years old
Table 4.1: Background information Back ground information Number (N2) Percentage (%)
Female Other Prefer not to say
Gender: The gender distribution among the participants shows that 9.8% of them is identified as male, while 88.2% as female, other 1% and 1% not identified This shows that the majority of the participants were female The smaller percentages of participants identifying as "Other" or choosing not to disclose their gender suggest limited representation of these groups in the study
Class standing: The distribution of participants by class rank shows that 5.88% are in Year 1, 67.65% are in Year 2, 24.51% are in Year 3 and only 1.96% are in Year 4 This distribution shows a significant majority of participants in Year 2, while the numbers decrease for Year 1, Year 3, and Year 4 This distribution provides insight into the educational attainment of the participants
Time for studying English: The distribution based on the time participants have been studying English shows that 12.75% have studied for less than 10 years, 17.65% have studied for exactly 10 years, and the majority, 69.61%, have studied for more than
10 years This suggests that the study involves a substantial number of participants who have studied English for an extended period, while a smaller percentage represents those with fewer years of English study
The analysis of these numbers provided valuable insights into the gender distribution, class standing, and duration of English study among the participants in the study These findings had implications for further analysis and interpretation of the study's results Understanding the demographic characteristics of the sample helped me comprehend the participants' attributes and how these factors could influence the study's outcomes
4.2.1.2 Students’ perception of using applications to study English pronunciation
The study measured students' perceptions of learning English pronunciation through online applications and assessed the reliability of the questionnaire used The Cronbach's Alpha coefficient was calculated to determine the internal consistency of the questionnaire items The obtained values of 0.81 for Cronbach's Alpha suggest that the questionnaire demonstrated a reasonable degree of consistency in measuring the targeted structure of self-taught English pronunciation through online applications by EFL students at HUFLIS
Students’ perception of using applications to study English pronunciation is illustrated in Table 4.2 below Data related to students’ perception were collected from the questionnaire
Table 4.2: HUFLIS students’ perception of using applications to study English pronunciation
Deviation 1-Self-studying English pronunciation using online applications is useful for my major at university 4.12 0.76
2- I like to practice English pronunciation through online applications because of their convenience 4.22 0.64
3- Using online applications is the best way to get additional practice to improve English pronunciation 3.76 0.89
4- Using online English pronunciation learning applications can enhance my English-speaking confidence 3.98 0.66
5- I find self-studying pronunciation through online applications saves money and time 4.04 0.82
6- The online applications for self-studying English pronunciation are usually engaging tools 4.01 0.71
7- I find online applications to be more effective than classroom instruction for improving English pronunciation
8- Without a teacher or tutor to guide me, I can rely on online applications the support the need to fully master
9- These applications are good resources for me to practice
10- Online application using interactive exercises and games so I have many opportunities to practice my pronunciation in a fun and interactive way
As can be seen from Table 4.2, the perception of HUFLIS students about self-studying English pronunciation through an online application can be divided into 3 groups
On average, the participants in the study expressed a high perception of practicing English pronunciation through online applications (Item 2, M= 4.22) They believed that these applications could enhance their English-speaking confidence (Item 4, M= 3.98) and perceived them as engaging tools for self-studying English pronunciation (Item 6, M= 4.01) Additionally, participants considered these applications to be good resources for practicing pronunciation (Item 9, M = 4.11), and they generally agreed that the applications offered many opportunities for fun and interactive pronunciation practice through interactive exercises and games (Item 10, M= 4.03) Overall, the findings indicated a positive perception of online applications as convenient, confidence- boosting, engaging, and effective resources for English pronunciation practice
On average, the participants perceived self-studying English pronunciation using online applications as quite useful for their major at university (Item 1, M = 4.12) They also found that self-studying pronunciation through online applications offered the benefit of saving both money and time (Item 5, M = 4.04) Additionally, participants had a moderate level of agreement that online applications could support their need to fully master English pronunciation in the absence of a teacher or tutor (Item 8, M= 3.46) Overall, the findings indicated that participants recognized the usefulness of online applications for self-study, acknowledged the time and cost-saving benefits, and believed in the potential of these applications to support their English pronunciation learning goals
On average, the participants did not strongly believe that online applications were more effective than classroom instruction for improving English pronunciation (Item 7, M=3.39) However, they did consider using online applications as a good way to obtain additional practice for improving English pronunciation (Item 3, M= 3.76) The findings suggest that while participants may have reservations about the superiority of online applications over traditional classroom instruction, they still recognize the value of online applications as a supplementary tool for gaining extra practice in English pronunciation
