INTRODUCTION
RATIONALE
During the time teaching English at a primary school in An Nhon Town, Binh Dinh Province for more than one year, the researcher found that the children face several difficulties in pronouncing each word correctly and in remembering the whole sentences or structures They cannot distinguish how to pronounce one word with another Moreover, when they are individually asked to answer the previously learned structures aloud in front of the class, some of their voices are too faint to be heard or they cannot answer the questions Meanwhile, few individuals have the courage to answer aloud voluntarily These facts altogether suggest that many of these young learners might believe that they do not have the aptitude to learn English, and therefore they lack confidence in speaking that language This statement is supported by Lin’s study (2009) reporting that some of her native Taiwanese junior high school students who were reticent to speak English because they hardly spoke English inside or outside of class thought that their pronunciation is poor, and hence they are reluctant to speak Such perspectives are also consistent with the researcher’s English teaching and learning experiences in An Nhon Town
Therefore, in order to improve the researcher’s primary school students’ speaking ability and to empower their confidence, teacher needs to find a suitable technique to improve students’ speaking performance according to students’ needs and context There are many techniques to improve students’ speaking skills, one of which is the use of Text Shadowing It is a simpler variant of shadowing technique by providing listeners or shadowers with a written text to immediately repeat or simultaneously imitate what is heard The main difference between Text Shadowing and shadowing is that the former has text while the latter does not In previous studies in the world (Hsieh et al., 2013; Hamada, 2014; Hamzar, 2015; Wahdini, 2015; Leonisa, 2020; Ekayati, 2020; Win, 2020; Anis, 2021), shadowing rather than Text Shadowing was used to improve college or high school students’ pronunciation, listening, speaking or reading abilities because these learners had achieved a certain (intermediate or high-intermediate) proficiency level so that they might not encounter too many difficulties when doing shadowing Hsieh et al (2013) discovered that self-studying and practicing shadowing with My English Tutor (MyET) enhanced word pronunciation, fluency, and intonation According to Hamada (2014), post-shadowing alone increased listening comprehension abilities According to the findings of Hamzar’s (2015) study, (1) the use of shadowing approach increased students’ speaking ability in terms of accuracy, fluency, and comprehensibility, and (2) the use of shadowing technique inspired students to speak English Shadow-reading is more successful than Guided Reading, according to Wahdini (2015), and children with strong motivation have improved reading comprehension Leonisa (2020) concluded that shadowing technique is effective on students’ pronunciation at the tenth-grade students of SMAN 1 Jetis Ponorogo Ekayati’s (2020) research result showed that applying the shadowing technique influences students’ listening ability in word recognition Win (2020) concluded that shadowing is a good strategy for teaching speaking and listening skills because it helps students recognize stress patterns in speaking Anis (2021) revealed that employing shadowing increased the content of 80 eighth-grade pupils by 34.7% However, fewer educational specialists in Viet Nam have recently conducted studies on shadowing technique and its usefulness for foreign language acquisition in general and skills instruction in particular Mai (2016) investigated the impact of shadowing in listening courses and discovered that both instructors’ and students’ attitudes indicate the technique's efficacy According to Trang (2021), students’ memory, pronunciation, vocabulary, and awareness of growing their word banks, as well as their listening and pronunciation skills and vocabulary practice are all improved by shadowing on BBC Six-Minute English This ultimately improves their speaking and vocabulary skills Luu (2023) discovered that speaking plus shadowing improved speaking abilities Most studies in Vietnam have been conducted on students at universities (Mai, 2016; Trang, 2021; Luu, 2023) In fact, to the best of the researcher’s knowledge, no empirical research has been conducted on EFL primary school learners to examine the effects of Text Shadowing in developing their speaking skills in Vietnam The need for such study prompted this research.
RESEARCH AIM AND OBJECTIVES
The overall aim of this study is to investigate the impact of using Text Shadowing in developing EFL primary school students’ speaking skills in An Nhon Town
In order to achieve this aim, the researcher tried to fulfil the following objectives:
1 To examine the effects of using Text Shadowing in developing EFL primary school students’ speaking skills
2 To gain insights into students’ attitudes towards teachers’ use of Text Shadowing in developing speaking skills.
RESEARCH QUESTIONS
In order to measure and evaluate the impact of using Text Shadowing in developing EFL primary school students’ speaking skills, the following research questions were proposed:
1 What are the effects of using Text Shadowing technique in developing EFL primary school students’ speaking skills?
2 What are students’ attitudes towards teachers’ use of Text Shadowing in developing speaking skills?
HYPOTHESES
The study was based on theories of speaking skills teaching and learning along with the previous studies on the use of Text Shadowing in teaching and learning speaking skills The research suggested the hypotheses of the present study as follow:
1 (H0) There was no statistically significant difference in speaking performance between the experimental group and the control group after the intervention
2 (H1) The experimental group has a higher level of speaking performance than the control group after the intervention.
SCOPE OF THE STUDY
This research focused on recognizing the impact of Text Shadowing in developing EFL primary school students’ speaking skills Here are some scopes in this research:
1 The subject of the research was the second-grade children of Nhon Hanh Primary School in the 2022/2023 academic years
2 The object of the research was teaching and learning speaking English through the Text Shadowing technique
3 The time of the research was during the second semester in the 2022/2023 academic year
4 The place of the research was at Nhon Hanh Primary School in An Nhon Town.
SIGNIFICANCE OF THE STUDY
After conducting this research, the researcher hopes it has been beneficial as follows:
1 Teaching English to children via Text Shadowing is hoped to engage and motivate them, which can help improve their speaking skills
2 By using the Text Shadowing, the teacher is able to access information and inspiration about an alternate teaching methodology The teacher can use this technique in teaching pronunciation as well as intonation
Text Shadowing is expected to be of use for teachers in assisting them with teaching It will especially help English teachers at Nhon Hanh Primary School by providing innovative and creative method for their students This can also motivate these educators to maintain a high level of professionalism while being inventive
It is expected to be useful for students especially for the second-grade students of Nhon Hanh Primary School in the academic year 2022/2023 It allows students to practice speaking English, makes their study more active, enjoyable, and additionally can increase their English speaking skill
This study is designed to provide a reference for readers who believe that English speaking skills are important when learning the language Motivating them by providing an alternate method of teaching speaking can encourage these individuals to improve their oral proficiency in English so that it can be understood by the listener.
