Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN THI KIEM Trang 2 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRẦN THỊ KIỂM Trang 3 STATEMENT OF AUTHORSHIP I he
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN THI KIEM EFL TEACHERS’ PERCEPTIONS OF THE IMPACT OF THE JOLLY PHONICS PROGRAM ON CHILDREN’S PRONUNCIATION IN A KINDERGARTEN Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Bui Thi Dao, Ph D BINH DINH - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRẦN THỊ KIỂM NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH VỀ TÁC ĐỘNG CỦA JOLLY PHONICS ĐẾN PHÁT ÂM CỦA TRẺ MẪU GIÁO Ngành: Lý luận và phương pháp giảng dạy Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS BÙI THỊ ĐÀO BÌNH ĐỊNH - 2023 i STATEMENT OF AUTHORSHIP I hereby certify that the research work presented in this report "EFL Teachers’ perceptions of the Impact of the Jolly Phonics Program on Children’s Pronunciation in a Kindergarten" has been conducted under the supervision of Bui Thi Dao, PhD, a lecturer at Quy Nhon University I have not utilized any sources other than those cited in the references Furthermore, I affirm that this thesis has not been submitted to any other institution to obtain a degree Binh Dinh 2023 Tran Thi Kiem ii ACKNOWLEDGEMENTS First of all, I am grateful to my thesis supervisor, Bui Thi Dao, PhD, for her amazing supervision As an MA student at Quy Nhon University, I was impressed by her knowledge and professional skills in teaching-related matters She also helped me expand my horizons in the field She was extremely patient with me and helped me overcome challenges as I worked on my thesis, and I appreciate that I consider myself fortunate to have her help me with my work I also take this opportunity to express gratitude to all the lecturers who took part in the training process of the M.A course at Quy Nhon University for their scholarly knowledge and experience as well as their inspiration which incited me to widen my research from various perspectives Next, I would like to extend my heartfelt gratitude to all the lecturers in my M.A course for their unwavering dedication and enthusiasm in teaching throughout the past two years Special thanks go to the head as well as the staff of Eco-school for their assistance and encouragement for me to conduct the study at the facility Last, but not least, I am grateful for all the support and encouragement I received from my beloved family throughout the process of writing this thesis in particular and my life in general Binh Dinh 2023 iii ABSTRACT This study investigates issues relating to the impact of Jolly Phonics on kindergarten children's pronunciation in a preschool in Quy Nhon City The purpose of this qualitative evaluation study was to investigate teachers’ perceptions of Jolly Phonics implemented to improve kindergarten children's pronunciation The research questions focused on EFL teachers’ perceptions of the program's impact on children’s pronunciation and the strategies used in Jolly Phonics The data for the study was collected through tests, interviews, and classroom observations, and then analyzed both quantitative and qualitative approaches The findings of the study revealed (1) the impact of Jolly Phonics on children's pronunciation and (2) EFL teachers’ perceptions of the impact of and strategies used in Jolly Phonics Positive perceptions aligned with the implementation of practices targeting the effectiveness of the program, which is in favor of curriculum planning and professional development to improve kindergarten children's pronunciation iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii ABBREVIATIONS vii LIST OF TABLES .viii LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 2 1.2.1 Aim of the Study 2 1.2.2 Objectives of the Study 3 1.3 Research Questions 3 1.4 Scope of the Study 3 1.5 Significance of the Study 3 1.6 Organization of the Study 4 CHAPTER 2: LITERATURE REVIEW 6 2.1 Pronunciation and Its Factors and Techniques in Learning and Teaching 6 2.1.1 Pronunciation 6 2.1.2 Factors Influencing Learning Pronunciation 7 2.1.3 Pronunciation Teaching Techniques 9 2.2 Concept of Phonics 13 v 2.2.1 Synthetic Phonics Explicit 14 2.2.2 Multisensory Phonics Instruction 16 2.3 Jolly Phonics 17 2.3.1 Definition of Jolly Phonics 17 2.3.2 Five Skills of Jolly Phonics 19 23 2.4 Teachers’ Perceptions 25 2.4.1 Definition of Teachers’ Perceptions 25 2.4.2 Types of Perception 26 2.5 Children's Development and Language Development 27 2.6 Previous Studies 29 CHAPTER 3: METHODOLOGY 32 3.1 Research Design 32 3.2 Research Setting and Participants 33 3.2.1 Research Setting 33 3.2.2 Participants 33 3.3 Data Collection Instruments 34 3.3.1 Pre-test and Post-test 35 3.3.2 Interview 36 3.3.3 Observation 37 3.4 Data Analysis 38 3.5 Research Procedures 39 3.6 Reliability and Validity 40 vi 3.7 Summary 40 CHAPTER 4: FINDINGS AND DISCUSSION 41 4.1 Impacts of Jolly Phonics on Kindergarten Children's Pronunciation 41 4.1.1 Tests 41 4.1.2 Observation 49 4.2 EFL Teacher’s Perceptions of Impacts of Jolly Phonics on Kindergarten Children’s Pronunciation 55 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 60 5.1 Conclusion 60 5.2 Limitations 61 5.3 Implications 61 5.4 Suggestions for Further Research 63 REFERENCES 65 APPENDICES 13 vii ABBREVIATIONS ELT English Language Teaching EFL English as a Foreign Language ELLs English Language Learners CEFR Common European Framework for Languages K Kid L1 First Language L2 Second Language MSL Multisensory Structured Language YLs Young Learners viii LIST OF TABLES Table 1 Language Acquisition 28 Table 2 Study Population 34 Table 3 Research Questions and Instruments 35 Table 4 Scales used in Tests 41 Table 5 Pre-experimental Test Results 42 Table 6 Pre-test scores 43 Table 7 Post-experimental Test Results 44 Table 8 Post-test Score and Performance .45 Table 9 Average Results between Pre-test and Post-test Results 47 Table 10 Pre-test and Post-test Scores .48