Besides, from the analysis of students' opinions through journal entries Firstly, their answers indicate that the students appreciated the convenience and flexibility convenience of using applications to study pronunciation The students appreciated the convenience of practicing pronunciation through applications, as they can use their phones anytime and anywhere, even without the Internet connection They can study for short periods, and the applications remind them to practice regularly S1, one of the participants wrote, "Learning pronunciation through applications makes it more convenient to practice speaking Just a phone, even if we don't need to connect to the Internet, we can still practice speak anywhere, at any time" Another opinion from S2’s journal was, “It helps me to be flexible in arranging my study time because I am not limited in my schedule”.Another same opinion from S2’s journal was, “It helps me to be flexible in arranging my study time because I am not limited in my schedule” According to S3, “Learning English through online recruitment applications is very convenient because I can be flexible in the time and space to study.” Another opinion from S4 was, “Learning pronunciation in the application brings many advantages in speaking practice For example, as long as you have an Internet connection, you can study anywhere You can use any time of the day to practice pronunciation”
Secondly, self-study pronunciation via online applications helps them with engagement and motivation: Students find online pronunciation applications exciting and engaging, especially when they involve mini-games, rewards, and cute characters The applications provide visual aids and interesting games that make learning enjoyable and help maintain motivation S1 wrote in one journal, “Learning pronunciation through applications also helps learners have a sense of excitement For example, when learners participate in small games to reinforce pronunciation when pronouncing words correctly, they will receive praise or bonus points” With the same opinion, S5 wrote,
“Inspire students with a variety of lessons and games Regular learning applications come with beautiful illustrations and games to make them more interesting After each lesson, there is a score and learners collect the points to progress.” S3 commented,
“Creating excitement for learners For example, applications provide learners with lots of fun videos and games so that learners do not get bored.”
Finally, online pronunciation applications helped students identify and correct pronunciation errors The applications provide careful feedback on mistakes and guide learners to improve their pronunciation They offer detailed lessons, examples, review questions, and opportunities to practice individual sounds S1 commented, “In addition, self-studying pronunciation through applications also helps learners to recognize errors in pronunciation, thereby helping learners to pronounce better.” S3 emphasized, “The application points out and detects mistakes in learners' pronunciation in a more professional way, which helps them recognize mistakes and correct them correctly.” S5 wrote, “When self-studying, no one will point out mistakes in pronunciation, but when learning with these applications, they will make comments about wrong sounds and help learners revise.”
Discussion
The present study aimed to investigate the perceptions of self-studying pronunciation through online applications among 102 students at the Faculty of Hue University of Foreign Languages and International Studies (HUFLIS) The primary objectives of this research were to identify the pronunciation problems faced by HUFLIS students, determine their specific needs in this regard, and propose English pronunciation self-study applications that could enable them to attain clearer English pronunciation and enhance their overall proficiency By collecting and analyzing data from questionnaires, face-to-face interviews, and learner journals, the study concluded that students at Hue University of Foreign Languages and International Studies (HUFLIS) are highly aware of the important role of self-studying English pronunciation via online applications The findings of the study revealed participants' perceptions of self-studying English pronunciation through online applications The study identified three key findings based on the mean values of participants' responses The first findings expressed positive perceptions of students, indicating that participants believed online applications were effective resources for self-studying English pronunciation They found the applications convenient, confidence-boosting, engaging, and effective in improving their pronunciation skills These findings align with previous studies such as Haryadi and Aprianoto (2020), Wongsuriya (2020), Kholis (2021), and Fouz-González
(2020), which emphasized the positive impact of online applications on students' engagement, attitude, conduct, and pronunciation improvement The second finding showed moderate agreement on the usefulness of online applications for their major at university, time and cost-saving benefits, and support for self-study in the absence of a teacher These findings are consistent with the study by Khoa et al (2021), which highlighted the effectiveness of a combination of classroom teaching and pronunciation applications for English pronunciation learning The third finding indicates mixed opinions The participants did not strongly believe that online applications were more effective than classroom instruction, but they recognized the value of online applications as supplementary tools for extra pronunciation practice These findings are in line with previous studies such as Benzies (2017) and Yürük (2020), which indicated that students enjoyed using ICTs and applications for pronunciation practice and perceived them as helpful but not superior to traditional instruction