ORGANIZATION OF THE STUDY
The thesis consists of five chapters: Introduction, Literature Review, Methodology, Findings, Discussion and Conclusion
Chapter one provides the rationale for the study, the aim, the objectives, the research questions and the hypotheses of the study Then it presents the scope and the significance of the study Finally, it describes the organization of the study
Chapter two begins by laying out the theoretical dimensions of the research and looks at definitions of several key terms and important previous studies related to the current research, followed by an indication of the research gap that the present study aims to bridge
Chapter three explains the research method Firstly, it describes the research design and the participants of the study Secondly, it introduces the materials used for the intervention in detail and the research instruments used to collect data for the study Lastly, this chapter will come to an end with the methods of data analysis and the procedure to conduct the study
Chapter four gives a detailed presentation and analysis of collected data to answer the research questions It begins with the quantitative data analysis of the tests to address the first research question on the students’ speaking performance before and after the intervention Next, the quantitative analyses of the questionnaire and the qualitative analyses of the face-to-face semi-structured interviews yields the evidence of the second research question concerning students’ attitudes towards using Text Shadowing in improving speaking skills Afterwards, it will interpret these findings and discuss interference to the previous studies
Chapter five makes a conclusion of the report of the study First, it will summarize the main findings of the study Second, it will suggest the research implications Finally, the limitations of the study and the suggestions for future research will be the last part of this chapter.
LITERATURE REVIEW
SPEAKING
One of the essential skills in English that students must possess is speaking Communication is primarily conducted through speaking Before the researcher discusses more about speaking, it is better to see some definitions of speaking from some experts and every expert has different definition given Speaking is not only about producing words and sentences; it is a process that involves receiving messages, processing them, and producing appropriate responses, as mentioned in Facilitator Guide Similarly, speaking is a process that involves constructing meaning that involves producing, receiving, and processing information (Burns and Joyce, 1997) Speaking in a classroom involves the interaction between teachers and students or among students that is dependent on the manner in which classroom activities are conducted
In the communication process, speaking ability cannot process information alone, because speaking is not a discrete skill (Hughes and Reed, 2016) One of the primary challenges in the study of speaking is that it overlaps with other abilities Speaking abilities are typically associated with listening abilities Nunan (2010) states that listening and speaking are complementary and reciprocal, however, they utilize different mental processes In most conversations, we do not simply listen or speak; we observe and communicate Byrne (1986) said that speaking or oral communication involves the two processes of speaker and listener involving productive and receptive skills Besides, Cornbleet and Carter (2001, p.18) state that we can attempt a closer definition by saying that speaking is combining sounds in a recognized and systematic way, according to language-specific principles, to form meaningful utterances
In short, speaking can be defined as a means of verbal communication which allows for the transmission of information between two parties The speaker is in charge of conveying information and the listener becomes an active participant by receiving it for a specific purpose
According to Brown and Abeywickrama (2004), there are some basic types of speaking as in the following:
1 Imitative: The most basic type of speaking taught to beginners is to imitate a word or phrase or sentence
2 Intensive: A style of speaking that focuses on the use of prosody (elements such as intonation, stress, and rhythm)
3 Responsive: This type teaches how to respond effectively in limited-length conversations
4 Interactive: Different from the responsive type, interactive focuses on a longer conversation in which both speakers and listeners exchange information
5 Extensive (monologue): Oral production tasks, such as speeches and oral presentations, often involve interacting with a listener who is not present in an overt manner This can be difficult to do when the opportunity for interaction is limited or nonexistent
In this study, the researcher will use the first type (imitative), one of the five types presented by Brown and Abeywickrama, because this study will only focus on students’ English speaking ability using Text Shadowing Besides, in the application of this technique, students are expected to be able to imitate a word, or phrase, or sentence as well as possible
According to Harmer (2007), speaking is a complicated skill because it involves components of grammar, vocabulary, pronunciation, fluency and comprehension
Grammar is a set of rules that describe the way we speak a language The goal of grammar is also to learn how to acquire expertise in language in both spoken and written forms As a result, grammar is necessary for students to construct a proper sentence in conversation
The second most significant component is vocabulary, the appropriate diction which is employed in conversation Without a comprehensive vocabulary, people cannot communicate effectively or express their ideas in both written and oral forms
Pronunciation is the process of producing clear language when speaking It concerns the phonological process that involves the components of grammar that consists of the elements and principles that determine how sounds vary and pattern in a language There are two aspects of pronunciation; phonemes and supra- segmental features If a speaker cannot clearly and consistently pronounce all the phonemes, it can be difficult for someone from another language community to understand them
Fluency is the ability to speak fluently and accurately A speaker who has achieved fluency speaks quickly with few pauses and no “ums” or “ers” These signs indicate that the speaker does not need to search for words, which makes their message clearer
Comprehension also is the one components of speaking Comprehension, the ability of the mind to understand a text, is an act of power that improves people’s understanding, and can be tested through testing
Based on the background information that occurs at Nhon Hanh Primary School during the researcher’s teaching time, second-grade students have difficulty speaking English in a way that is consistent with their educational goals Then the study will focus on pronouncing words correctly and achieving fluent speech patterns
Teaching students to be fluent in speaking English is the main goal of the course To speak English fluently, students not only need to know the vocabulary or use the correct phrases, but also need to know how the audience understands what they are trying to convey It is understood that students need to learn rhythm and pronunciation before being able to speak fluently For most students, learning the rhythm and pronunciation of a new language takes more effort and time than learning vocabulary and grammar However, students can learn to speak with or without a teacher (depending on where the student studies) Students can practice one to two hours of recorded lessons per day without a teacher helping students become fluent in English (Lundquist, 2008) This path is available for both beginners and advanced English learners However, if you practice two hours a week with an English teacher, you will learn better pronunciation
Teaching speaking to young learners
Fundamentally, developing speaking skills requires more careful consideration and further discussion among teachers of young learners to find guidelines that will keep students engaged and interested in learning a foreign language Learning to communicate in a foreign language, English for instance, is a process of very complex activities of language acquisition For young learners, starting to learn a foreign language is like starting to learn your native language They need more time to listen to foreign languages in class, and they should also have more opportunities to repeat some of the words they hear
According to Slattery and Willis in their book English for Primary Teachers (2001, p 43), although the repetition of fixed sentences does not mean that children acquire language, it is still very important They believe that repetition prepares children for meaningful communication in a variety of ways, such as by helping them get used to speaking English, by allowing them to practice intonation patterns, and by enabling them to gain confidence, especially when teachers give lots of praise Accordingly, it is suggested for teacher of young learners to open chances and more time for the learners to listen words, utterances, set of phrases as a process of developing learners’ speaking skill
