Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI YEN ANH IMPROVING 11TH GRADE STUDENTS’ ENGLISH PRONUNCIATION THROUGH USING VIDEO DUBBING AT A HIGH SCHOOL IN THAI NG
INTRODUCTION
Rationale of the study
It is undeniable that English is an international language, which is used across the board including communication, science, education, aviation, commerce, technology and tourism There are more than 53 countries and territories where English is used as official language nowadays English has become a greatly important tool for people to get accessed and updated to a large amount of knowledge from all over the world As the bilateral trade ties between Vietnam and the surrounding nations as well as other nations around the world have rapidly developed, English has replaced other languages as the preferred foreign language in contemporary Vietnam This expansion was indicated by Vietnam’s membership in such organizations as the Association of South East Asian Nations (ASEAN), ASEAN Free Trade Area (AFTA) and the World Trade Organization (WTO) Consequently, foreign investors are increasingly making investment in the country's commercial potentials and looking for a professional workforce with excellent English language skills “However, the communicative competence in English of Vietnamese workforce has not met the requirement of the employers” (Kieu, 2010, p.119) It is, therefore, vital to master English to create more opportunities in life for learners
To master a language means to have the ability to speak that language fluently and accurately as Kayi’s (2006) stated that “Speaking is a crucial part of second language learning and teaching” A successful communicator needs not only a large number of vocabulary but also the correct pronunciation A crucial element of effective oral communication is pronunciation and most language learners regard it as top priority (Jones, 2018; Rogerson-Revell, 2011) “Learners with good English pronunciation are likely to be understood even if they make errors in other areas, whereas learners with bad pronunciation will not be understood, even if their grammar is perfect” (Gilakjani, 2016, p.96) Thus, improving pronunciation should be a top emphasis in every ELT (English Language Teaching) curriculum According to Hismanoglu and Hismanoglu (2010), while it is apparent that pronunciation is a key component in developing a second language speaking skills, its importance in English programs varies significantly, and the amount of time devoted to it is mostly determined by the language teachers themselves Nevertheless, there is no guarantee that pronunciation is included in normal class activities and students’ self-study Many experts asserted that pronunciation was not prioritized as much as other skills before the communicative era (Hismanoglu and Hismanoglu, 2013) Kelly (2000) claims that the
"Cinderella of language teaching" was pronunciation (p 87), meaning that it was hidden behind closed doors Pronunciation, according to Gilbert (1994), is "an orphan in English programs around the world" (p 38) Similar to Kelly, Celce-Murcia, Brinton, and Goodwin
(1996) agree that pronunciation suffers from "the Cinderella syndrome" (p 323) In English as a Second Language (ESL) and English as Foreign Language (EFL) contexts, pronunciation teaching and learning is also largely ignored (Hismanoglu and Hismanoglu, 2013; Ketabi and Saeb, 2015) “Pronunciation, despite being known as an important component of language learning, has not been awarded due attention within the field of language education” and it
“has been assigned the back seat in the language classroom” (Ketabi and Saeb, 2015, p.182) Pronunciation teaching is frequently reactive and unplanned, consisting primarily of immediate error correction (Nguyen & Newton, 2020) “Most pronunciation teaching episodes were not incorporated into lesson plans, but instead involved various kinds of corrective feedback in response to individual student errors” (Foote et al 2016, p.181)
In the context of Vietnam today, English has been taught monotonously due to some reasons which comes from the national curriculum (Do, 2020), teaching pedagogy and the language teachers (poor teacher training in both English pronunciation and pronunciation teaching, teachers' skepticism of their authority to teach pronunciation) (Derwing, 2018) Studies have revealed that one of the primary reasons of this issue is “traditional pedagogy, emphasizing the acquisition of grammar and vocabulary rather than communicative competence” (Pham, 2005) As a result, despite spending many years learning English in schools both domestically and abroad, Vietnamese students still struggle to communicate with foreigners (Lin, 2014) Due to “traditional pedagogy (in Vietnam), emphasizing acquisition of grammar and vocabulary rather than communicative competence”, a significant portion of graduates still struggle with their listening and speaking skills despite many years of learning English, making it difficult for them to find work in a foreign enterprise in Vietnam (Vu & Shah, 2016) In Vietnam's public education system, written work takes precedence over the spoken work Pronunciation was substantially removed from course books and curriculum materials, despite the fact that textbooks are supposed to develop all four abilities in learning English - Listening, Speaking, Reading, and Writing - including pronunciation (Tran, 2011)
In other words, English speaking abilities, especially English pronunciation, have been marginalized Besides, many textbooks have the least effective way to teach pronunciation
In those books, students practicse pronunciation by repeating the vocabulary, working on words’ spelling or practice reading fixed phrases and sentences (Hismanoglu & Hismanoglu,
2010) Thus, it becomes more and more difficult for the students to produce long sentences in certain real-world circumstances
The next factor that affects students’ pronunciation ability is the language teachers According to Gilakjani and Ahmadi (2016), “pronunciation can be one of the most difficult parts for a language learner to master and one of the least favorite topics for teachers to address in the classroom” (p.81) Numerous studies have demonstrated the variety of issues that English language teachers face Nevertheless, there are some issues that are more serious and more frequently noticed, such as the inability (i.e., knowledge of education) to teach pronunciation and the lack adequate courses for educating language teachers (Foote, Holtby
Additionally, studies in the past have revealed that ESL/EFL teachers lack professional development and training in pronunciation pedagogy (Bai & Yuan, 2019; Couper, 2017)
“[Vietnamese] ESL teachers are often not trained in teaching pronunciation… although research supports the teaching of pronunciation in ESL classrooms” (Tweedy, 2012, pp.1-2) Nguyen and Newton (2020) who studied the learners’ beliefs about the problems that their teachers have when teaching pronunciation revealed that apart from instructional methods, a lack of confidence, and inadequate English language ability seem to be the most problematic to Vietnamese teachers Some teachers only focus on teaching lexical and grammatical structures Thus, they probably do not have sufficient time to set up other necessary speaking activities or they will not be able to recognize the important roles of other skills (2007) Language teachers tend to use simple and monotonous techniques in teaching pronunciation They traditionally take advantage of “the phonetic alphabet, and activities, such as transcription practice, diagnostic passages, detailed description of the articulatory systems, recognition/ discrimination tasks, developmental approximation drills, focused production tasks (eg Minimal pair drills, contextualized sentence practice, reading of short passages or dialogues, reading aloud/ recitation), tongue twisters, and games (eg Pronunciation Bingo)” (Hismanoglu and Hismanoglu, 2010, p 985)
At Luu Nhan Chu High School where the researcher conducted this study, the teachers put much emphasis on teaching grammar with a view to helping the students to pass the exams Consequently, they do not regularly converse in English and teach in an environment where communicative competence is the primary focus Besides, the students hardly have opportunities to practice speaking due to large class size Therefore, they have really poor speaking skill, especially in pronunciation Most of them can not pronounce words correctly
4 and utilize proper tone in a sentence They put stress on wrong syllable in words and on wrong words in sentences In other words, they usually mispronounce English sounds to the point where the output is unintelligible to the listeners In addition, they tend to ignore the final consonants and hardly link sounds together to make their speech natural and fluent while speaking As a result, they have trouble listening to other speakers, and what the interlocutor says appears to be illogical to them In short, they meet great difficulties in English pronunciation despite many years studying English at school
As a result of the debate above, the researcher has been inspired and motivated to undertake the research on teaching pronunciation using soundtrack dubbing with the title of
“Improving 11 th grade students’ pronunciation through using video dubbing at a high school in Thai Nguyen Province” at Luu Nhan Chu High School in Dai Tu District, Thai
Nguyen Province It is hoped that this study will suggest a useful teaching technique to the researchers and educators in enhancing students’ pronunciation skill at Luu Nhan Chu High School in specific and in Viet Nam in general.
Objectives of the study
The purpose of this study is to examine the impacts of using video dubbing in improving students’ pronunciation in EFL classrooms It also aims to explore students’ perceptions towardss the implementation of video dubbing technique in improving their pronunciation.
Research questions
As it has been stated, this study was carried out to investigate useful insights into the effects of video dubbing on the promotion of pronunciation in the 11 th grade students at Luu Nhan Chu High School It, therefore, was designed in an attempt to seek answers to the following questions:
1 To what extent does the utilization of video dubbing boost students’ pronunciation?
2 What are the students’ opinions towardss the implementation of video dubbing technique in enhancing their pronunciation?
Scope of the study
This study was carried out in the 11 th grade at Luu Nhan Chu high school in Dai Tu district, Thai Nguyen Province The subjects of the study consisted of 40 students at the age of 17 Among them, 15 are females and the rest are males Tests (including pretest and posttest), teacher’s observation, questionnaire and a scoring rubric were utilized to collect data for later analysis The data collected after the intervention were analyzed both qualitatively and quantitatively
Significance of the study
Due to the fact that Vietnamese students may not be able to produce simple utterances after many years studying English at schools as a result of conventional teaching and learning methods, the researcher finds it important and urgent to find a way to motivate and engage students into the learning process The result of the study will be generally expected to be the potential source of information in encouraging students to speak English, not only in classrooms but aslo in real-life situations They can use English as a means of communication to exchange information and establish new relationships with people all around the world Another significance is that the present study will be the useful information for teachers who may take this study as a guideline to develop their effective, communicative and functional speaking class It is also hoped that the study will be valuable for other researchers who want to conduct further study on this subject More importantly, the study will shed light on the review of literature on using video dubbing technique in enhancing students’ pronunication.
Organization of the study
This study is divided into five chapters as follows:
Chapter I: Introduction, which gives a general overview of the entire research by discussing the current issue, presenting the paper's goals and objectives, and highlighting the importance and scope of the study
Chapter II: Literature Review, which is intended to give a theoretical basis on the problem of English pronunciation, explain the main concepts, pinpoint the research gap and examine relevant historical studies from both Vietnam and around the globe
Chapter III: Methodology, which provides information to readers about the participants, the instruments and the data collection and analysis techniques
Chapter IV: Results and Findings, which describes how the data was collected and interpreted based on the research questions
Chapter V: Conclusion and Recommendations, which provides an overview of major findings of the study, explores its limitations, points out its limitations, and makes recommendations for further research.