The study's participants provided additional insights through interviews They emphasized the convenience, engagement, and motivation provided by online pronunciation applications The applications allowed for flexible study schedules offered exciting features like games and rewards, and helped identify and correct pronunciation errors These findings are consistent with previous studies, including Luu et al (2021) and Zana et al (2022), which highlighted the convenience, engagement, motivation, and error correction features of online pronunciation applications
However, some drawbacks were also identified Participants mentioned limitations in self-study ability, the need to switch between applications, difficulty in identifying and correcting errors, and the cost and Internet connectivity requirement of quality applications These drawbacks align with previous studies, indicating the need to address these issues to enhance the user experience in online pronunciation applications
In summary, the study's findings confirm and build upon previous studies, emphasizing the positive impact of online applications on engagement, attitude, conduct, and pronunciation improvement The findings also highlight the convenience, engagement, motivation, and error-correction features of online pronunciation applications However, participants expressed reservations about the superiority of online applications over traditional instruction and mentioned drawbacks such as limitations in self-study ability and the cost and connectivity requirements These insights provide valuable implications for improving the design and effectiveness of online pronunciation applications
With regards to how HUFLIS students use online pronunciation applications to self-study English pronunciation, the result indicated the average level of agreement or perception among the participants for each statement The standard deviations provided insights into the variation in responses, with lower values suggesting less variation and higher values indicating more diverse opinions or perceptions among the participants Based on the findings, it was revealed how HUFLIS students use online pronunciation applications for self-studying English pronunciation The mean values provided an understanding of the average level of agreement or perception regarding specific aspects of their usage Meanwhile, the standard deviations shed light on the variability in responses, highlighting the range of opinions and experiences among the students The findings of the study align with the literature and previous studies on self-study English pronunciation and the effectiveness of online applications The literature review highlighted the positive impact of online applications on engagement, attitude, conduct, and pronunciation improvement, which is consistent with the findings of the study Several previous studies, such as Haryadi and Aprianoto (2020), Wongsuriya (2020), Kholis (2021), and Fouz-González (2020), also emphasized the positive effects of online pronunciation applications on students' participation, engagement, and independent learning
The study's findings confirm the positive perception of online pronunciation applications as convenient, confidence-boosting, engaging, and effective resources for English pronunciation practice Participants recognized the benefits of using these applications, such as saving time and money, supporting self-study, and providing additional practice These findings align with previous studies such as Benzies (2017) and Nurcihan Yürük (2020), which emphasized the convenience, engagement, and usefulness of online applications for pronunciation learning
Furthermore, the study's findings add new insights by exploring the specific ways in which HUFLIS students engaged with online pronunciation applications The participants reported establishing a habit of using the applications, spending significant time on them, and engaging in various exercises and activities They valued the feedback and error correction features, used the applications to practice specific areas of difficulty and native pronunciation, and incorporated app feedback into their practice routines These findings provide a detailed understanding of how students interact with online pronunciation applications for self-study
The study also identified drawbacks mentioned by the participants, including limitations in self-study ability, the need to switch between applications, difficulty in identifying and correcting errors, and the cost and Internet connectivity requirements These findings reinforce the need to address these limitations to improve the user experience and effectiveness of online pronunciation applications, as highlighted in previous studies
In summary, the study's findings align with and build upon previous research, providing valuable insights into HUFLIS students' perceptions and experiences of self- studying English pronunciation through online applications The findings confirm the positive impact of online applications on engagement, attitude, conduct, and pronunciation improvement, while also highlighting the specific features and benefits that students appreciate The study also brings attention to limitations and challenges that need to be addressed for further improvement in the design and effectiveness of online pronunciation applications