Because young students are like sponges and take in what we say and how we say it, teaching them is actually not as hard as we think Teachers’ ability to pronounce words, phrases, and sentences correctly is crucial since young students will mimic precisely what they hear It's thought that early lessons learnt by young students are hard to undo later Because of this, the instructor is able to implement the rules - namely, to apply them gradually and consistently through ongoing revision and recycling The laid-back and upbeat environment in young learners' classrooms is also something that teachers should take care of, as it plays a critical role in helping students achieve their best outcomes A wide range of activities, including as conversations, songs, poetry, rhymes, choral review, and chants, can be used to improve students’ pronunciation and speaking skills When educators work with younger students and include the aforementioned tools into their lessons, they should focus more on the learners’ engagement as a means of learning (Arifin, 2018) This means that teachers should make a point of giving students as many opportunities as possible to practice speaking and pronouncing English, both within and outside of the classroom
Sometimes speakers have issues when speaking Ur (1996, p.120) provides the following examples of speaking activity issues he has seen while teaching:
Remembering the following aspects of spoken language can make oral performance simple or, in certain situations, challenging, according to Brown (2007, p.326-327):
1 Clustering: Fluent speech is phrasal, not word by word Learners can organize their output both cognitively and physically through such clustering
2 Redundancy: The speaker has an opportunity to make meaning clearer through the redundancy of language Learners can capitalize on this feature of spoken language
3 Reduced forms: Constructions, elisions, reduced vowels, etc., all form special problems in teaching spoken English
SHADOWING
2.2.1 Definition and function of shadowing
Weber (1984) described shadowing as students being asked to repeat what they have heard simultaneously and in the same language Acton’s (1984) method of tracking was similar to shadowing and defined as an activity where “learners attempt to repeat immediately after the speaker whatever the speaker says on a word-by-word basis” (p.77) Lambert (1992) explained shadowing as an auditory tracking task that involves the verbal repetition of a message presented through headphones This includes saying the words exactly as they are heard, in the same language, like a parrot Hamada (2009) further stated shadowing as “the act or task of listening in which learners track heard speech and vocalize it as clearly as possible, while listening attentively to the incoming information” (p.1) The aforementioned descriptions of shadowing share two common traits: (a) immediately echoing what is heard and (b) without seeing written text
Shadowing is a training method that has been used to improve foreign language skills for many years (Lambert, 1992; Nicholson, 1990) It was mentioned by Lambert (1992) as one of twelve teaching methods that can be used in the initial stages of interpreting programs This technique is often utilized when training interpreters who are just starting out Shadowing has proven to be effective in enhancing foreign language skills, such as listening comprehension (Chen, 2006; Hamada, 2009, 2011, 2012; Lin, 2009), oral fluency (Lin, 2009; Murphey, 2001), and pronunciation abilities (Cheng, 2010; Lin, 2009; Nicholson, 1990; Takeuchi, 2003)
Shadowing can be accomplished in multiple ways Nicholson (1990) described three types of shadowing: phonemic, lag-adjusted, and phrase-shadowing Phonemic shadowing is the practice of repeating the exact words that were spoken immediately following the speaker, this is done in order to facilitate the shadower’s comfort while hearing the target language, then improve their pronunciation as well as fluency, and finally have near-native intonation and stress patterns Adjustment lag shadowing is a technique in which shadowers are asked to stay the required number of words behind the speakers This can be adjusted to any number of words, up to about ten The longer lag shadowers shadow, the stronger tendency they will have to remember content information at the end of the exercise This method is considered as one of the most effective ways to increase short-term memory capacity Phrase shadowing refers to the need for shadowers to maintain a lag time so they can identify an idea, phrase or chunk This practice helps train people in how to listen and absorb information at the same time because it requires them to repeat after a meaningful unit Generally, phonemic shadowing is best suited for beginners, adjustment lag shadowing can be used by intermediate learners, and phrase shadowing should only be attempted by advanced learners
Murphey (2001) assumed the term “conversational shadowing,” which is the repetition of a conversation partner’s words Shadowing is accomplished in three different ways: complete, selective, and interactive Complete shadowing is when listeners repeat everything that speakers say This type of shadowing may be more beneficial to beginning students, participating more without necessarily creating new sentences However, total darkness can disrupt the speaker and prevent discussion from having any negotiation or exchange of ideas Selective shadowing is the practice of only highlighting certain words or phrases in order to shadow them Interactive shadowing is when a listener not only repeats the speaker’s words but also occasionally interjects and questions Interactive (including selective) shadowing is more effective and meaningful The discussion’s participatory nature and the contribution of personal knowledge to the discussion hold the interest of the partner in the negotiation The different types of shadowing demonstrate how effective various strategies can be, which depends on the individual’s language level, situation, and goals
Text Shadowing is an easier variant of shadowing by providing written text for listeners or shadowers to repeat immediately and/or imitate simultaneously what they heard The major difference between the two is that Text Shadowing has text while shadowing does not Three other terms that have the same or similar meaning as Text Shadowing are shadow reading, synchronized reading and simultaneous shadowing The first term is shadow reading, where “students read the text aloud, in a relatively soft voice, at exactly the same time as the voice on the tape” (Ricard,
1986, p.247) Second term for Text Shadowing is synchronized reading, where
“listeners shadow the audio, reading aloud the script, simulating every sound and intonation” (Hamada, 2012, p 5) Text Shadowing is also called simultaneous shadowing, which involves language learners listening to and reading text simultaneously in order to read out what they hear (Lu, 2005) Because text/simultaneous shadowing provides learners with written text, which creates an auditory context for them to match words and sounds It is expected to help students better understand the contents of a text as well as their own pronunciation and vocabulary use
In the current study, text/simultaneous shadowing and shadow/synchronized reading are interchangeable - that is, participants read text aloud at the same time as they hear an audio recording of a speaker’s pronunciation and intonation
2.2.4 Shadowing effects on foreign language learning
Through conversations between two Japanese EFL learners and two native English speakers, Murphey (2001) examined conversational shadowing and discovered that interactive and selective shadowing, which included commenting and questioning, improved oral ability; and conversational negotiations and adjustments encouraged language acquisition in speaking Lin (2009) investigated the effects of shadowing on the speaking and listening comprehension of 25 Taiwanese junior high school EFL students The oral post-test results showed that shadowing had a considerable positive impact on the participants’ speaking abilities They were both astonished and shocked by the remarkable progress they had achieved Lin further claimed that the participants’ speaking improved mostly in terms of pronunciation and fluency as a result of shadowing
Improving pronunciation and/or confidence
Shadowing could help Lin’s (2009) participants improve their pronunciation as well as pronunciation confidence when probing effects of shadowing on Taiwanese EFL junior high school students’ English listening comprehension and speaking ability Cheng (2010) conducted a research on the impact of shadowing on Japanese pronunciation in five Taiwanese students learning the language The results indicated that participants were able to pronounce vowels, rhythm, and emotion much more naturally when they combined phonemic knowledge with shadowing training Takeuchi (2003) examined the methods that were most frequently employed in the Japanese FL setting across 67 books on “how I have learned a foreign language” She discovered that both highly proficient and successful language learners utilized shadowing to enhance their pronunciation at the intermediate level.