LITERATURE OVERVIEW
Speaking
Speaking is the most frequently used skills among the four language ones and it has been understood and interpreted in many different ways It is seen as one of the productive skills that all language learners need to master (Ur, 2012) It is used twice as much as reading and writing in order to communicate with other people with a view to achieving some certain goals or expressing emotions, feelings, viewpoints…etc According to Nunan (2013), speaking is a productive aural/oral skill and it includes producing systematic verbal utterances to convey information Harmer J (2007) stated that fluent English speakers need not only the ability to communicate in a variety of contexts and genres, to pronounce phonemes properly, to employ the correct stress and intonation patterns, and to engage in connected speech They will have to be able to use a range of conversational and conversational repair strategies and to survive in typical functional exchanges Thornbury (2012) asserts that spoken language is a dynamic, interactive process of meaning negotiation that involves the creation, reception, and processing of information
Basically, there are five aspects of speaking that ensure the students to pronounce the words correctly According to Hughes (2003), they are pronunciation, grammar, vocabulary, fluency and comprehension
In aspect of pronunciation, the best condition can be achieved when students can effortlessly produce and pronounce words and comprehend the words that other speakers produce (Brown, 2004) In aspect of grammar, students should be able to manipulate structure and recognize appropriate grammatical form when they encounter it (Abrar et al., 2016) Meanwhile, in aspect of vocabulary, students should be able to correctly use a variety of vocabulary and idioms when speaking to listeners (Hughes, 2003) In aspect of fluency, students should be able to speak continuously without being hindered from comprehension or breaking down communication (Jamatlou, 2011) In aspect of comprehension, students should be able to comprehend what is being said and participate in the conversation (Abrar et al.,
These aspects play a really important role in students’ learning process because they help to transfer the speaker’s message and information to others They mean what the speakers intend to mean They also bring emotional features to the speakers’ utterances, namely
7 expressing emotions, feelings or your like…etc In other words, speaking is a combinational skill, which means that it requires the ability to do various things at the same time – attend to content, language and rules of use – all under the constraint of limited cognitive processing power (God & Burns, 2012)
Speaking skills have piqued the interest of many experts in many nations where English is taught as a foreign language because they provide a significant difficulty to most English learners The use of oral language in the classroom has generally been overlooked, with teachers using it more frequently than students do (Hosni, 2014) Due to the necessity of improving speaking teaching technique, some scholars looked into teaching skills for public speaking such as Syafrizal and Rohmawati (2017), Wiyaningsih & Roiasih (2018), Maulidar, Gani, and Samad (2019), Mortaji (2018), Al-Sobhi & Preece (2018), Pawlak (2018), Dewi, Kultsum, and Armadi (2016)
All of the aforementioned studies looked into ways for teaching speaking in formal schools, but none of them looked into the subject in depth Teachers' responsibility is to develop successful plans/strategies to meet students' educational requirements with the goal of allowing them to communicate in the language they are learning
Over the years, a variety of methods have been employed to teach English According to various researchers (e.g., Larsen-Freeman & Anderson, 2013; Richards & Rodgers, 2014), four approaches to language teaching have dominated over the last century: Grammar Translation Method (GTM), Direct Method (DM), Audio-Lingual Method (ALM), and Communicative Language Teaching (CLT) As Le (2011) points out, several sorts of methodologies have been utilized to teach languages in an EFL context like Vietnam, including the grammar-translation method, the direct method, the reading method, the audiolingual method, and the communicative approach or communicative language teaching
In Vietnam, the direct technique is primarily employed in schools where English is the major subject, but the GTM is the primary method in the rest of the country The audio-lingual approach has been employed in Vietnam, although it necessitates the purchase of costly teaching materials, which are frequently unavailable
In short, language teachers in Vietnam have employed a variety of speaking teaching methods to train students Unfortunately, the majority of students find it tedious to practice speaking with friends or to utilize it in everyday conversation As a result, a teacher must be able to come up with some creative ways to teach speaking abilities
Teaching and learning speaking skills play a vital role in using a language as a tool for communication According to Brown (2012), Speaking abilities and communication go hand in hand and complement one another In daily life, speaking skills are very useful and essential to create a good and positive impression on new people when we meet them for the first time; it’s also a very good tool to build and maintain business relationships Therefore, language teachers have tried their best to assist their students to master this skill in language learning so that they will have more opportunities to seize potential jobs in the future However, There is a phenomena in the teaching and learning of English that some learners can grasp the language extremely well but find it challenging and uneasy to speak in it This is because speaking a foreign language is really challenging for not only ESL but also EFL learner as shown in many researches Yunita (2014) studied a number of subjects who encountered issues when speaking, and she discovered that pronunciation, grammar, vocabulary, motivation, fear, and shame are some of the issues they experienced It is these factors that get in the way of students' English speaking process
Samira Al Hosni (2014) listed three main difficulties when speaking English They are linguistic difficulties (lack of vocabulary), mother tongue use, and inhibition (scary of making mistakes in front of the crowd) Lin (2013) suggested that negative psychological reactions such as anxiety and fear, being afraid of making mistakes are also involved in creating difficulties in speaking apart from insufficient vocabulary Recently, Sayuri (2016) conducted a speaking test and questionnaires among the EFL learners at Mulawarman University in Indonesia She found that those students still had difficulties in making conversations, delivering statements and giving opinions in English even though they were speaking English in each speaking course In addition, they also met obstacles in vocabulary, pronunciation, grammar usage and lacked self-confidence According to Penny Ur in Marlina (2014), there are four problems of speaking activities, namely inhibition, nothing to say, low or uneven participation, and mother tongue use In conclusion, there are many factors hindering students from gaining speaking competence when learning English They belong to 3 main categories, namely psychological problems (e.g nervousness, fear for making mistakes, lack of self- confidence …), linguistic factors such as insufficient vocabulary mastery and grammatical structures and environmental problems which are lack of learning context for English conversations Among those, psychological elements seem to be the major reason for English speaking difficulties followed by linguistic ones
Despite the fact that many scholars are working on improving students' speaking skills and that different instructional methodologies are used to improve students' speaking skills, the number of students who can speak English fluently and confidently remains minimal The reason is because of the aforementioned challenges being repeated but not totally resolved.
Pronunciation
Pronunciation is an integral part of oral communication It is considered one of the most important aspects of second language acquisition because it affects learners' communication competence
According to Gilakjani (2016), pronunciation is a collection of sound-producing habits Repeating a sound continuously when receiving feedback if it is uttered incorrectly helps develop the habit of making that sound Yates and Zelinski in Hasan (2014) says that pronunciation is the process through which we create the sounds that give our words meaning
It entails the specific consonants and vowels of a language (segments), as well as elements of speech that go above and beyond the level of a single segment, such as stress, time, rhythm, intonation, phrasing, and how the voice is projected (voice quality) Dalton in Hasan (2014) states pronunciation is the production of important sounds that are utilized to convey meaning in the context of use and as a part of a certain language's code Navhisa (2019) believes that the generation of sounds that humans utilize to communicate meaning is known as pronunciation She added that as people frequently make assumptions about others based on the way they speak, students who have difficulty pronouncing words may be thought to be illiterate, uneducated, or ignorant Hornby in Alfiyanaini (2017) defines pronunciation as the manner in which a language is spoken and how a word is pronounced It implies that pronunciation, including its linguistic features like tone, stress, and intonation, is essential Similarly, Harmer (2020) defines pronunciation as how to pronounce words as products of sounds, stress, and intonation
From these previous definitions, the researcher can conclude that pronunciation is how to say a word in a particular language which is made up of sound, stress, and intonation as well as how the sounds are put together in the flow of speech (not just in isolated words) Pronunciation plays an important role in learning a foreign language since it has a direct impact on learners' communicative skills and performance (Pourhosein Gilakjani, 2012)
Pronunciation is the process of creating sounds in order to generate meaning It consists of language's consonants and vowels (segments), as well as aspects of speech such as stress, sound linkage and rhythm and intonation (suprasegmental features) When speakers talk, all of the above elements can interact, causing issues of difficulties in one element may affect another, making it easier or harder to comprehend someone's pronunciation (Pourhosein Gilakjani, 2012)
Figure 2.1: Various features of English pronunciation
(Source: Gilakjani, 2012: 120) 2.2.1 Phonemes (Sound differences within a language)
There are 44 sounds that make up the sound system in English language and are divided into two major groups which are vowels (20 sounds) and consonants (24 sounds) Vowels and consonants perform different functions in syllables
- Vowels: According to Yule (2010), vowel sounds are produced with a relatively free flow of air In greater detail, a vowel is a generally voiced sound in which the breath stream has unobstructed passage via the mouth and/or nose and there is no audible friction during pronunciation
- Consonants: Consonants are speaking sounds that are made when the airflow is somehow restricted Consonants can be divided into three categories based on their place of articulation (i.e., where is the vocal tract obstructed? ), manner of articulation (i.e., how is the vocal tract obstructed? ), and voicing (voiced or voiceless?) (Ampa, 2014)
According to Cambridge Dictionary, when a word or syllable is pronounced more forcefully than other words in the same sentence or other syllables in the same word, this is known as stress The degree of power or volume with which a syllable is uttered to make it stand out is another way to define stress (Miryani, 2015) Stress means an emphasis or prominence given to a certain syllable in a word or to a certain word in a phrase or sentence
It is an essential feature of word identity in English (Kenworthy, 2012) and has a vital role in English since different stress patterns will differentiate between different meaning and intention According to Alam (2014), stress can also refer to the strength or volume of voice
It shows clearly the significance of particular words in sentences and phrases When speaking, English speakers combine the two types of stress—word stress and sentence stress
- Word stress: Word stress, also known as lexical stress, refers to the emphasis placed on syllables inside words This indicates that a word has at least one syllable that is longer, louder, and higher than the others
Strong or primary stress, medium or secondary stress, and mild stress or no stress are the three different types of word stress
Primary stress is the loudest syllable in the word Primary stress is marked in IPA by putting a raised vertical line [ˈ] at the beginning of the syllable
Syllables that are not entirely unstressed but are not as loud as the primary stress are given secondary stress A lowered vertical line [ˌ] at the start of the syllable indicates secondary stress
Syllables with no stress are referred to as unstressed syllables Nearly all of them in English have the schwa sound /ə/ although /i/, as in lucky (/ˈlʌki/), is frequently unstressed Examples:
/iˈnʌf/ Enough /di'stiŋgwiʃ/ Distinguish /ˈfəutəˌɡra:f/ Photograph
- Sentence stress: Sentence stress is the emphasizing of specific words inside a sentence Emphasizing a word or words in a sentence involves speaking them louder and for a longer period of time than the other words in the sentence It is the melody of English spoken Similar to word stress, sentence stress can aid in comprehension of spoken English, including fast-paced spoken English It also gives English rhythm or "beat" So, what kinds of words carry the stress in a sentence? Basically, most sentences have two types of word namely content words and function words or structure words Content words are the key words of a sentence They are the important words that carry the meaning or sense - the real content of the sentences They consist of nouns, adjectives, verbs, adverbs, demonstrative pronouns, question words and negative auxiliary verbs All content words are stressed Structure words are grammatical words inserted in a sentence to make it grammatically correct They give the sentence its correct form and structure Function words connect the content words to make a grammatical unit like a sentence, but unlike content words, they have little or no meaning (Bian, 2013) Function words include articles, conjunctions, prepositions and pronouns Usually structure words are not stressed The dominant stress in connected speech is sentence stress Each word has a distinct stress in isolation Content words retain their stress, while function words lose it when words are combined into sense groups and then into sentences Stronger emphasis is placed on the sentence's most crucial words The emphasis of a phrase is typically placed on words that provide crucial information, though this can vary greatly depending on the precise meaning the speaker is attempting to convey Many teachers spend a lot of time working on this aspect of pronunciation since it is so crucial to how stress changes the message
Why is it crucial to pronunciation? Stress is important to pronunciation since it gives the speech more "music." It alters the speed of speaking and listening English has a rhythm because each stressed word is separated by the same amount of time
Linking is the process of combining two or more words to make them seem like one when we pronounce English sentences This means that when we say words together, they can actually sound different Individual sounds will be the first focus for students learning English speaking skills, whether they are native speakers or ESL students However, once your students have mastered pronouncing individual words, they must move on to linking sounds in order to pronounce a complete sentence
Why is linking souds important?