Lastly, students’ reflections on self-studying English pronunciation via online applications were examined The findings show an indication of the average perception or agreement among the participants for each statement The literature review highlighted the convenience, engagement, and effectiveness of online applications for pronunciation learning, which is consistent with the findings of the study The previous studies, such as Haryadi and Aprianoto (2020), Wongsuriya (2020), Kholis (2021), and Fouz-González (2020), have also emphasized the positive impact of online pronunciation applications on students' participation, engagement, attitude, and conduct The study's findings confirm the positive perception of online pronunciation applications as useful tools for self-study Participants reflected positively on their experiences, acknowledging the convenience, flexibility, and effectiveness of these applications in improving their pronunciation skills They appreciated the interactive features, error detection and correction, vocabulary expansion, and practice opportunities provided by the applications These findings are consistent with previous studies, such as Benzies (2017) and Luu, Nguyen, Vo, and Nguyen (2021), which highlighted the enjoyment, engagement, and effectiveness of online applications for pronunciation learning
Furthermore, the study's findings add new insights by exploring the specific reflections of HUFLIS students on self-studying English pronunciation via online applications Participants emphasized the convenience of practicing anytime and anywhere, the engaging features of the applications, and the significant improvements they experienced in their pronunciation They also mentioned the cost-effectiveness of these applications and their intention to continue using them in the future These findings provide a deeper understanding of students' perspectives and experiences with online pronunciation applications for self-study
The study's findings also shed light on the challenges and limitations of self- studying English pronunciation via online applications, such as the need for human interaction, personalized feedback, and the limitations of technology Participants recognized these limitations but still considered online applications as valuable tools for pronunciation improvement These findings resonate with previous studies, such as Khoa, Khoa, Oanh & Kien (2021) and Zana Chobita Aratusa et al (2022), which highlighted the positive perception of online pronunciation applications while acknowledging challenges related to Internet connectivity, phone performance, and familiarity with mobile learning
In conclusion, the study's findings align with and build upon previous research, providing further evidence of the positive impact and effectiveness of online pronunciation applications for self-study The findings confirm the convenience, engagement, and effectiveness of these applications, while also acknowledging the limitations and challenges associated with technology-based learning The study adds new insights by exploring the specific reflections of HUFLIS students and their appreciation for the convenience, flexibility, and significant improvements in their pronunciation skills through online applications These findings contribute to the existing literature and highlight the importance of motivation, effort, practice frequency, and personalized learning experiences in self-studying English pronunciation via online applications.
Chapter summary
In conclusion, this chapter presented the findings related to students' perceptions, usage patterns, reflections, and challenges when self-studying English pronunciation via online applications The findings contribute to the existing literature by shedding light on EFL students' experiences and providing practical insights for the effective implementation of online pronunciation applications in language learning contexts The next chapter will present a summary of the key findings and suggestions.
CONCLUSION AND IMPLICATIONS
Summary of the key findings
First, this study explored students' perceptions of using applications to study English pronunciation, the findings indciate that the participants had positive perceptions of online applications, considering them effective resources for self-study They found the applications convenient, confidence-boosting, engaging, and effective in improving their pronunciation skills Secondly, participants moderately agreed with the usefulness of online applications for their major at the university They appreciated the time and cost-saving benefits of using online applications for self-study and found them supportive when no teacher was present However, there were mixed opinions on whether online applications were more effective than classroom instruction for English pronunciation learning, though participants recognized their values as supplementary tools for additional pronunciation practice During interviews, participants emphasized the convenience, engagement, and motivation provided by online pronunciation applications, which allowed for flexible study schedules and offered exciting features like games and rewards On the other hand, participants also mentioned some drawbacks, such as limitations in self-study ability, the need to switch between applications for varied resources, difficulty in identifying and correcting pronunciation errors, and the cost and Internet connectivity requirements of quality applications These insights provided valuable implications for improving the design and effectiveness of online pronunciation applications
Second, regarding how HUFLIS students used online pronunciation applications to self-study English pronunciation, the participants reported specific ways of engaging with these applications, such as developing a habit of using them and spending significant time on them They engaged in various exercises and activities offered by the applications, valued the feedback and error correction features, and used the applications to practice specific challenging areas and native pronunciation Students incorporated app feedback into their practice routines, demonstrating an active and personalized approach to self-studying with these tools However, participants also highlighted some drawbacks and limitations, including issues related to self-study ability, the need to switch between applications for varied resources, difficulty in identifying and correcting pronunciation errors, and the cost and Internet connectivity requirements of quality applications