STEPS TO BUILD TEXT SHADOWING ACTIVITY
There are a few procedures that need to be followed in order to develop a Text Shadowing activity According to Ware (2012), there are a few phases in developing shadowing skills Students should read their chosen book aloud in class for a short while during the first class using the graded readers to ensure that it is both engaging and of an appropriate level Then, as homework, they should finish reading the novel without using a dictionary Teachers should emphasize that in order to pick a book of a lower level, children must comprehend 95% of the words The next day in class and every day after that, the following procedures should be followed:
Step 1 Students should read and listen to what they had previously read for about 7 minutes
Step 2 Ideally, students should listen to the book a second time without reading
However, because of time constraints, teachers skipped this step during class
Step 3 Students should listen again (while their books are closed) and shadow (say) what they hear for about 6 minutes
Step 4 Students should then engage in interactive activities related to their graded readers
During a shadowing exercise, students repeat at the same speed what they have heard, such as speech and news The training’s goal is to develop learners’ ability to divide their attention between speaking and listening It is better to do this training in mother tongue at first, and then other languages At the beginning stage, learners can repeat immediately after they hear something; little by little, they should delay and then repeat When training, they should listen, speak and think at the same time Even after repeating for 10 minutes, they can still retell the main idea Thus, after 2 or 3 months, they can step into next stage
The researcher concluded that steps to build shadowing skills are categorized into three steps Firstly, the learners do shadowing technique by looking at the script Secondly, the learners do shadowing technique without looking at the script Thirdly, the learners can find some new vocabularies from the script and they can retell the main idea.
PREVIOUS STUDIES
Desiring to investigate the benefits of using shadowing technique to language learners in order to improve speaking ability, some research on shadowing technique has been conducted to see its effects on oral performance By using a computer-aided pronunciation program - My English Tutor (MyET) for students to carry out self-study for spoken English, Hsieh et al (2013) concluded that the scores in word pronunciation, fluency, and intonation in both the control and experimental groups were compared so as to further understand which parts, at word or sentence level, improved significantly On investigating the effectiveness of the use of the shadowing technique in teaching speaking to students studying English as a foreign language, Win (2020) found out that Shadowing is an effective activity to improve both speaking and listening skills, as it allows participants to become aware of the importance of the stress pattern in speaking through listening and vocalization Besides, Anis (2021) spent six meetings conducting treatment for
80 eighth grade students who used the shadowing technique as speaking learning approach The research findings indicated that achievement of the students improved after using shadowing technique It was proven by the mean score in terms of content in pre-test was 56.7 and post-test was 76.4 The improvement of the content was 34.7% According to Luu (2023)’s study, the findings revealed that speaking plus shadowing has a favorable influence on speaking ability In addition, the findings suggested the participants’ favorable view of the effectiveness of shadowing on English speaking skills enhancement
Similarly, in an investigation into the use of shadowing technique in listening lessons to improve the pronunciation, Mai (2016) used a questionnaire, interviews and tests as research instruments to collect quantitative and qualitative about the non-English major students’ and teachers’ attitudes and the effectiveness of using shadowing technique in teaching and learning pronunciation Teachers’ and students’ attitudes and results when using the technique to teach and improve the student’s pronunciation in terms of individual sounds in the research might suggest the use of the new technique “shadowing” as one of the effective ways to teach and learn pronunciation in English
Hamada (2014) explored the effectiveness of pre-and post-shadowing in improving listening comprehension skills on 56 freshmen at a Japanese national university The results of the study revealed that the post-shadowing group alone improved their listening comprehension skills with statistically significant differences
Wahdini (2015) investigates whether (1) Shadow-Reading is more effective than Guided Reading to generate students’ reading comprehension; (2) the students with high level of motivation have better reading comprehension than those with low level of motivation; and (3) there is an interaction between teaching methods used and students’ levels of motivation The result of the research revealed that: (1) Shadow-Reading is more effective than Guided Reading to generate students’ reading comprehension; (2) the students with high level of motivation have better reading comprehension than those with low level of motivation; and (3) there is an interaction between teaching methods and the students’ level of motivation to generate students’ reading comprehension
The findings above have similarities and differences The differences of the previous research is that they use shadowing to enhance the effects of extensive reading and listening while the researcher using shadowing to improve speaking skill Other researcher use shadowing technique to improve speaking performance in terms of accuracy, fluency and comprehensibility while the researcher use Text Shadowing to improve primary school students’ speaking ability
Regarding previous related studies and available literature in the field of speaking skill by implementing shadowing technique is of much concern However, among the studies concerning shadowing, mixed approach to research between qualitative and quantitative investigation of Text Shadowing (an easier variant of shadowing) at primary school level is still lacking This gap is necessary to be filled since it can enrich knowledge of using Text Shadowing for speaking skills in primary schools in Vietnam.
METHODOLOGY
RESEARCH DESIGN
The study mainly follows a quasi-experimental research with the pre-test and post-test The study involves two groups of participants labelled the experimental and control group In this study, both quantitative approach and qualitative approach were employed to answer the research questions The quantitative data was collected to measure the effects of using Text Shadowing in developing students’ speaking skills while the qualitative approach with the questionnaire and the semi- structured interview were used to investigate students’ attitudes toward using Text Shadowing in learning and improving speaking skills The intervention of the study lasted within 8 weeks During the intervention, both groups received traditional face-to-face instruction of English from Unit 8 to Unit 10 of the course book (i-Learn Smart Start Grade 2) The control group was taught the lessons in traditional ways Meanwhile, for the experimental group, Text Shadowing activities (independent variable) were implemented and students’ speaking ability (dependent variable) was measured The implementation of Text Shadowing activities was monitored during the study To collect quantitative data for the study, the pre-test and post-test which were designed in the form of Read Aloud and Interaction Tests with short texts and interactive questions format along with the questionnaire about the students’ attitude toward using Text Shadowing technique in improving speaking performance were administered In order to collect the qualitative data for the study, the semi-structured interview was conducted to document in-depth information about the participation on Text Shadowing activities and perceptions of participants in the experimental group towards the use of Text Shadowing for improving speaking performance.