To make English sentences more fluent, sounds must be linked Otherwise, there will be a lot of awkward pauses or extra unnecessary sounds Because these extra pauses and noises will sound particularly odd to a indigenous English speaker, connecting sounds is extremely crucial to ESL students English is a smooth-sounding language, and one of the ways it achieves this smoothness is by linking sounds which distinguishes spoken English from written English For instance, in the statement "Do you want a cup of coffee?" each word is distinct and clear However, the American could ask: "D'ya want a cup of coffee?" People who don't know how to link words together may be confused by this
Review of dubbing
According to Luyken (2014), dubbing is the process of replacing the original speech with a voice track that tries to match the dialogue's phrasing, timing, and lip movements as precisely as possible Additionally, dubbing is a fun practice that fosters initiative and creativity and can help with vocabulary learning, fluency in speaking, and pronunciation (Danan, 2010) Requena (2015) points out that dubbing is the re-voicing that could be done by muting the voice of the original actors Mandasari (2014) shares the same opinion in that Dubbing is changing a video's speech or language from its original voice or language to another voice or language According to Chaume in Manurung and Pohan (2019), dubbing is a sort of AVT that entails switching out the track of a movie that contains the source language dialogue for a different track on which translated dialogs in the target language are recorded
One of the most researched methods for learning foreign languages is movie dubbing, which is one of many various types of audiovisual translation (Lertola 2019)
The dubbing of muted video clips essentially offers the students a lot of benefits Fistly, video dubbing allows students to learn English in a more pleasant and engaging setting It helps students speak English more effortlessly by bringing the real world into the classroom As a result, students' enthusiasm might be piqued, and their adaptability in real- world applications can be enhanced
Secondly, it contributes to the development of students’ language skills While rehearsing for dubbing, students can compare their accent, rhythm, and melody to that of native speakers by using techniques such as mouthing, mirroring, and shadowing It allows students to examine, monitor, and reflect on themselves on a regular basis As a result, students' comprehension and self-confidence will improve Besides, when learners compare their speech to the actor's speech when dubbing a movie snippet, they see deficiencies in their pronunciation skills They next go over the screenplay several times, emulating the actor's voice while maintaining the same speed This type of exercise improves speaking speed, phonetic accuracy, stress placement, intonation, rhythm, timing, and paralinguistic voice qualities over time (surprise, sadness, joy, frustration etc.) Moreover, rehearsed oral output and revision of students’ recording contributes to their expansion of theme-related vocabulary and a more sophisticated and complex use of vocabulary and language form (Nazlinur’s, 2016 and Kirkgoz, 2011)
Last but not least, the dubbing of video tracks helps boosting self-esteem and confidence, self-awareness and awareness of others because the received input is multisensory (Danan, 2010) In video dubbing, students can take refuge behind their screen persona, so they find it much less intimidating than performing live The dubbing of video tracks can be done and redone so many times to get the possible final results Students are able to self-evaluate and enhance their oral performance in a way that is not possible in real time as a result Dubbing can help students convey their thoughts, develop their creativity, and make more contributions when being used in speaking lessons (Amalia, 2018)
In conclusion, through task-based exercises, video dubbing presents a great opportunity to advance learners’ language proficiency at all linguistic levels
The implementation of video dubbing in English classroom faces with some difficulties (López Cirugeda and Sánchez Ruiz 2013), namely time-consuming, risky and copyright In order to have successful projects, teachers have to spend a great amount of time choosing suitable material Besides, considerable in-class as well as out-of-class preparations are needed, which means that it takes students a lot of time in order to have a successful project If the teacher does not take much consideration, video dubbing is likely to run the risk of technology taking precedence over pedagogy In addition, digital video dubbing necessitates the use of a headphone or microphone, a computer, and a simple video editor It also necessitates that both instructors and students have a rudimentary understanding of video editing Sometimes it is difficult to find a video clip that is suitable for the students’ level and the language focus due to the fact that some videos are copyright
Dubbing is an additional way for acquiring students' pronunciation in speaking, according to Navisha (2019) Javier et al (2013) stated in Karimzadeh and Ghahroudi (2017) that dubbing as a teaching method increases oral skills, translation, and vocabulary learning Several scholars have presented approaches to a dubbing project that can be used by students studying English Within a contextualized script, dubbing provides an usual chance for imitation of English pronunciation and tone According to Burston in Rokani (2019), there must be some protocols in the dubbing activities in general There are numerous stages to manage a video dubbing project:
The teacher will show the video during this session Students pay close attention to the video To apply pressure, the teacher can interrupt the film at key points While watching the film, the student has a great opportunity to practice like an indigenous speaker
The video's substance including paralinguistic and linguistic features is discussed among the students The more advanced stages of spoken English practice - thinking, analyzing, discussing, and expressing - are crucial for students to grow in their verbal communication skills Teachers might organize students to discuss the evolution of storylines, characters, story endings, and other contents while utilizing English films to teach speaking English (Li,
The teacher instructs each group of students to present the outcomes of the discussion in front of the class The other group provides feedback to the presenters
The teacher asks students to create a new scenario based on the group discussion and presentation
Students are requested to record their voices into a computer using Windows Movie Maker and the result will be used as test score
As a result of the above video dubbing teaching procedure, the researcher develops his own video dubbing teaching stages that focus on improving speaking pronunciation as mentioned below.
Theoretical framework
The design utilized in this study is Classroom Action Research (CAR), which is based on the research's purpose Richards (2015) indicates that:
Action research or classroom action research refers to teacher conducted classroom research that seeks to clarify and resolve practical teaching issues and classroom problems Action research takes place in the teacher’s own classroom and involves a cycle of activities centering on identifying a problem or issue, collecting information about the issue, devising strategy to address the issue, trying out the strategy, and observing its effects The practical improvements action research seeks to bring about are not only benefits, however, through the process of planning and carrying out action research, the teachers can develop a deeper understanding of many issues in teaching and learning as well as acquire useful classroom investigation skills (p.171)
CAR, as defined by Arikunto (2012), is a study of learning activities in the form of an action that is consciously raised and occurs in a class setting According to Kemmis and Taggart in Sukardi (2013), action research is a method for groups of people to organize the conditions in which they can learn from their own experiences and share their knowledge with others
Based on the reasons explained above, the reseacher considers CAR a type of research that is undertaken by teachers in order to improve the quality of teaching and learning activities It is vital to carry out this study since nearly every instructor encounters difficulties in their teaching activities As a result, the students' performance in certain areas deteriorates The teacher hopes to improve his or her students' achievement by implementing the
25 innovative strategy in teaching and learning activities This study, therefore, will use the research design by Kemmis, Taggart and Nixon (1998) which includes 4 phases often recurring in 2 cycles: (1) Planning, (2) Action, (3) Observation, (4) Reflection
(1) Planning: This step involves identifying a problem or issue and developing a plan of action to enhance a specific aspect of the study setting This is a forward-thinking phase in which the researcher takes the followings into consideration: 1) what type of investigation is conceivable within the reality and restrictions of the teaching setting; and 2) what prospective improvements the researcher believes are achievable Changes in three 'registers' can be included in such plans: the language used in the circumstance, the actions and practices performed, and the structure of social connections and organizations
(2) Action: The action step is putting the plan into action, which entails making some purposeful changes to the teaching setting over a set period of time Even so, if the recommended activities cannot be performed, it may be essential to return to the planning stage
(3) Observation: This step entails the researcher documenting the setting, activities, and views of persons involved as well as rigorously observing the impacts of the activity It is a data collecting phase in which you collect information on what is going on using "open- eyed" and "open-minded" techniques Documents, interviews, diaries, observations, and surveys, as well as secondary data, can all be utilized to gather information By providing the foundation for evaluation, observation feeds into the next step of the cycle
(4) Reflection: The researcher and the group collaborate to analyze, synthesize, evaluate, explain, and reach the conclusions about what has been attained, as well as explore possible options to move forward Depending on the results, a new cycle of planning, acting, observing, and reflecting might be launched
Figure 2.2 Kemmis, Taggart and Nixon Model of Action Research
Review of previous studies
In this modern era, English as an international language has an important role in education (Mahu, 2012) as well as in other aspects of life The main objective of English learning is to enable students to communicate effectively in both written and spoken form to get various source of knowledge, to seek for job opportunities and to develop their country
It should come as no surprise that creative language educators and academics have not been reluctant to give audiovisual foreign language learning strategies a shot in order to improve learners' language acquisition Among the different audiovisual translation mechanisms, movie dubbing is one of the most well-studied foreign-language-learning approaches (Lertola, 2019)
Danan (2010) undertook a dubbing project with 82 American army students in one year, some of these were teacher-led at first and others were entirely student-led The major goal was to add variation to their rigorous course while also encouraging collaborative group work and encouraging active engagement from students The results of this study showed that students were intensely involved in their work, and that video dubbing increased their motivation while also enhancing their vocabulary and vocal expression skills
Chiu (2012) looked into how dubbing can help students improve their oral production in English as a second language She conducted an experiment with 83 undergraduate students
27 at a northern Taiwanese urban college who had previously been taught fundamental English pronunciation norms in a one-year course The students were split into two groups: 41 for the experimental group (Group A) and 42 for the control group (Group B) Group A was in charge of dubbing, while Group B was in charge of a conversation class Subgroups of two to four people were formed from Group A's members Each group had to choose a ten-minute clip from a movie or TV show and dub it as a final exam in front of the class by reading the subtitles from the muted video A questionnaire and semi-structured interviews were used to gather information The questionnaire's quantitative analysis revealed that Group A outperformed Group B The qualitative findings from the semi-structured interviews, whose coding was cross-checked by an independent observer, supported the quantitative findings Dubbing helped students improve their fluency and tone awareness while reducing mispronunciation However, the author pointed out that the data did not reveal if learners made noticeable improvements in fluency, delivery, or pronunciation, nor did it reveal the amount to which they progressed As a result, more research is required in this area
"Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations," was the title of a descriptive pilot study conducted by Alicia Sánchez-Requena (2016) Intralingual dubbing was used with the aim to improve fluency and pronunciation in spontaneous talks among twenty B1/B2-level secondary school Spanish students in England Students were given nine episodes from a Spanish TV series to subtitle using Windows Movie Maker over the course of six weeks The short films' subtitles, which included an exact transcription of the dialogue, were previously added by the teacher Individual interviews, two questionnaires, and the teacher's notes were used to collect the majority of the qualitative data It was found through data triangulation that learners' average word-per-minute speed increased by 22 in just six weeks They also increased their confidence and comfort while interacting vocally, and indirectly reinforced other learning areas
He and Wasuntarasophit (2015) looked at the effects of dubbing on oral proficiency in 34 Chinese EFL students who were asked to dub an entire episode of Friends in four weeks The goal of the project was to increase comprehensibility, fluency, and accentedness while transferring audiovisual content from Chinese to English They were encouraged to work one hour a day for the four weeks of the project because the dubbing duty was an after-class assignment To assess the students' development, two spontaneous speaking pre- and post- tests were given Students' oral skills (in terms of comprehensibility, fluency, and accent)
28 improved based on the result of the tests A questionnaire and an interview were used to assess students' attitudes towards the task The result showed that the students' overall attitude towards this revoicing approach was good, and some of them expressed an eagerness to continue dubbing The participants also made some helpful suggestions, such as using a shorter video with a lower speech rate and getting more frequent feedback from the teacher
In a quasi-experimental study titled "Collaborative Networks to Provide Media
Accessibility: the Potential of Social Subtitling," Talaván and Vila-Cabrera (2015) used a combination of active subtitling and dubbing approaches 32 third-year English Studies students participated in this social subtitling project (from a distant learning environment) Participants were given the task of subtitling four videos on their own before sharing their work with their peers to be revised collaboratively Students were instructed to pick their own videos (which had to deal with scientific or intellectual subjects and be available on YouTube) and to look for videos that were originally in English but did not have Spanish subtitles Once all of the movies (a total of 128) had been altered by peers and the URLs to the final subtitled output had been submitted to the UNED virtual platform aLF forums, students were invited to write a report on the experience The data also demonstrated that oral expression developed more quickly than written expression, and that students prefered dubbing to writing
Sánchez Requena (2018) continued her investigation into the effects of intralingual dubbing on oral production skills, focusing on pronunciation, intonation, and speed in particular Beside examining the benefits, another goal of her research was to get relevant input that can be used as a guide on how to use dubbing in the Spanish as a Foreign Language classroom to make teaching easier The author conducted an experiment with 47 B1-level Spanish students from five different secondary schools in England Over the course of 12 weeks, the students were requested to dub nine one-minute Spanish video clips (short movies,
TV shows, and programs) with topics relating to their academic course content The data was analyzed numerically and qualitatively using podcasts, three questionnaires, and the notes of the teacher-researcher The findings revealed that pronunciation, intonation, and speed all improved at the same time, confirming the pilot's findings
Firdaus (2019) conducted research to see how video dubbing affects students' speaking pronunciation This study focused on students in the tenth and eleventh grades at Madiun Vocational High School in East Java, Indonesia There were 20 students in total, 14 females and 6 males, participating in the study Observation was utilized to examine the intervention of video dubbing during the teaching learning process, and testing was performed
29 to determine whether students' speaking pronunciation improved after video dubbing was implemented The study was split into two halves, each with four meetings The results of the study revealed that using video dubbing could clearly enhance students’ speaking skills, especially their pronunciation
In her study "Dubbing Project to Improve Students' Speaking Skill," Nursafitrah (2021) sought to determine whether students' speaking skills could be improved through dubbing projects in terms of two areas of accuracy: pronunciation and vocabulary The study involved
32 students, 12 males and 20 females, in the second grade at SMAN 3 Takalar in the province of South Sulawesi, Indonesia The researcher conducted a speaking test to determine whether students' speaking improved during the implementation of the dubbing project The study took place over the course of four meetings in one cycle According to the findings, incorporating a dubbing project into the learning process improves students' speaking abilities
As can be seen, prior researches on the use of dubbing tasks to stimulate and promote active skills like oral production and fluency, intercultural issues, or the practice of oral English skills has primarily focused on the use of audiovisual translation - mostly subtitling and dubbing - as a didactic tool in foreign language classrooms There have been only a few studies on the topic of improving learners’ speaking skills, especially pronunciation using video dubbing in the context of Vietnam Therefore, the researcher has determined to conduct a study to focus on this specific area of speaking skill
RESEARCH METHODOLOGY
Context of the study
This research was carried out in a high school in Dai Tu District, Thai Nguyen Province 40 students of the 11 th grade were recruited from Luu Nhan Chu High School All the initial samples were selected on the basis of a degree of homogeneity in language level and their study location
They were all at beginner or pre-intermediate level of proficiency 15 of them are female and their mother tongue is Vietnamese They studied English as a foreign language The majority of the students in the researcher's class had trouble pronouncing words seperately and in combination Many of them were from rural areas in Dai Tu District where there was no chance to communicate face-to-face with native speakers and hardly had opportunities to speak English outside the classroom When they first started learning English, they concentrated on their grades, grammar, sentence construction, syntax, and reading comprehension among other things They undervalued the importance of English pronunciation and neglected to learn speaking and listening skills They spent most of their days at school because they had morning and afternoon lessons from Monday to Saturday In addition, they did not pay much attention to the learning tasks in the textbooks because they are quite boring and they do not lend itself to their taste
Their speaking abilities were quite low In aspect of pronunciation, students struggled to accurately enunciate words and form sentences with the appropriate tone In grammar case, students found it hard to utilize appropriate grammatical forms and suitable structures when they communicated with others Meanwhile, in aspect of vocabulary, They conversed using a small number of repetitive words Furthermore, when speaking to others spontaneously, they lacked sufficient fluency In aspect of comprehension, they had trouble following the speakers, which made it difficult for them to understand what the interlocutor was saying.
Research design
This research was an action research – a process of making current inquiries about issues and finding the solutions to them The procedure of the research went through the research cycle designed by Kemmis, Taggart and Nixon (1998), which consists of 2 cycles Cycle 1 includes planning, acting, observing the process and result of the change, reflecting on these processes and results When the first cycle is completed, if the results meet the
31 researcher’s expectation, the research will stop Otherwise, cycle 2 will be carried out in which the researcher will revise the plan on the basis of already-go results of changes and the same steps as cycle 1 will be utilized
The procedure of classroom action research which was adapted from Kemmis and Taggart’s action research model is shown in the figure below:
Figure 3.1 Classroom Action Research Model Adapted from Kemmis & Taggart model
The detailed information of each step is described as follows:
In the first step, the researcher identified the problem of the issue then developed a plan of action by preparing several materials such as pre-test and post-test, questionnaire, teaching lesson plan, learning materials, teaching aids (projector, computer, cable extension, loudspeaker…), rubric assessment and also scripts for dubbing practice Apart from planning, the researcher also anticipated the difficulties that might happen in the class and worked out the solutions beforehand The aim of this step was to bring about improvement in a specific area of the research context
Identifying the setting of the study at Luu Nhan Chu High School, Dai Tu District,
Using a pre-test to learn about the students' pronunciation problems and abilities
Analyse the test score to find out about students’ competence in pronunciation
Not reach the target score
After preparing lesson plan and a list of tools that would be used in the research, the researcher conducted the study on the students of Luu Nhan Chu High School in Dai Tu District, Thai Nguyen Province All of the actions in Cycle 1 followed the lesson plan that had been prepared beforehand In this phase, the researcher acted as the practitioner who implemented the proposed strategy by referring to the activities done in class More specifically, the researcher administered dubbing video lesson plan to focus on the improvement of speaking pronunciation
Then, the researcher selected movies which were suitable to the students’ knowledge and language levels, then cut them into clips of no more than five minutes In the class meeting, the students were shown the muted video clip They were required to pay much attention to visual details, especially paralinguistic features such as body gestures and facial expressions
Students were then required to take part in a description exercise in which they described and discussed the clip in the target language (Who are the characters? Where are the scenes taking place? What are the characters saying or doing…?) This activity helped to provide students with task-based practice using the vocabulary and grammatical structures they had learnt They might also get various vocabularies from their friends
After that, the target video clip and its music were played by the researcher as a listening comprehension and pronunciation exercise This activity gave students examples of grammatical sentences and got them familiar with native pronunciation and fluency The students then contrasted their assumptions with what actually occurred in the clip after analyzing the language context and personalities of each character in the video Next, the researcher asked the students to identify recognizable chunks in the stream of speech by asking them to repeat what they had heard and then wrote them on the board The students then were asked to practice utterances themselves to practice their pronunciation and intonation like a native speaker to get them ready for the eventual dubbing activity When the students had understood the soundtrack, they were given a written scenario of it for practicing reading and rehearsing their pronunciation In order to prepare for dubbing practice, the teacher asked the class to practice adjusting their voices while watching a muted movie This activity supported to boost students' pronunciation and fluency After that, the students were trained to send their products to their teacher by using an USB, via emails (if the file does not exceed 25MB), zalo, messenger or uploading it onto Google Driver (http://drive.google.com)
The students had frequent out-of-class meetings to practice dubbing the muted video with their partners until they got their final product Finally, teacher showed some videos to the students per class meeting so that they could give their own comments After that, teacher gave final comments Students were advised to watch the video at home at least twice to draw out experiences to make improvement in the next project
The researcher and collaborator observed the students’ activities and learning process in each session of each cycle and took notes of the implementation of video dubbing project in the classroom and students’ and teacher’s performance into the observation sheet The results of observation sheet were used to write the reflection of the research The questions in the questionnaire were then given to the students to respond to
At this point, the researcher described, reflected and evaluated the data got from the pre- test, observation sheet, questionnaire and post-test to find out the strengths and the weaknesses of the teaching process and students’ enhancement after the first cycle This helped provide the researcher with prime data and information to compose plan for the next circle In this phase, the students sat for a post-test The percentage of score range of this test was compared to that of the pre-test Because the criterion of the post-test were higher than that of the pre-test which meant that students made progress in their speaking skill, especially in pronunciation, the cycle stopped So, there was only one cycle in this research.