Finally, the study's findings on students' reflections on self-studying English pronunciation via online applications revealed several key points The participants reflected positively on their experiences, acknowledging the convenience, flexibility, and effectiveness of these applications in improving their pronunciation skills They appreciated the interactive features, error detection and correction, vocabulary expansion, and practice opportunities provided by the applications The students’ reflections indicated that they valued the convenience of practicing anytime and anywhere using online applications, the engaging features of the applications, and the significant improvements they experienced in their pronunciation Additionally, they appreciated the cost-effectiveness of these applications and expressed their intention to continue using them in the future Despite these positive perceptions, participants also recognized the limitations of online applications, such as the need for human interaction and personalized feedback They also acknowledged challenges related to Internet connectivity, phone performance, and familiarity with mobile learning Despite these limitations, participants still considered online applications as valuable tools for pronunciation improvement The findings provided a deeper understanding of students' perspectives and experiences with online pronunciation applications for self-study
In summary, the study's findings confirmed the positive impact of online applications on engagement, attitude, conduct, and pronunciation improvement, building upon previous research It sheds light on the convenience, engagement, motivation, and error correction features of online pronunciation applications However, the participants expressed reservations about the superiority of online applications over traditional instruction and mentioned drawbacks that needed to be addressed to enhance the design and effectiveness of these applications The findings also provided valuable insights into HUFLIS students' perceptions and experiences of self-studying English pronunciation through online applications, highlighting specific features they appreciated and the need for addressing limitations This research will contribute to the existing literature and emphasize the importance of motivation, effort, practice frequency, and personalized learning experiences in self-studying English pronunciation via online applications.
Implications
Based on the findings of the research on self-studying English pronunciation via online applications by EFL students at HUFLIS, the study suggests the following implications for both teachers and students
Teachers can play an important role in leveraging online pronunciation applications to enhance English pronunciation instruction By integrating these applications as supplementary tools in their teaching practices, teachers can tap into the positive perceptions expressed by students regarding the effectiveness and convenience of such tools Recognizing the value of online applications for self-study, educators can also support students in their independent learning endeavors by encouraging their use outside the classroom Offering recommendations for specific applications and exercises can empower students to take charge of their self-directed learning and improve their pronunciation skills Additionally, teachers need to be mindful of the limitations and challenges associated with online applications, as mentioned by students Addressing these concerns will enable educators to provide appropriate guidance and support, helping students navigate any difficulties and fully capitalize on the benefits these applications offer for their language learning journey
Online pronunciation applications offer significant opportunities for enhanced self- study among students The positive perceptions and specific engagement strategies revealed in the findings underscore the potential for students to take control of their learning outside the traditional classroom setting By effectively utilizing these applications, students can independently improve their pronunciation skills and advance their language proficiency Moreover, the study highlights the motivational aspects of these applications, emphasizing the convenience, engagement, and motivation they provide Leveraging these features, students can establish and maintain a regular practice routine, sustaining their motivation in the process of self-studying English pronunciation Additionally, the findings point to the potential for personalized learning experiences Students can tailor their practice, focusing on specific areas of difficulty, and benefit from the error correction features offered by these applications, which can lead to enhanced pronunciation accuracy Despite the acknowledged limitations and challenges associated with online applications, being aware of these issues can empower students to find solutions and overcome obstacles Seeking support when needed and exploring alternative resources will contribute to a more effective and rewarding self-study experience overall
In conclusion, the research findings suggest that online pronunciation applications have a positive impact on students' self-study of English pronunciation For teachers, this implies the integration of these applications as supplementary tools and supporting students in their self-study efforts For students, it underscores the potential for enhanced self-study, motivation, and personalized learning experiences, while also highlighting the need to address limitations to maximize the effectiveness of online pronunciation applications in their language-learning journey.