PARTICIPANTS
This study was conducted at Nhon Hanh Primary School in An Nhon Town, Binh Dinh Province The school’s educational quality has made great progress in recent years In the 2021-2022 school year, the school was recognized by the Binh Dinh Department of Education and Training as having achieved level II quality accreditation and was recognized by the People’s Committee of Binh Dinh province as a school meeting national standards level I The researcher selected the site for this investigation for a number of reasons The researcher first locates the issue raised in this study at this educational institution Second, this school has never before carried out study of this kind Not to mention, the selected school serves as a model for other schools as one of Binh Dinh’s national standard schools Therefore, it is envisaged that the approach developed at this institution would be applied to other situations
The school’s facilities basically meet the requirements of teaching and activities as required There are many staff and teachers who meet training standards, have many years of experience with the school and have a high sense of responsibility in teaching and nurturing students 100% of the school’s students are rural children, most of whom are hard-working, have a spirit of solidarity and help each other during their studies and activities at school They are introduced to English right from Grade 1 Currently, Nhon Hanh Primary School’s English subject is using two sets of textbooks in parallel namely English curriculum compiled by Vietnam Education Publishing House and i-Learn Smart Start Grades
1, 2, 3 compiled by Dai Truong Phat Education Group Meanwhile, the entry level of a portion of first grade students is still low and uneven Their self-awareness in learning and training is not high and there are no appropriate self-study methods and skills
The present study was conducted in Grade 2 The school having 666 students was divided into 27 classes Six classes make up the Grade 2 Because the researcher is an English instructor and is thus familiar with the actual state of these classes as well as the issues that students face The study was limited to students from classes 2A, AB, 2C and 2D out of a total of six classes As a result, the researcher obtained quite reliable data for this study subject from the speaking assignments these students performed in class
The researcher was in charge of instructing lessons to both experimental group and control group
The subjects in this study were the 2 nd grade students The study involved 78 participants from four intact classes The four classes were randomly assigned to the experimental group and the control group The experimental group included 39 students from two classes (2A and 2B), 23 of whom are girls and 16 of whom are boys The control group consisted of 39 students from other two classes (2C and 2D), 27 girls and 12 boys Students’ age ranges from 8 to 9
The participants of the study were taught English, using the new course book for the 2 nd grade students – i-Learn Smart Start Grade 2 The participants received two 35-minute classes of English every week The table below presents the background information of the two groups
Table 3.1 Background information of the participants
Group Number of students Gender Years of study Experimental 39 23 girls 16 boys 2 years
MATERIALS
The formal face-to-face instruction of English for the control group and the experimental group was provided by the researcher, using the new course book for the
2 nd grade students – i-Learn Smart Start Grade 2 for a five-level course for young English learners It has content following the new program of the Ministry of Education and Training (MOET), closely related to the Common European Framework of Reference for Languages (CEFR) On February 9, 2021, the Ministry of Education and Training issued Decision 709/QD-BGDĐT which announced that “Tiếng Anh 2 i- Learn Smart Start” is a book on the list of 2 nd grade English textbooks used in general education institutions According to Quyen (2021), this course book for Grade 2 is taught within the total time of 70 thirty-five-minute periods Fifty-three 35- minute periods are allocated for teaching and seventeen 35-minute periods are allocated for reviews, tests and reserves Quyen (2021) added that the course book for Grade 2 consists of 10 units and 10 reviews Each unit includes 2 or 3 lessons including 1 phonics lesson Each lesson is provided in two 35-minute periods Each review is instructed in one 35- minute period The formal face-to-face instruction of English for both groups in this study involved Unit 8, Review 7, Review 8, Unit 9, and Unit 10 of the course book for Grade 2 The total time allocated to teaching these three units was sixteen 35-minute periods, which was equivalent to 8 weeks Given that the proper time length for the intervention of this study to be effective should be from 8 weeks to 12 weeks (Mclnemey and Elledge, 2013) In this light, the time length of the intervention in the current study was legitimate.