Participants
This research was carried out among 40 students of the 11 th grade at Luu Nhan Chu High School, 15 of whom were female and the rest were male All of them were 17 years old Besides, 3 English teachers also took part in the research, one of whom played the role of the researcher implementing the proposed strategy The other two English teachers were collaborators who observed students’ performance during the research process and took notes of their behaviours in order to provide data for the analysis.
Instruments
The study applied different kinds of instruments such as tests (pretest and posttest), questionnaires, pronunciation scoring rubric, teacher’s notes or teacher’s observation and lesson plan
- Pre-test and post-test A pre-test and a post-test were utilized in this research to find out the pronunciation abilities of the students before and after the treatment, which means that the
34 test was utilized twice The initial test was conducted by the researcher and two examiners (inter-raters) prior to the treatment to identify students’ pronunciation skill before taking the intervention to get the pre-test results The second was used after the treatment to get the post- test results To ensure consistency of results, the pre-test and post-test covered the same theme and text genre, which was a short moral story Both stories had the same length of about 150 words and of the same language level The title of the story in the pre-test was “The Proud Rose” while the post-test story was “The Golden Touch” The researcher and two examiners (inter-raters) assessed students’ pronunciation aspects including pronunciation of vowels and consonants, stress, intonation and intelligibility during the pre-test and post-test using the pronunciation scoring rubric attributed to Pearson Test of English Academic's scoring rubric and Djiwandono’s scoring rubric (2012) Each component received a score between 0.5 and
- Observation: The observation was used to gather data on the teaching and learning process, including the activities and attitudes of the teacher (researcher) and students, the interaction between students and the teacher, among students, and between students and the material It was taken in two different ways, not only by observing students’ behaviours and activities during the four sessions of appying the technique to teach pronunciation but also by watching students’ dubbing video products at the beginning and the end of each session to see if students had made any progress in their pronunciation and how their attitudes had changed from the first session to the last An observation guide in the form of checklist was utilized to observe students’ activities and attitudes The checklist consisted of indicators being observed that indicated (1) students’ asking questions, (2) students’ participation in taking notes of vocabulary, (3) students’ participation in answering teacher’s questions and (4) students’ participation in practicing pronunciation Students in this action research were considered to be active participants if they could complete three out of four indicators, primarily points 3 and 4, as well as one other indicator (either point 1 or point 2) If they met less than three of the criteria or failed to meet points 3 and 4, they were labeled as inactive students In conclusion, the students were required to follow points 1 and 4 during the pronunciation teaching and learning process
- Questionnaire : A close-ended computer-based questionnaire was used in this investigation The use of a 5-point Likert-scale questionnaire helped guarantee the data collected accurate and free of cultural influences Furthermore, the researcher used a Likert Scale because of its simplicity (for responders) and consistency (across multiple collecting times) The
35 questionnaire consisted of three parts with 25 questions in total, including topics like the students' pronunciation issues, challenges faced during project completion, project effectiveness, and expectations of the students Part 1 included 10 questions (from question 1 to question 10), which had five possible responses: "Strongly agree," "Agree," "Neutral,"
"Disagree," and "Strongly disagree" It was employed to recognize students’ pronunciation problems when speaking English after the technique was applied Part 2 was used to get students’ feedback on the use of video dubbing in classroom This part consisted of 14 questions Part 3 had only 1 open question which clarified what students suggested about the use of video dubbing in improving their English pronunciation
After having completed the first draft of the questionnaire and got approval from School of Foreign Languages, Thai Nguyen University, the researcher carried out a pilot study in October 2022 with 5 students at Luu Nhan Chu High School in Dai Tu District This was done to see if there were any significant problems with the students' perception of the questionnaire's items In this section, the content validity of the questionnaire was piloted in order to make any necessary adjustments, polish the items in the questionnaire, and provide practical experience to carry out the main study Firstly, 5 students were scheduled for appointments at the school meeting room Secondly, the questionnaire's instructions were read aloud to the students to make certain they were comfortable to take part in the survey and to guarantee that they would have no trouble understanding the items Thirdly, the students were instructed to tick just one option for each of the questions from 1 to 24 It was recorded how long it took the students to finish the questionnaire The responses were then examined
According to the survey, the questionnaire's instructions were straightforward They allowed the students to quickly understand and carry out the instructions that were read to them without encountering any issues The participants also felt relieved to complete the questionnaire After using the video dubbing technique, it took the students ten minutes to answer ten questions related to their personal pronunciation problems when speaking English after video dubbing technique was utilized The second half of the questionnaire, which comprised 15 questions, took the students fifteen minutes to complete In the last section, they spent five minutes providing suggestions about the use of video dubbing in improving their English pronunciation
In a nutshell, it can be inferred that the pilot participants had no issues following the instructions, finishing the questions in the allotted time, or completing the data collection instruments intended for the questionnaire These results indicate that the instruments used in the pilot study can be used in the main investigation There was no need to make any modifications to the instruments and the amount of time set aside for respondents to complete the questionnaire's items.
Data collection
The data were gathered by conducting some observation during the teaching learning process, giving questionnaires and taking from the two oral tests namely pre-test and post- test which took place before the researcher conducted the research and after she completed it Each of the techniques of collecting data is explained as follows:
Observation, according to Marczyk (2005, p 21), is the act of taking careful measurements, which is a defining characteristic of well-conducted scientific investigations Scientists often take considerable care to avoid making biased observations when making measurements for study The learning process of 11 th grade English students at Luu Nhan Chu High School in each meeting and during 4 sessions were all observed and noted by the researcher and her collaborators using an observation checklist The checklist contained the indicators being observed which covered students’ participation in (1) asking questions, (2) taking notes of vocabulary, (3) answering teacher’s questions and (4) practicing pronunciation After each training session, the students handed in their final products, which were their dubbing videos The researcher and her partners also watched how video dubbing was completed to collect data for later analysis The observational data were crucial for commenting on each session as well as for identifying any issues or challenges encountered by the students while putting video dubbing into practice
Before conducting the reseach, the researcher assigned the students a pre-test to identify their pronunciation issues The result of the test was then analized quantitatively using SPSS software to compare with that of the post-test at the end of the study
After four training sessions of four weeks in which teacher applied prepared lesson plan to teach pronunciation using dubbing and students arranged out-of-class meetings to practice dubbing, students sat for a post-test For the final performance (movie dubbings), scoring rubric was used to get data to grade students on their use of intonation, sentence stress, their
37 pronunciation of vowels and consonants and overall intelligibility They were scored individually for each part, which added up to 10 points The total sum of these five parts was their final score The results of the post-test then were analyzed to compare with that of pre- test During the treatment of four weeks, researcher and two examminers observed students’ behaviors and performance and took notes to provide data for later analysis
After students had finished their four dubbing projects, researcher asked them to complete an online questionnaire consisting of three parts with 25 items in total The online questionnaire was constructed with Google forms for the purpose of this study The researcher chose to accept responses by mailing address at yenanh212@gmail.com in the replies part of the Google forms settings in order to certify that the responses came from 11 th grade students at Luu Nhan Chu High School.
Data analysis
There were two research questions in this study, namely “1 To what extent does the utilization of video dubbing boost students’ pronunciation?” and “2 What are the students’ opinions towardss the implementation of video dubbing technique in enhancing their pronunciation?” In order to answer these two questions, the study employed quantitative approach to analyze the data More specifically, the data were analyzed in 2 stages In the first stage, the researcher used tests, students’ dubbed videos and observation to answer question
1 In particular, pre-test, post-test and teacher’s observation were computed quantitatively through SPSS by percentage In the second stage, questionnaire results were utilized to find out the answer to question 2, which was if the students’ speaking performance was improved when the researcher administered the technique Specifically, the Likert-scale questionnaire was analyzed by percentage with the Descriptive statistics
Pre-test and post-test: In order to quantify the effectiveness of the intervention of video dubbing in the teaching learning process, quantitative data were utilized by contrasting the outcomes of the pre-test before the implementation and those of the post-test following the implementation of video dubbing in the first cycle
Speaking exams were administered prior to the research and after the treatment was completed The tests provided the researcher with a comparison of the students' English pronunciation abilities before and after the treatment In the meantime, the researcher had to
38 compare the test's score range percentage to determine whether or not students' speaking abilities had improved by using SPSS software on the computer
The criteria of students’ response was categorized in table 3.1 below (according to the classification of students’ scores adapted from Arikunto (2009))
Table 3.1 Category of Students’ Response
Observation: The researcher utilized an observation checklist which consisted of four indicators to calculate the percentage of active and passive students in each session Students in this action research were considered to be active participants if they could complete three out of four indicators, primarily points 3 and 4, as well as one other indicator (either point 1 or point 2) If they met less than three of the criteria or failed to meet points 3 and 4, they were labeled as inactive students In conclusion, the students were required to follow points
3 and 4 during the pronunciation teaching and learning process The study was considered successful when 75% of the participants actively took part in the learning process
Questionnaire: After students turned in their finished mobile video dubbing products, a questionnaire was given out to collect quantitative data for the current study It aimed to obtain the students' opinions on the development of their pronunciation skill after dubbing technique was applied There were 25 items in total The answers to closed questions and the answers to open questions were the two components of the questionnaire analysis Quantitative method was used to assess the responses to the close-ended questions by calculating the percentage of students who responded to each question with Strongly agree, Agree, Neutral, Disagree, or Strongly disagree using descriptive statistics
RESULTS AND FINDINGS
Results for research question 1
Research question 1: To what extent does the utilization of video dubbing boost students' pronunciation?