Limitations
This study investigated self-studying English pronunciation through online applications While the findings shed light on certain aspects of this approach, there were some limitations that might affect the interpretation and generalizability of the results This section discusses the key limitations encountered during the course of the research, including the sample size of the questionnaire respondents which had 110 participants, but only 102 were valid The study period was close to the time when students were preparing for their second-semester exams and summer vacation, so the participants might not have been fully focused on volunteering for this study, especially the journal section Additionally, with a small sample size of 102 students, it may not be fully representative of all students, limiting the generalizability of the findings in this study
Another limitation of the current study is that when the researcher was collecting data from the participants who were journaling for this study, she may have had limited control over certain variables, such as participants' access to technology, Internet connectivity, or interaction with online applications This lack of control may have introduced factors and affected the intrinsic value of the study
The study's focus on specific online pronunciation applications limits understanding the broader range of available resources Contextual factors, such as language proficiency, motivation, technology exposure, and cultural background, which can impact the effectiveness of self-studying English pronunciation, may not have been fully considered Furthermore, the rapidly evolving nature of online applications and technology, alongside the study's small scale, might lead to outdated findings as new applications emerge The study's limited scope inhibits a comprehensive exploration of significant aspects, particularly related to students' self-study of English pronunciation
In conclusion, while shedding light on self-studying English pronunciation through online applications, this study has limitations affecting its scope and applicability Factors like a small sample, self-selection bias, and evolving technology may have influenced outcomes The varied app landscape and contextual influences call for caution in broad application Moreover, evolving technology might lessen the findings' relevance over time Still, this study lays the groundwork for future online language learning research, urging further exploration to enhance English pronunciation through self-study methods with more robust recommendations.
Suggestions for further research
From the limitations and findings of this study, it is suggested that further research should conduct comparative research between online pronunciation applications and traditional instruction methods would be beneficial to explore their relative effectiveness and advantages This would provide a more comprehensive understanding of the strengths and weaknesses of each approach
Secondly, investigating the influence of cultural and contextual factors on students' perceptions and experiences of self-studying English pronunciation through online applications could be insightful Such research could involve studying diverse groups of learners from different cultural backgrounds and language proficiency levels
Thirdly, examining the effectiveness of teacher training programs to integrate online pronunciation applications into language instruction would be valuable Understanding best practices for supporting teachers can lead to more successful implementation in the classroom
Additionally, extending the research to include learners studying English as a second language in different linguistic backgrounds would enable a cross-language comparison of the impact and effectiveness of online pronunciation applications in various language learning contexts
Lastly, exploring the benefits of incorporating online pronunciation applications into blended learning environments, where students combine self-study with face-to- face instruction, could provide valuable insights into how integrating both approaches improves language learning outcomes
In conclusion, these recommendations can help expand and build on the findings of the current study, providing valuable insights into the effectiveness of online pronunciation applications and paving the way for more comprehensive and effective language learning experiences in the future.