INSTRUMENTS FOR DATA COLLECTION
In this study, data was gained through the employment of three research instruments, namely two speaking tests, questionnaire and interview
Firstly, to answer the first research question, the researcher used the two speaking tests before and after treatment The pre-speaking test was used to measure the speaking ability or fluency of the children before the intervention The post- speaking test was conducted to measure the speaking ability or fluency of the children after they had experienced the eight-week intervention
Table 3.2 Two speaking tests procedure
Treatment (Teaching new patterns using Text Shadowing for 8 weeks)
Post-test on speaking ability or fluency
Teaching lessons (Not using Text Shadowing technique) For the second instrument, to answer the second research question, the researcher designed a 5-point Likert-scale questionnaire which was conducted after the intervention had been completed to assess students’ attitudes towards their learning experience during the experiment and factors influencing their perception, participation and performance on speaking ability or fluency
In addition, the final instrument is the interview The researcher interviewed 6 students to gain more clearly their opinions about this treatment
3.4.1 Read Aloud and Interaction Test
Reading a text aloud is considered by many language teachers or researchers not only an effective pronunciation activity (Nurani and Rosyada, 2015; Adrián, 2014; Ariyani, Marbun and Riyanti, 2014; Huang, 2010; Beh-Afari, Monfared and Monfared, 2009; Celce-Murcia, Brinton and Goodwin, 2010) but also a valid pronunciation test (Nurani and Rosyada, 2015; Adrián, 2014; Hewings, 2004; Kim and Margolis, 1999; Koren, 1995; Walker, 2010; Weir and Wu, 2006) Thus, reading aloud test (RAT) was used as an instrument in some pronunciation-related studies (Beh-Afari, Monfared and Monfared, 2009; Gorsuch, 2001; Kim and Margolis, 1999;
Ko, 2012; Koren, 1995; Kuo, 2002; Mori, 2011) Following the RAT literature review, the researcher of this study designed a Read Aloud and Interaction Test presented in Appendix A.1 and Appendix A.2 to assess participants’ speaking performance before and after the study The test had 10 parts including 7 ones for Read Aloud part and 3 ones for Answer The Questions part Besides, the total score of the test was 20.00 (10.00 for Pronunciation and 10.00 for Fluency) For each error, participants were subtracted 1 point The content of the pre-speaking test and post- speaking test was the sentences or patterns of Units 8, 9 and 10 that students have learned from the course book (Tiếng Anh 2 i-Learn Smart Start)
The questionnaire was administered to the participants in the experimental group It was used to find out the students’ attitude toward using the Text Shadowing technique in improving speaking performance, the learning motivation, the sentence patterns and the practice time for using this technique to learn to speak English The questionnaire contained instructions, participants’ information and questionnaire items The questionnaire for students was in Vietnamese so that the students were able to understand easily and to avoid any misunderstanding of the items This may enhance the reliability and validity of the collected data Students were asked to answer the questionnaire at the end of the course They were guided to avoid misunderstandings and to provide reliable information Before the students were handed the questionnaire, they were explained about its aims and that their responses were anonymous They were required to complete the questionnaire during break time, which last 30 minutes at a primary school
The first part of the questionnaire was about general information of the participants such as their full name, their gender, their age, their email and how long they have spent for studying English The second part of the questionnaire was based on a 5-point Likert scale with a hope to have the unity with the previous section of learning strategies The scale ranged from (1) Strongly Agree, (2) Agree, (3) Neutral, (4) Disagree to (5) Strongly Disagree By this scale, number 1 inferred a student who is highly motivated by the given reason while number 5 meant the other end of the spectrum Moreover, the type of odd-numbered scales was utilized here, with a middle value (Neutral), the respondents could have an “out” (Losby and Wetmore, 2012) Meanwhile, even-numbered scales (such as four options) without the middle value could “force people to choose”, make them “frustrated” and; therefore, responses collected might not be accurate (Losby and Wetmore, 2012) In addition, despite more discrimination of 7-point type, the difference is not so much
Moreover, the researcher supposed that 7 is a bit lengthy for when the time for handing out and completing the questionnaire was limited while the questionnaire was not short for second-grade students With mentioned reasons and credit to these above authors, the researcher believed that this study’s adaption was reliable enough to carry out
In particular, items 6, 7, 8 and 9 were asked about their opinion on the attitude to the effectiveness of Text Shadowing in learning pronunciation Items 10 and 11 focused on the participants’ attitude in using Text Shadowing in improving fluency Items 12, 13 and 14 focused on the views of the students about the learning motivation and suitability of the practice context Items 15 and 16 focused on the duration of practice time The completed version of the questionnaire is presented in Appendix B.1 and Appendix B.2
After questionnaires, semi-structured interviews were also exploited as a data collection instrument for obtaining further information on the issues of the study Mackey and Grass (2005) indicate that interviews can “investigate phenomena that are not directly observable, such as learners’ self-reported perception or attitudes” and “elicit additional data if initial answers are vague, incomplete, off-topic or not specific enough” (Mackey and Gass, 2005, p.176) In addition, the combination of the questionnaire and interview permits a degree of triangulation in the study (Richards and Schmidt, 2002) For that reason, the researcher conducted semi- structured interviews so as to give the researcher a deeper understanding of the entire process of the students’ learning via Text Shadowing as well as students’ experience and perception of using this technique in learning speaking English The researcher interviewed 6 out of 39 students in the experimental group The six students were 2 students who got the highest scores, 2 students who got the average scores and 2 students who got the least in the post-speaking test The participants were expected to comment on what they found useful or least useful with Text Shadowing technique, what they liked or disliked about the technique, what challenges they encountered while using this technique and suggested how to improve speaking performance with Text Shadowing to get better achievements (Appendix C.1 and Appendix C.2).
DATA ANALYSIS
To analyze the collected data, the researcher used qualitative and quantitative methods
The researcher analyzed the data collected by using SPSS version 20 The Descriptive Statistic Test was first carried out to identify students’ changes in speaking performance between two groups before the intervention Afterwards, the Descriptive Statistic Test and the Paired-Samples T Test were used to determine if there was a significant group-mean difference respectively in pre-test, post-test, and gain (post-test minus pre-test) scores If 2-tailed significant value is less than 0.05, then it can be concluded that there was a difference between the experimental group and the control group after the intervention
After the questionnaire was administered, the statistical analysis results of each question were summarized and easily read through graphs in order to provide a comprehensive view of how the subjects of the study responded Afterwards, an Independent-Samples T Test was also conducted to check the difference between male and female learners of the experimental group in their attitudes towards using Text Shadowing in improving speaking skills
The researcher interviewed the participants and recorded their responses The researcher then sent each participant an email containing a transcription of the interview in English and Vietnamese If there were any disagreements over what was said, the researcher would make changes to the transcript Next, based on what had been discussed in the literature review section, the research question was interpreted and answered.