As mentioned earlier, in order to answer the first research question, the data were collected through pretest scores, observation and posttest scores
The researcher used a pre-test to gauge learners' pronunciation The pre-test examined five components of pronunciation: vowels, consonants, stress, intonation and understandability Students’ scores in the pre-test were determined by using the Scoring Rubric of Pronunciation Test attributed to Pearson Test of English Academic's scoring rubric and Djiwandono’s scoring rubric (2012) The results were computed quantitatively through SPSS by percentage Figure 4.1 below shows the results of the pronunciation pre-test score range
Figure 4.1 Percentage of Students’ Score Range in Pre-test
As can be seen from Figure 4.1, the findings of the pretest administered two weeks prior to the implementation of the actions clearly demonstrates the participants' unsatisfactory
Percentage of Students' Score Range in
40 pronunciation abilities Figure 4.1 shows that none of them received "very good" or “good” score degree Only 40% of the students were assigned a fair category, 50% remained in poor category, and up to 10% got very poor scores Overall, the participants in the research nearly shared the same pronunciation status, which was quite low compared to what they had to gain at their school level These results were supported by the students’ scores in the five aspects of pronunciation as shown in Table 4.1 below:
Table 4.1 Percentage of Pre-test Scores in Aspects of Pronunciation
Aspects of Pronunciaton in Pre-test Vowels Consonants Stress Intonation Inteligibilty
N o Percentage N o Percentage N o Percentage N o Percentage N o Percentage
Based on the results of the pre-test above, it can be seen that none of the participants got maximum score in every aspect of pronunciation Specifically, in the aspect of vowels, only 30% got the score of 1.5 points, 42.5% achieved 1.0 point while 27.5% gained 0.5 points, which was the lowest score in assessing vowel pronunciation In the aspect of consonants, the percentage of students who achieved the score of 1 and 1.5 was 32.5% and 25.0% perspectively The rest (42.5%) received the minimum score in the assessing rubric Stress was the only aspect in which no student got 1.5 points and over More than half of the participants (62,5%) got the lowest score and 37.5% of them got 1 points in the aspect of stress in the pre-test This data revealed that putting stress on the right syllables in words and on the right words in sentences was really a big challenge to the students Intonation was the second pronunciation aspect that was quite difficult for the students This was proved by the fact that none of the students got maximum point in intonation, only 15.0% got 1.5 points However, half of the students only received 1 point and up to 35.0% had 0.5 point in this aspect in the pre-test Inteligibility was the last aspect to be measured in the pre-test In this aspect, nearly half of the students got minimum score, 32.5% received mark 1, and 25.0% got 1.5 points In conclusion, the data in Table 4.1 indicated that most of the students had strength in pronouncing vowels among the five aspects of pronunciation while word and sentence stress were really a big challenge for them in communicating
During the four sessions in the research, the researcher and her 2 collaborators observed the learning and teaching process as well as students’ attitude towards the dubbing technique used in the lessons Students in this action research were considered to be active participants if they could complete three out of four indicators, primarily points 3 and 4, as well as one other indicator (either point 1 or point 2) Conversely, if they met less than three of the criteria or failed to meet points 3 and 4, they were labeled as inactive students In conclusion, the students were required to follow points 3 and 4 during the pronunciation teaching and learning process Table 4.2 below indicated the results of students’ observation checklist:
Table 4.2 The Results of Observation Checklist in Four Sessions
The results of the observation illustrated that 23 out of 40 students (57.5%) actively participated in the learning process in the first session In more detailed, students were eager to take part in dubbing activity, which they said that they had never done before Most of the students took notes of the new words used in the snippet and paid attention to teacher’s instructions However, some students felt reluctant in pair or group work because they were not be able to choose their suitable partner for their pair work In addition, students hardly asked the teacher any questions related to the lesson, which meant that student’ talking time was still limited In other words, the students were really excited about the dubbing activity and they tried their best to perform all the tasks in the lesson
In the second session, there were 28 participants (70.0%) who were really interested in learning activities In specific, the students listened to teacher’s explanation more attentively They tried their best to follow the subtitles on the screen to make sense of the film snippet’s content Sometimes, they made some English questions to ask teacher about some
42 clarification during their watching Generally speaking, the students were quite curious about this learning technique, they were still self-concious about it though
In the third session, dubbing film became of more interest to the students Up to 31 students in the total of 40 (77.5%) got actively involved in the lessons Specifically, they focused more on the lesson and followed all teacher’s instructions They started to activate their prior knowledge about vocabulary and grammar to share their thought and feeling during the lesson They interacted more with the teacher and their partners As a result, students’ talking time increased gradually compared to the last two sessions Also, they responded to the teacher and their peers more quickly using the vocabulary they had learnt in the previous sessions They seemed to overcome their fear of making mistakes to communicate more freely with the others
After three sessions of practicing video dubbing, the researcher as well as her collaborators saw great change in students’ attitude towards the technique in the last session The number of participants who actively took part in the learning process was 38 out of 40 students, which made up 95.0% of the total In more details, they closely listened to the teacher's explanation and the lesson They appeared to follow the learning process closely and naturally and immediately responded to the teacher’s questions They actively asked the teacher some questions related to the snippet’s content and lesson as well They became more interested in the learning process and eagerly took part in every learning tasks On average, 75.0% of the students were actively involved in the pronunciation teaching and learning process
Considering the findings of the observation described above, it could be concluded that the students’ activeness and enthusiasm in teaching and learning process improved positively and significantly by using movie dubbing in teaching pronunciation These improvement included things like students’ active participation, great enthusiasm for the lesson In addition, they were able to produce speech with proper grammar, a variety of vocabulary, understandable content, steady speed, and proper pronunciation Students’ progress were shown in all pronunciation skill indicators It was very clear that video dubbing played a really vital role in enhancing students’ English pronunciation and their motivation in study since it helped to increase their pronunciation practice time, widen their vocabulary and bridge the gap between teacher and students in classroom Students had more opportunities to imitate and adjust their pronunciation to a native speaker’s level; thus, they conveyed their desire to learn and practice their pronunciation precisely in similar teaching methods than the
43 conventional ones that their teachers had previously used in the class In conclusion, the research was considered successful in term of observation
In order to assure the consistence, the researcher administered a post-test with the same theme and genre as the pre-test to gauge the learners' pronunciation Five components of pronunciation: vowels, consonants, stress, intonation and understandability were examined in this test by using the Scoring Rubric of Pronunciation Test attributed to Pearson Test of English Academic's scoring rubric and Djiwandono’s scoring rubric (2012) Students’ scores in the final pronunciation post-test were determined by total sum of the five components’ scores The results were computed quantitatively through SPSS by percentage Figure 4.2 below shows the overall results of the pronunciation post-test
Figure 4.2 Percentage of Students’ Score Range in Post-test
Figure 4.2 shows the findings of the post-test administered after the implementation of video dubbing It clearly shows the participants' satisfactory pronunciation abilities In more details, although the percentage of students who achieved the highest score range was 0%, none of them received "very poor" score category 38.0% of the students were assigned a poor category, 52.0% remained in fair category, and 10.0% got from 6.1 to 8 points These results indicated that students’ pronunciation skill increased relatively in comparison with those in the pre-test
Table 4.3 Percentage of Post-test Scores in Aspects of Pronunciation
Aspects of Pronunciaton in Post-test Vowels Consonants Stress Intonation Inteligibilty
N o Percentage N o Percentage N o Percentage N o Percentage N o Percentage
Percentage of Students' Score Range in
Based on the data illustrated in Table 4.3 above, it can be seen that students got improvement in all five aspects of pronunciation In particular, there were 2.5% of the participants who could pronounce vowels clearly, 30.0% could produce most of vowels correctly although occasionally some repeated errors might make a few words unclear Nearly half of the students could pronounce some vowels correctly and consistently mispronounced the rest of them and 20.0% pronounced few vowels correctly, which made listeners difficult to understand their speech In the aspect of consonants, none of the students could pronounce all consonants clearly and correctly 27.5% could pronounce most consonants correctly despite some consistent errors which made a few words unclear 35.0% produced some consonants correctly while 37.5% got the lowest score range When it came to stress, half of the participants got 0.5 point, which meant that they emphasized the wrong syllables in most of the words, which caused the words unrecognizable 42.5% used much incorrect stress that resulted in some errors Only 7.5% of the students could use good stress but misused it in a few words that led to some errors Noone could stress the right syllable in every words and made no errors In terms of intonation, up to 10% of the participants could produce proper intonation throughout their entire speech 20.0% raised or lowered their voice correctly in a few utterances 45.0% used much wrong tune in their sentences whereas 25.0% uttered almost all of their sentences with incorrect intonation tune In the aspect of intelligibility, only 2.5% of the participants could produce clear sounds in every words making their speech inteligible enough for the listeners to understand 22.5% got 1.5 point, which meant they pronounced a very few unclear sounds in certain words 40.0% received the score of 1.0 while 35.0% got 0.5 point, which illustrated that they pronounced most of the words unclearly In short, most of the students had improvement in their pronunciation, especially their intonation and
45 intelligibility, which revealed that their English competence was much better than their initial level
1.4 Summary results for research question 1
The study of the students' pre- and post-test scores led to the first discovery The pre- test and post-test involved forty learners at Luu Nhan Chu High School The pronunciation scoring rubric was used to test the outcomes to assess them Vowels, consonants, stress, intonation, and inteligibility were the five categories under which the rubric was broken down The researcher utilized SPSS to examine the percentage of participants who achieved certain score range to analyze the data The comparison of both tests is illustrated in Table 4.4 and Figure 4.3 below
Table 4.4 Score Range of the Participants’ Aspects of Pronunciaton in Pre-test and Post-test
Vowels Consonants Stress Intonation Inteligibilty
Table 4.4 showed students’ improvement in all aspects of pronunciation In more details, in the aspect of vowels, the number of students who got 0.5 point decreased by 7% while the students who perceived 2 points increased by 2.5% The ones who got 1.5 point remained stable In consonants and stress aspect, we can see the increase in the number of students getting the score of 0.5 and the increase in the number of those who gained 1.0 and 1.5 points Students’ impovement can be seen most clearly in intonation in which less students received 0.5-1 point while more and more got 1.5-2 points In addition, up to 10% of the students got maximum score In the aspect of intelligibility, we can see the decrease in the number of students who got lowest score in the range by 12.5% and an increase of 2.5% in the number of those with maximum score range
The results on the differences between the pre and post test are presented graphically in Figure 4.3 as follows:
Figure 4.3 Comparison of pretest and posttest total scores
As can be seen from Figure 4.3, students’ pronunciation total score rose after the treatment as compared to before More specifically, in the pre-test, none of the students received “good” score degree but this figure reached 10% in the post-test Meanwhile, in the post-test, the number of students who were assigned a very poor degree reduced by 10% In addition, the number of participants got a degree of poor score also reduced by 12.5% (from 50.0% to 37.5%) Overall, video dubbing enhanced students’ pronunciation skill to some extent and this was shown in their increased total score in post-test
Range of the Participants' Pre-test and Post- test Total Score
In conclusion, these data proved that activities like English video dubbing clearly improved the pronunciation of 11 th grade Luu Nhan Chu students.
Results for research question 2
Research question 2: What are the students' opinions towardss the implementation of video dubbing technique in enhancing their pronunciation?