Contributions of the current study
The study provides some new insights into the topic of self-studying English pronunciation through online applications, especially in the context of EFL students at HUFLIS One contribution of this study comes from the research focusing on the perceptions and experiences of EFL students, particularly at HUFLIS to obtain a unique perspective on how these learners use online pronunciation applications for self-study This targeted approach provides insights into the effectiveness of these applications for a specific group of language learners
Besides, the study highlighted specific features and benefits that participants appreciated in learning with online pronunciation applications These include convenience, interaction, dynamics, and bug fixes features By identifying these factors, the study sheds light on the aspects of online applications that contribute to the effectiveness and satisfaction of learners
The study adopted a holistic approach by exploring various aspects related to self- study of English pronunciation through online applications It considers students' perceptions, experiences, and reflections, as well as the potential benefits and challenges associated with these applications This comprehensive approach contributes to a deeper understanding of the subjects
Finally, the study's findings have practical implications for language educators, learners, and developers of online pronunciation applications The positive perceptions and benefits identified in the research can inform language teachers of how to effectively integrate these applications into their teaching process Learners can better understand how to optimize their learning using these tools Developers can use feedback about limitations to improve their app design and meet user needs
In conclusion, this study provides more insights into students' perceptions and experiences with online pronunciation applications They found these applications effective for self-study, appreciating convenience, engagement, and improved pronunciation Although limitations were acknowledged, students still considered these applications valuable tools for language learning The research highlights the need to address limitations and emphasizes factors like motivation and personalized learning in online applications for learning pronuniciation Its examination of specific app features and its insights into drawbacks and limitations make it a valuable addition to the existing literature on self-studying English pronunciation through online applications It opens up avenues for future research to explore different aspects of this topic and further refine language learning experiences in the digital age
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Applications for self-studying pronunciation https://apps.apple.com/us/app/bbc-learning-english/id1416610731 https://apps.apple.com/vn/app/mochimochi-learn-english/id1484058499 https://apps.apple.com/vn/app/t%E1%BB%AB-%C4%91i%E1%BB%83n-anh- vi%E1%BB%87t-dunno-dict/id1564720498?l=vi https://dictionary.cambridge.org/ https://dictionary.cambridge.org/pronunciation/english/audio https://easyenglish.vn/ https://online-voice-recorder.com/ https://play.google.com/store/apps/details?id=air.com.rosettastone.mobile.Course Player&hl=vi&gl=US https://play.google.com/store/apps/details?id=com.britishcouncil.phonemicchart
&hl=vi&gl=US https://play.google.com/store/apps/details?id=com.funbox.dailyenglishconversati on&hl=en_US https://play.google.com/store/apps/details?id=com.hoardingsinc.pronunroid&hl vi&gl=US https://play.google.com/store/apps/details?id=com.pingolearn.languages&hl=en_
US https://play.google.com/store/apps/details?id=com.speechling.speechling&hl=en _US https://play.google.com/store/apps/details?id=com.splendapps.voicerec&hl=en_
US https://play.google.com/store/apps/details?id=com.spotify.music&hl=en_US https://play.google.com/store/apps/details?id=com.ted.android&hl=en_US https://play.google.com/store/apps/details?id=com.thebrodyaga.englishsounds https://play.google.com/store/apps/details?id=me.mycake&hl=vi&gl=US https://play.google.com/store/apps/details?id=net.wordbit.envn&hl=en_US https://play.google.com/store/apps/details?id=org.az20.pronunciation&hl=en_US https://play.google.com/store/apps/details?id=tflat.co.hoctienganh&hl=vi&gl=US https://play.google.com/store/apps/details?id=us.nobarriers.elsa&hl=vi&gl=US https://play.google.com/store/apps/details?id=www.shadoweng.com&hl=en_US https://play.google.com/store/apps/developer?id=SpeechAce&hl=vi&gl=US https://tienganhabc.net/phan-mem-hoc-tieng-anh/phan-mem-luyen-phat-am- pronunciation-power.htm https://tienganhabc.net/phan-mem-hoc-tieng-anh/phan-mem-tell-phien-ban- 10.htm https://vi.duolingo.com/ https://vi.forvo.com/languages/en/ https://vn.elsaspeak.com/ https://vn.elsaspeak.com/ https://www.audacityteam.org/ https://www.bbc.co.uk/learningenglish/ https://www.clarityenglish.com/program/clearpronunciation2/ https://www.fluentu.com/ https://www.fluentu.com/ https://www.memrise.com/vi/ https://www.oxfordlearnersdictionaries.com/
This questionnaire aims at collecting information about self-studying pronunciation via online applications I would be grateful if you could answer these questions and provide the best insight concerning your self-studying pronunciation Thank you for your cooperation
Please indicate that you agree to participate in this study
I agree to participate in this study I was informed that participation in this study is voluntary
2/ What is your gender? Please tick the box to indicate your answer