PROCEDURE OF THE STUDY
The study consisted of three phases Phase 1 had lasted for two weeks before the intervention began Phase 2 was where the actual intervention took place, lasting for 8 weeks Phase 3 followed after the intervention and lasted for another two weeks
Phase 1 was designed to prepare for the participant enrollment and to gather data about the speaking ability of students in two groups With regard to the experimental group and the control group, they all came from the two intact classes at a primary school where the researcher was working Then, the researcher randomly assigned the two classes into the experimental group and the control group respectively The experimental group consisted of 39 students and the control group also had 39 students After assigning participants into either one or other group, a pre-speaking test was administered without any notification so that we could measure their speaking skills The data was then run to analyze the validity and reliability by using SPSS version 20 The purpose of doing the first phase was to verify whether the pre-test ensured the validity or the reliability
The procedure for conducting the Read Aloud and Interaction Test included: (a) distributing the test to the participants, (b) demonstrating reading and answering the questions, (c) students practicing reading the test independently for one minute, (d) collecting the test, and (e) individual testing was given by asking each student to read the test paper aloud, answer questions from the teacher and recording their oral performance simultaneously The pre-test and post-test were assessed by two experienced EFL teachers, one with a PhD degree teaching at a university and the other with a master’s degree teaching at a primary school Both possessed professional English language knowledge and were unbiased in their examination grading They used two criteria to assess students’ oral performance namely Pronunciation and Fluency Both gave mark for each student and then compared the scores After that, they recognized that the score each teacher gave for each student did not fluctuate much
In Phase 2, the intervention was administered in eight weeks The duration of the intervention corresponded to the teaching time of the three units of the textbook Under the instruction of the teachers in the classroom, students in the experimental group used Text Shadowing to acquire the sentence structures and patterns found in these textbook units The scheduled face-to-face English instruction for both groups in this research included Unit 8 (Transportation), Review 7 and Review 8 (Identifying clothes and types of transportation), Unit 9 (Classroom Activities), and Unit 10 (Days of The Week) of the Grade 2 course book Each unit has two or three lessons, one of which is a phonics lesson (Phonics X, Y and Z) Each lesson is divided into two 35-minute periods Each review takes 35 minutes to complete The total time allotted to teach these units was sixteen 35-minute periods, which was equivalent to eight weeks
Based on the steps of shadowing technique proposed by Ware (2012) in the literature review, the researcher constructed her own steps of Text Shadowing technique that almost has changed compared to those steps This was because of the age of the study’s participants (ranged from 8 to 9) and the technique (Text Shadowing - an easier variant of shadowing) as well She also provided the steps of teacher-based technique currently used at Nhon Hanh Primary School But, the steps of teacher-based technique that the researcher provided here are not permanent to be used in every lesson When teaching speaking at such school, the teachers have the freedom to develop new techniques for each class In this setting, telling pupils a narrative or asking them leading questions at the beginning of class were the main methods of teaching English speaking to students Furthermore, when running the class, the instructor either provided an exercise based on her own imagination or delivered the content from the textbook The teacher occasionally offered the pupils a game to play at the final moment of class A teacher-based technique is one that the instructor developed to convey content from the textbook or one that the teacher employed based on her own creativity to educate the pupils without utilizing the coursebooks The teacher was free to create her own creativity to give interesting activity in the classroom in every course as long as their technique followed or closely related the guideline of the steps of teacher-based technique that was given in the following table Besides, the teacher may not follow it as long as their own technique can encourage the students to speak English However, Text Shadowing technique is listening and repeating immediately what the speaker is saying on video, CD or MP3 by looking at the material script The differences of both techniques can be seen in the following table:
Table 3.3 The Differences between Steps of Teacher-based Technique and
The Steps of Teacher-Based
The Steps of Text Shadowing Technique
- Cues: The teacher poses some questions to the pupils on the material that the students will learn or the teacher tells a story before the class discusses it
- The researcher tells a story, an experience, or gives the students some questions relating to the script of Text Shadowing material that will be learned by the students
The teacher teaches the students about the material in the textbook The teacher can use the students’ textbook to whole levels but especially for speaking class, the teacher may not use the textbook In speaking class, most of the teacher do not use the students’ textbook She only conveys her knowledge to the kids using her own method The teacher is free to choose the materials or the techniques as long as those can encourage and
- The researcher gives the students the copy of material script
- The students are given instructions and motivation regarding Text Shadowing technique She motivates the students to speak English fluently nearly like native speakers on the video, CD or MP3 after doing Text Shadowing technique;
- The researcher turns on the laptop and the speaker After that she turns on the video,
CD or MP3 of the script of Text Shadowing material;
The Steps of Teacher-Based
The Steps of Text Shadowing Technique involve all students to speak English actively
The teacher gives feedback to the students’ exercise but the teacher is not allowed to interrupt the students when they are speaking or correct the students’ speaking by saying “You are wrong”
The teacher ensures all the students to be more active to speak English
The teacher should give chance to all students to speak
In addition, the teacher should create enjoyable and motivating activity that can involve all the students to speak
The teacher may group the students or she can instruct the students to speak to their partner
- The students are instructed to listen and repeat directly what the speaker is saying There are three turns
+ The first turn, the whole students clearly listen to what the speaker is saying but don’t repeat in order to make sure that they can identify the new words
+ The second turn, the whole students listen and repeat directly what the speaker is saying by looking at the script If the researcher thinks that the remained time is limited she can omit the second turn After that, the researcher asks the students to read, understand and find the new words or sentence patterns and then introduces the key terms of the lesson to the class
+ The third turn, the students are asked to shadow one by one by looking at the script
In every turn, the teacher can pause in every phrase or sentence if the speaker speaks too fast;
- Some students are asked to read the script by themselves to check their speaking performance if there is remained time left
In the last section of teaching process, the teacher provides the students a game based on the material given to the students before
- At the end of class, the researcher motivates the students to do Text Shadowing at home with the help of their parents The researcher motivates the
The Steps of Teacher-Based
The Steps of Text Shadowing Technique students to speak English fluently nearly like native speakers on video, CD or MP3 after doing Text Shadowing Moreover, the researcher can give the students the way to open the material script of Text Shadowing with application Eduhome
In Phase 3, after eight weeks of intervention, a post-test was conducted on the control group and the experimental group immediately to measure the students’ oral English ability Participants were notified that the post-test had taken place The procedure for administering the post-test and scoring participants’ tests was the same as for the pre-test
Afterwards, the questionnaire was conducted for the experimental group to investigate participants’ attitudes on the use of Text Shadowing in developing their oral language skills Finally, 6 participants of the experimental group had an interview with the researcher to gain further information The researcher analyzed the data and reported the results
This chapter just presented information related to the method used to conduct this study The outcomes of the study were reported in the next chapter.