Following the questionnaire's administration, the data collected were coded and put through SPSS to determine whether the questionnaire's items were reliable The alpha value, which Cronbach (1951) invented, is the most widely used statistical index to assess the internal consistency of the items in the questionnaire The benchmark Cronbach's alpha value is expected to be at least 0.7, which demonstrates enough reliability A level of 0.8 or higher is considered good while the value of less than 0.7 demonstrates that the items have little in common and are unable to measure the same construct The guidelines for alpha values provided by George and Mallery (2003) are shown in Table 4.5
Table 4.5 Rules of alpha values
Values Levels α ≥ 90 Excellent α ≥ 80 Good α ≥ 70 Acceptable α ≥ 60 Questionable α ≥ 50 Poor α ≤ 5.0 Unacceptable
So as to boost statistical power, Iacobucci and Duhachek (2003) recommend computing standard errors and evaluating Cronbach Alpha in conjunction with a confidence interval After compiling and examining thousands of coefficients and hundreds of publications, Peterson (1994) identified a usual level of 0.77, which indicates a fair mean throughout all studies To investigate the reliability of the questionnaire, the researcher used a second group of 11 th grade students from the same school as a trial group to examine the reliability of the research instrument The outcome of the calculation was as follows:
Table 4.6 Reliability of the questionnaire
Cronbach's Alpha Number of Items
According to the result in Table 4.6, the questionnaire showed a good degree of reliability (= 0.872 > 0.80) It can be assumed that the questionnaire's items are reliable enough to collect data for the current investigation
In order to find out more information about whether video dubbing could improve students’ English pronunciation or not and their perceptions on the utilization of video dubbing, the researcher distributed a questionnaire survey consisting of three parts To gauge the extent to which the respondents agreed with their problems in their English pronunciation, a questionnaire with five Likert-scale criteria were utilized To be more precise, the range between 4.5 and 5.0 indicates the highest level of agreement, followed by 3.5 to 4.4, and the range for the uncertain option is from 2.5 to 3.4 Last but not least, the strongest disagreement spans from 1.0 to 1.4, whereas the disagreement ranges from 1.5 to 2.4 Following the students’ completion of the questionnaire, the data of the first 24 questions were run through SPSS by percentage to get the results
The findings of the student survey are displayed in Table 4.7 and Table 4.8
Table 4.7 Frequency of Questionnaire Part I
(N) Per ce n tag e (%) Fre q u en cy
(%) Fr eq u en cy (N) Per ce n tag e
1 I feel confident in speaking English 25
2 I often make pronunciation mistakes in vowels (short vowels, long vowels and sonic diphthongs)
3 I have no difficulty pronouncing final consonants 30
4 I have rudimentary knowledge of Western culture 11
5 I can link words together to make my speech faster and more natural
6 I can utter sentences with right intonation 20
7 I am able to enunciate my words very clearly 22
8 I know how to pronounce word stress 17
9 I can put stress on sentences correctly 11
10 I can identify my pronunciation problems 18
As shown in Table 4.7, the first item in the questionnaire is “I feel confident in speaking English” In this question, 82.5% of students agreed while 2,5% of the students remained neutral 12,5% disagreed that they felt confident in speaking English This meant that the majority of the students being questioned felt confident enough when communicating in English after they practiced dubbing English videos
The second item in the questionnaire is “I often make pronunciation mistakes in vowels (short vowels, long vowels and sonic diphthongs)” Only 7,5% of the students strongly agreed or agreed with this item and 10% stayed balanced Most of the students (83%) chose disagreed or strongly disagreed The results indicated that most of the students did not find it challenging to pronounce vowels correctly any more, especially distinguish between long and short vowels
Based on the third statement in the questionnaire, “I have no difficulty pronouncing final consonants”, it was proved that 80% of the students selected strongly agree and agree while only 15% disagreed The rest (5.0%) held uncertain answer This indicated that most students could pronounce consonants at the end of words clearly and correctly
The next statement says “I have rudimentary knowledge of Western culture” The responses towards this statement were 55.0% of the students decided to strongly agree and agree while 32.5% of students chose strongly disagree and disagree option These results proved that many participants were quite satisfied with their improvement in insight into Western culture and only one- third of the students did not have basic knowledge of it
The fifth statement in the questionnaire is “I can link words together to make my speech faster and more natural” The data revealed that 27.5% strongly agreed with the statement There were 25% of the students standing for agreement, and 7,5% had no idea when dealing with the problem of word linking The rest (30%) did not know when and how words were connected together to produce fast and natural speech The data revealed that more than a half of the students could link words together when they spoke English
Statement number 6 in the questionnaire is “I can utter sentences with right intonation” The table showed that 75.0% of the students believed in their ability to produce right intonation while speaking after utilizing the technique None of the students remained neutral The number of students who strongly disagreed and disagreed to the statement is 10 out of 40, which accounted for a quarter of the total The data depicted that many students could make sure that they pronounced the sentences with right intonation
According to statement number 7 “I am able to enunciate my words very clearly”, 55% and 27.5% of students chose strongly agree and agree respectively, while only 10% of them stated disagreement The findings revealed that the majority of the students could communicate effectively since they pronounced the words clearly enough
In the eighth item “I know how to pronounce word stress”, 65% strongly agreed and agreed to the statement, while only 17.5% opposed to the idea of their knowing word stress, which was equal to the percentage of students assuming neutral attitude to this item The results showed that so many students could put emphasis on right syllable in every word
The data of the next item which mentions “I can put stress on sentences correctly” indicated that 50% of the students assumed a favorable perspective of this item 12.5% of the students disagreed to the statement and 22.5% strongly stated that they could not use sentence stress correctly The comparison of such figures demonstrated that half of the students could put stress on the right words in every utterance when they spoke in English
The last item in the questionnaire states that “I can identify my pronunciation problems” The data said that there were 60% of the students who were well aware of their pronunciation issues 20% respondents which consisted of 8 students disagreed with the statement However, there were still about 20% of the participants who voted neutral The data strengthened the idea that more than half of the students in the survey could clearly identify their pronunciation mistakes
The inference that can be made based on all descriptive findings from the questionnaire is that most of the students gained enough confidence in their speaking They could identify their pronunciation mistakes when communicating and made possible efforts to overcome difficulties in all aspects of pronunciation including vowels, consonants, stress, intonation and intelligibility Among those, stress and intonation seemed to receive the most progress that the students had made
2.2.2 Results for questionnaire part II
CONCLUSION AND RECOMMENDATION
Major findings of the study
There were two main findings in this study The first finding was that English film- dubbing activities had enhanced pronunciation skills of the 11 th grade students at Luu Nhan Chu High School; the second finding was that the students generally had a positive attitude towardss English film-dubbing activities
Question 1: To what extent does the utilization of video dubbing boost students’ pronunciation?
Findings: Using English Film-Dubbing Activities Could Enhance English Pronunciation of the 11 th Grade Students at Luu Nhan Chu High School
The first finding mainly came from the analysis of pre-test, post-test and observation results which involved forty students
The scoring rubric of pronunciation attributed to Pearson Test of English Academic's scoring rubric and Djiwandono’s scoring rubric (2012) was used to evaluate the test results The rubric was divided into five aspects – vowels, consonants, stress, intonation and intelligibility The researcher applied descriptive statistics for data analysis The post-test results outperformed the pre-test results in five areas In particular, none of the participants got maximum score in all aspects of pronunciation in the pretest but in the posttest these numbers changed up to 2.5% in vowels, 10.0% in intonation and 2.5% in intelligibility In vowels aspect, there was an increase of 2.5% in the percentage of students who achieved good degree and above in the posttest compared to pretest Conversely, the amount of students who got poor and very poor category decreased by 2.5%, from 70% to 67.5% In the aspect of consonants, the percentage of students who could pronounce most consonants clearly and correctly except for only some minor errors increased by 2.5% in the posttest in comparison with that of the pretest When it comes to stress, noone could stress the right syllable in every words and made no errors in the pretest while in the posttest 7.5% of the students could use proper stress They only made stress mistakes in a few words that caused some errors In terms of intonation, up to 30% of the participants could produce correct intonation tune in most of the sentences of their speech in the posttest, which increased by 15% in comparison with that of the pretest In the aspect of intelligibility, the number of the participants who could produce clear sounds in every words or a very few unclear sounds in certain words, making their speech inteligible enough for the listeners to understand remained stable in both
60 pretest and posttest This amount reached up by 5% in the posttest However, we can see the increasing percentage of those who got 1 point, which illustrated that they only produced some unclear sounds in some words during their talk In light of the fact that the students' post-test scores were higher than post-test scores, the results indicated that students’ pronunciation may be improved by applying English film-dubbing activities
During students’ learning process, the researcher and her two collaborators utilized an observation checklist with a view to calculating the percentage of students who actively participated in the learning process A set of four indicators including students’ asking questions, their participation in taking notes of vocabulary and answering teacher’s questions as well as practicing pronunciation were employed in the checklist If students could fulfill three of the four indicators in this action research, notably points 3 and 4, as well as one other indicator (either point 1 or point 2), they were deemed active participants They were classified as inactive students if they failed to meet points 3 and 4 or if they only met one or two criteria This observation checklist was used four times in the four sessions of the research The results showed that 75.0% of the participants were actively engaged in the learning process, which met the researcher’s expectation
In summary, this research verified that English film-dubbing activities could enhance the English pronunciation of the 11 th grade students at Luu Nhan Chu High School The findings of this study agreed with those of Aydin and Mustafa (2016), who also thought that using movies as a teaching tool could help students learn languages more effectively Students' interest might be piqued during English film-dubbing activities by appreciating, analyzing, mimicking, and performing films Any type of learners, regardless of gender or age, can advance their language skills by employing the proper techniques (Pooneh Karimzadeh, 2016) The outcome was also consistent with Zanon's assertion (2006), which was mentioned in Florente (2016, p 63), that practicing pronunciation through listening to native speakers' talk, reading movie subtitles, and revoicing videos can assist students to improve their language comprehension Meanwhile, the repetitive nature of the dubbing activity, according to Requena (2018, p 19), improves fluency and also has an effect on pronunciation The usage of English-language films in English lessons, according to Soo and Lim (2014), may enhance students' oral communication abilities and motivation to learn Students can learn pronunciation, vocabulary, and fluency via watching movies Li and Wang
(2015) also proved that Chinese college students' oral English can be improved by including English movies into English teaching activities Students can improve their pronunciation and
61 fluency while expanding their vocabulary Yan (2015) elaborated on this viewpoint as well The fact that English movies are entertaining and useful in enhancing students' speech proficiency, linguistic awareness, and cultural accomplishment further demonstrates video dubbing as an effective method for teaching English Active watching, repetition, and roleplaying are the main phases of English video dubbing activities The objective is to encourage oral expression among students and help them become better writers The outcome was also consistent with Karimzadeh's (2017) assertion that dubbing-based tactics have a major impact on the development of native-like pronunciation, and Pamungkas (2019) also demonstrated that students' pronunciation was enhanced by video dubbing According to
Fu and Tang (2011), students' English classes could become more creative if English movie dubbing was used Students use a variety of classroom exercises to ease their anxiety when speaking English The majority of learners find it challenging to use their language skills in oral communication Even though many students are proficient in English, they are reluctant to utilize it because they are worried about making mistakes This result backs up Sun's (2018) assertion that learning in a movie environment can help students strengthen their language skills including pronunciation Students can speak English freely and take part in a variety of English-related activities This teaching method supports students' acquisition of language skills and comprehension In conclusion, the results of this research and earlier studies demonstrate that using English film-dubbing exercises to teach students to speak English can enhance their speaking skills, especially their pronunciation
Question 2: What are the students’ opinions towardss the implementation of video dubbing technique in enhancing their pronunciation?