Male □ Female □ Other □ Prefer not to say □
3/What is your class standing? Please tick the box to indicate your answer
4/ How long have you been studying English? Please tick the box to indicate your answer
Less than 10 years □ 10 years □ more than ten years □ 5/ Do you use online pronunciation applications to self-study English pronunciation? Please tick the box to indicate your answer
If your answer is Yes, please answer the questions below If your answer is No, please stop and thank you for joining me
Cluster 1: HUFLIS students’ perceptions of self-studying pronunciation through online applications Please tick the box that indicates your answer
Statement Strongly disagree Disagree No idea Agree Strongly agree
1 Self-studying English pronunciation using online applications is useful for my major at university
2 I like to practice English pronunciation through online applications because of their convenience
3 Using online applications is the best way to get additional practice to improve English pronunciation
4 Using online English pronunciation learning apps can enhance my
5 I find self-studying pronunciation through online applications saves money and time
6 The online applications for self-studying English pronunciation are usually engaging tools
7 I find online applications to be more effective than classroom instruction for improving English pronunciation
8 Without a teacher or tutor to guide me, I can rely on online applications the support the need to fully master English pronunciation
9.These applications are good resources for me to practice English pronunciation
10 Online application using interactive exercises and games so I have many opportunities to practice my pronunciation in a fun and interactive way
Cluster 2: How HUFLIS students use online pronunciation applications to self- study English pronunciation
11 I set up a routine to self study English pronunciation via online applications
12 I spend much time using an online pronunciation applications to learn with each session it provides
13.I do a variety of exercises and activities available in online pronunciation applications
14 I navigate online pronunciation applications with ease
15 I receive the feedback provided by online pronunciation applications and fix my mistakes with pronunciation
16 I often incorporate feedback from online pronunciation apps into my daily English practice
17 I use online pronunciation applications to record my own speaking and check my pronunciation
18 I use online pronunciation applications to practice speaking English in context, such as in short conversations or dialogues
19 I use online pronunciation applications to focus on specific areas of
English pronunciation that I find challenging, such as stress patterns or difficult sounds
20 I practice the correct pronunciation of native speakers by self-studying through online apps
Cluster 3: Students’ reflections on self studying English pronunciation via online applications
21 I feel that I have improved my self -study skills for English pronunciation through using online applications
22 I feel that online applications are a suitable replacement for in- person instruction in English pronunciation
23 I find online apps motivating and engaging in practicing
24 I find it difficult and challenging to use online applications to learn pronunciation
25 I rather use online applications in class than do pronunciation activities in textbooks
26 I find online pronunciation applications useful for learning
English after self-studying pronunciation through online applications
28 I find that using online pronunciation applications is a convenient and flexible way to practice English pronunciation on my own time and at my own pace
29 I will continue to use online applications for self-studying pronunciation in the future
30 I will recommend online applications to others for self- studying pronunciation
This journal is to record your reflections on self-studying English pronunciation via online applications Please write your reflections by answering the following questions: Date: Please fill/vui lòng ghi ngày tháng năm………
You can write the journal in English or in Vietnamese Bạn có thể ghi nhật ký bằng tiếng Anh hoặc tiếng Việt
Question 1: What online applications did you use for self-studying pronunciation this week? Please list the applications and briefly describe them if possible (Trong tuần này bạn đã sử dụng những ứng dụng trực tuyến nào tự học phát âm của mình? Vui lòng liệt kê các ứng dụng đó và mô tả ngắn gọn nếu có thể.)
Question 2: What features of online pronunciation applications did you find most useful for self-studying English pronunciation? (Những tính năng nào của các ứng dụng học phát âm trực tuyến bạn thấy hữu ích nhất cho việc tự học phát âm tiếng Anh?)
Question 3: What specific aspects of pronunication did you learn from these online applications?
(e.g Vowel sounds, consonant sounds, stress and intonation, pronunciation of difficult words, etc.) Please write your answer and give as many examples as possible
(Những khía cạnh cụ thể về phát âm nào mà bạn đã học được từ những ứng dụng trực tuyến này? Ví dụ: âm của nguyên âm, âm của phụ âm, trọng âm và ngữ điệu, phát âm các từ khó v.v… Vui lòng viết câu trả lời của bạn và đưa ra càng nhiều ví dụ càng tốt.)
Question 4: How did you find learning English pronunciation through the online applications? Please write your answer and give as many examples as possible
(Bạn cảm thấy như thế nào khi học phát âm Tiếng Anh thông qua các ứng dụng trực tuyến? Vui lòng viết câu trả lời của bạn và vui lòng cung cấp càng nhiều ví dụ càng tốt.)