Findings: Students Had Positive Opinions on English Film-Dubbing Activities
From the questionnaire analysis above, the second finding of this study was that students generally had a positive attitude towardss English film-dubbing activities Activities including English video dubbing, in the judgment of the students, could improve their English pronunciation It helped to improve the relationship between teachers and students as well
At the same time, it supported students in getting over their fear of speaking in English, boosting their self-confidence
This study seeked to understand how video dubbing is used to teach pronunciation Based on the data analysis, research findings, and debates around the implementation of video dubbing to enhance students' speaking pronunciation, it can be said that this research was
62 successful because students' speaking pronunciation improved as a result of the usage of video dubbing The rising speaking test scores of the students served as evidence All facets of pronunciation - vowels, consonants, stress, intonation, and intelligibility - were improved
In the meantime, students' behavior during the teaching and learning process might improve using video dubbing The learners showed greater interest and enthusiasm for the teaching-learning process When they practiced, they took the tasks seriously and adjusted their voice to match the actors in the video From the first to the last session, the video dubbing recording process was repeated less frequently It indicated that as students practiced video dubbing, their confidence rose This is consistent with Bem (1997) that self-perception is the process through which people come to "understand" their own thoughts, feelings, and other internal states through observations of their own outward behavior and/or the context in which that action takes place This conclusion is also in line with Wang's study (2019) which revealed that when students saw the films, the film characters' vision and sound with colors were employed as prior knowledge or background information and were "absorbed" into the students' memories Students are exposed to the culture through an effective research- based teaching approach Finally, students' speaking abilities are substantially better than with conventional teaching thanks to practice and ongoing participation in classroom activities Wei (2016) made the observation that traditional English instruction tended to ignore the real learning demands of students Instead, it put exclusive emphasis on the explanation and teaching of fundamental theoretical knowledge and necessary applied skills This resulted in low motivation in learning Therefore, in order to foster communication and enable learners to communicate with other students, teachers should act as a mentor Because they can get over their anxiety, have more learning flexibility, and create a peaceful learning environment, students' positive opinion of English film-dubbing activities may be associated to a good learning environment (Zhang & Zhu, 2013) Activities including English video dubbing could boost student autonomy and enthusiasm to learn Students can more easily comprehend the language's cultural context (Wang, 2014) The utilization of English film-dubbing activities has a favorable effect on oral English learning because they successfully increase students' interests in spoken English (Lei, 2015), which makes students happier
Generally speaking, the author makes the following deductions from the observations, data analysis, and discussion in the preceding chapter: Luu Nhan Chu High School students' pronunciation skills were improved through the use of movie dubbing The achievement was evident in the increase in scores from one test to the next, as seen in the tables in Chapter 4
During the learning process, the classroom environment also improved more Students had positive attitudes towardss video dubbing This was clearly demonstrated by their starting paying more attention to the teacher’s instructions and getting involved enough in answering questions and offering feedback on the exercises and explanations They were really passionate and interested in the learning process, especially when it came to dubbing.
Recommendations
Students that participated in the movie dubbing process not only heard the language, but also saw it This significantly facilitates understanding because general meaning and moods were frequently expressed by expressions, gestures, and other visual cues As a result, the students could see how intonation could correspond with face emotion Such paralinguistic elements provided insightful meaning hints, assisted listeners in seeing beyond what they were hearing, and assisted readers in more fully comprehending and interpreting the text For these reasons, this study can serve as advice for teachers who desire to enhance their students' speaking skill, particularly their pronunciation, through the use of video dubbing Howerver, English teachers should take all the disadvantages of this technique into consideration before conducting any pronunciation lessons or any other lessons related to other skills Hopefully, this research can give awareness about the importance of English learning and facilitate students to improve their speaking, especially their pronunciation
The researcher has made great efforts in conducting the research so as to get the best results The data got after applying video dubbing technique were then analized on computer using reliable software, which ensured the validity and reliabilty of the results Therefore, upcoming researchers could find some connected problems through this research and avoid certain errors instead of spending their time, energy, and resources on unrelated research in the future In addition, other researchers who want to conduct further studies in teaching English pronunciation or in other fields can use the findings and outcomes of this study as a guide or as a point of reference, certainly with different materials and samples Other researchers should also carefully consider the limitations of this study to conduct better researches.
Limitations of the study and suggestion for further research
Nothing is flawless, and there will always be restrictions to everything that people have done This study is no exception Beside some success, there still exist some limitations The restrictions of the study and some suggestions for upcoming researchers are as follows:
1 The study's first drawback results from its narrow scope There was no control group to whom the outcomes of the experimental group could be compared To assess students' pronounciation skills, researchers may undertake study on English film-dubbing activities in both experimental and control groups in the future
2 The second restriction was brought on by the short study period, which lasted only
4 weeks The experiment in future studies might take longer to complete, making the findings more trustworthy and significant It would take more investigation to see whether the applied strategy could be suitable for other fields such as grammar, writing, and listening Future research can also use more instruments, such as interviews to find out why students make specific pronunciation mistakes when dubbing films, or it can use different video genres as speaking exams to see if different video genres have an impact on students' English pronunciation abilities
3 Exploring whether 11 th grade students could correctly enunciate words and sentences through the use of English video dubbing was the main aim of this research As a result, the findings of this study could serve as a guide for other researchers, particularly those working in the field of oral English education This study did not investigate the effectiveness of video dubbing in teaching other skills, however The author would like to suggest that other researchers choose to use English video dubbing activities to evaluate other English-learning skills
4 The forth limitation was that this study concentrated on how students perceived their difficulties in speaking class and found that their bad pronunciation and fear of speaking were the root of all of their issues It may be fascinating for other studies to investigate whether the lecturers’ behaviors can help or hinder students’ learning
Finally, the author acknowledges that this thesis is far from perfection and that, as a result, helpful criticism and recommendations are truly expected for its improvement The researcher expects that readers will find value in the study's findings It is intended that readers will learn more about a cutting-edge method for imparting English pronunciation to students This study can serve as one of the references for future researchers and authors who want more in-depth information on interactive activities to enhance students' pronunciation.
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English Lesson Time Film Title Film Time Film Clip selection
Teaching Subjects: English speaking pronunciation
Teaching material: PowerPoint lesson plan, projector, movie excerpts, blackboard,
Teaching process and content Step 1: Warm up (10 minutes)
- Teacher shows some pictures related to content of the clip
- Students describe what is in the pictures
- Teacher writes down what students have listed on the board
- Students base themselves on what they have just guessed to anticipate the plot of the clip
Step 2: Film clip watching (5 minutes)
- Teacher shows the muted video clip and asks students to pay close attention to the visual details, especially paralinguistic features such as body gestures and facial expressions
- Teacher requires students to take part in a description activity in which they describe the clip in the target language (Who are the characters? Where are the scenes taking place? What are the character saying or doing…?)
- After that, teacher shows the target video clip with its soundtrack for students to listen and practice pronunciation
- Teacher gets students to analyze the language context, personality of each character in the video, compare their guesses with what actually happens in the clip
- Next, teacher shows the video clip again, pauses at certain chunks in the stream of speech
- Teacher asks students to repeat what they’ve heard and write them on the board
- Teacher gets students to practice utterances themselves to practice their pronunciation in pairs in 2’
- When the students have understood the soundtrack, teacher will give them a written scenario of it for them to practice reading and rehearse their pronunciation
- Teacher-researcher helps students solve problems regarding vocabulary and pronunciation by asking them to:
+ Select the words from the script that have the following meaning:
+ Guess the meaning of 4 words based on the context of the story
+ Write at least three other words they have learned from the script including their part of speech and definition (in their own words)
+ Teacher gets students to practice enunciate the words individually
(Students may ask questions during teacher's lecture.)
- Teacher then divides students into ten groups to practice adjusting their voice with a muted video and dubbing the movie
Step 4: English film-dubbing activities (outside the classroom)
- Students arrange regular out-of-class meetings to practice dubbing and produce the final project The most crucial thing is that they perform all of the dialogue at the same time (and not in small parts)
- Students hand in their dubbed videos to teacher via emails, zalo, messenger or Google Driver
Step 5: Teacher’s evaluation and feedback (45 minutes)
- Teacher shows some of students’ dubbing videos on the projector screen
- Students listen to their performance, make comments on it and take notes to make progress in the following lesson
- Teacher solves the problem if there are any
- Teacher provides evaluation and feedback
You are cordially invited to take part in the research study " Improving students’
English pronunciation through using video dubbing " The study is conducted at Luu Nhan
Chu High School, Dai Tu District, Thai Nguyen Province at the email address c3luunhanchu@thainguyen.edu.vn and phone number 0208 3726 207
This research study's goal is to look at the impacts of using video dubbing in improving students’ pronunciation in EFL classrooms It also aims to explore students’ perceptions towardss the implementation of video dubbing technique in improving their pronunciation Your involvement in the study will further our knowledge of students’ attitudes towardss the use of video dubbing in boosting their pronunciation To discuss the study, feel free to get in touch with the researcher at the aforementioned location and phone number
You are not required to take part in this questionnaire You are not subject to any penalties if you choose not to participate in the study or end the questionnaire at any point Any question that you don't want to answer for any reason can be skipped You have the option to stop taking part in the research at any moment Your relationship with Luu Nhan Chu High School will not be impacted in any manner by withdrawal Close the browser window if you don't want to join, or just stop engaging altogether
• The questionnaire will require about 30 minutes of your time, if you accept to participate
• You will finish a task related to how you felt when speaking English after using the video dubbing in speaking activities and what you thought about the implementation of the technique in the classroom
• You will not receive any payment or compensation
You will not incur any expenditures or get any immediate advantages by taking part in this study Your replies, however, might enable us to learn more about how video dubbing affects students' ability to speak with proper pronunciation The study's potential hazards and discomforts are extremely low It's possible that you'll feel a little awkward answering personal questions