FINDINGS AND DISCUSSION
FINDINGS IN RESPONSE TO THE RESEARCH QUESTIONS
4.1.1 The effects of using Text Shadowing in developing EFL primary school students’ speaking skills (Research Question 1)
As mentioned in Chapter 3, speaking tests were used as the pre-test and the post-test to measure the speaking performance of the participants in both groups before and after the intervention The score of the two speaking tests ranged from 0 to 20 points
4.1.1.1 Students’ speaking performance between two groups before the intervention
To evaluate students’ speaking performance between the two groups before the intervention, the Descriptive Statistic Test was carried out The results of the Descriptive Statistic Test are presented
Table 4.1 Students’ speaking performance between the two groups before intervention
Group Minimum Maximum Mean Std
Table 4.1 above showed that in the pre-test, the mean score of the control group (M.698) was a little bit higher than the mean score of the experimental group (M.646) This means that the difference in the students’ speaking performance in the pre-test between the control group and the experimental group was not statistically significant The two groups were distributed homogenously before the intervention
4.1.1.2 Students’ speaking performance between two groups after the intervention Students’ speaking performance of control group after the intervention
In order to figure out students’ changes in speaking performance of the control group after the intervention, the Descriptive Statistic Test was carried out It was performed to identify mean score of each test These scores are illustrated in Table 4.2
Table 4.2 Mean difference of students’ speaking performance within control group
Group Tests N Minimum Maximum Mean Std
The results showed the difference of means in the pre-test and post-test (Mpre.698, SD=0.8294; Mpost.472, SD=0.9588) The mean score of the post-test was higher than that of the pre-test It can be concluded that after eight weeks of intervention, students’ speaking performance of control group has improved
Students’ speaking performance of experimental group after the intervention
Afterwards, to identify the students’ changes in speaking performance of the experimental group after eight weeks, the mean scores of the pre-test and post-test were clarified by Descriptive Statistic Test shown in Table 4.3
Table 4.3 Mean difference of students’ speaking performance within experimental group
Group Tests N Minimum Maximum Mean Std
The mean score of the pretest was different from posttest’s mean score (Mpre.646, SD=0.8487; Mpost.394, SD=1.0225) The result indicates that the mean score of the post-test was higher than that of the pre-test After the study, the speaking performance of experimental group was remarkably increased
Students’ speaking performance between two groups after the intervention
To evaluate students’ speaking performance between the two groups after the intervention, the Descriptive Statistic Test and the Paired-Samples T Test were carried out First, the results of the Descriptive Statistic Test are presented in Table 4.4 below
Table 4.4 Mean Difference (the gain score) between Experimental and Control
Group Pre-test Post-test Differences
Table 4.4 revealed that the students’ speaking performance between the two groups was different after the intervention After eight weeks of intervention, the gain score of the post-test of both groups have highly improved (Mpost.472 for the control group, Mpost.394 for the experimental group), but the gain score of the students’ speaking performance of the experimental group is higher than the control group (15.394>14.472) Figure 4.1 below presents the progress of both control group and experimental group
Figure 4.1 Summary of participant’s speaking performance before and after the study
It can be clearly seen from Figure 4.1 that there was significant difference in speaking performance mean score of the pre-test and post-test given to both groups Two groups’ speaking performance performed a noticeably small gap (control group M.698; experimental group M.646) at pretest This result was quite reasonable since participants from both groups experienced nearly similar language competence While the post-test showed a surged trend in both groups’ speaking performance mean score, it could not be denied that post-test result of control group (M.472) was a quite lower than experimental one’s (M.394)
Subsequently, the result of the Paired-Samples T Test in Table 4.5 indicated that the sig value of 2-tailed 0.00 is smaller than 0.05, which means that H0 is rejected and H1 is accepted Therefore, there was a significant difference between the experimental group and the control group after the intervention
Table 4.5 The Results of the Paired-Samples T Test
Paired Differences t df Sig (2- tailed)
95% Confidence Interval of the Difference Lower Upper
The progress of students’ speaking performance between two groups before and after the intervention
After having marked the participants’ pretest and posttest, one of the two teachers who people who directly taught classes, intervened in the research process, monitored and clearly recognized the progress of students Specifically, according to the experimental group’s tests results, more than 85% of the students were able to memorize initial letter sounds and pronounce them more clearly Furthermore, about 80% of children were able to express very good intonation while many children limited repetitions and pauses and no longer dropped final sounds and linking sounds when speaking English like in the pretest’s result, but the dominant number was not too high
From the data above, the improvement of speaking performance was observed between the pre-test and the post-test of control group and experimental group after eight weeks The result showed that there was significant difference about the level of speaking performance between the two groups after the intervention The researcher concluded that there was a significant difference in students’ speaking performance taught using Text Shadowing technique and students’ speaking performance not being taught using it Specifically, it is obvious that students can memorize the initial letter sounds, pronounce words more clearly and have better intonation In other words, the Text Shadowing technique was effective on students’ speaking skills improvement in the 2 nd Grade at Nhon Hanh Primary School in the academic year 2022/2023
4.1.2 Students’ attitudes towards teachers’ use of Text Shadowing in developing speaking skills (Research Question 2)
A 16-item questionnaire was used to collect the data on students’ perception of using Text Shadowing in developing speaking skills Thirty-nine participants responded to the questionnaire by giving some personal information for 5 questions in Part A For Part B, they ticked five group scales of individual items ranging from
“Strongly Agree” to “Strongly Disagree”
4.1.2.1 Students’ attitudes towards using Text Shadowing in improving pronunciation
Questions 6, 7, 8 and 9 in the questionnaire deeply looked into aspects in which the technique of Text Shadowing helped the students in improving pronunciation After doing some statistics, the results were summarized as shown in Figure 4.2
Figure 4.2 Aspects of pronunciation that the technique of Text Shadowing helped to improve
From Figure 4.2, it is clear that the majority of the participants thought that the practice during the research helped them have better pronunciation (132 out of 156 of the respondents’ answer claimed “Strongly Agree” and “Agree”) In details, for Question 6, 35 respondents strongly agreed and agreed that Text Shadowing helped them easily remember the initial letter sounds while there were only 4 of the respondents had “Neutral” attitude and especially, no “Disagree” or “Strongly Disagree” answer was recorded Similarly, it can be inferred from Question 7 that Text Shadowing helped most students pronounce words clearer and more legible with 36 strong agreement and agreement responses and only 3 neutralities For Question 8, 27 respondents strongly agreed and agreed that Text Shadowing helped them correct their pronunciation errors such as the omission of linking sounds or ending sounds while 7 of the students had “Neutral” attitude and only 5 had strongly disagreed and disagreed about the effectiveness of the practice For Question 9, 34 respondents said that they strongly agreed and agreed towards the usefulness of Text Shadowing technique that made their intonation better and more natural relating to the rise and fall in pitch or tone, word stress or sentence stress while there was only 1 “Disagree” answer, none “Strongly Disagree” answer to this practice and 6 “Neutral” ones
DISCUSSION OF KEY FINDINGS IN RESPONSE TO THE RESEARCH
In this section, the main findings of the current study were discussed and concluded relating to the research questions
4.2.1 The effect of Text Shadowing on students’ speaking performance
The results of General Linear Model test for the experimental group demonstrated a significant surge on students’ speaking performance between pretest and posttest (Mpre= 12.646, SD=0.8487; Mpost= 15.394, SD=1.0225) As a result,
Text Shadowing was proved to be effective in enhancing students’ speaking skills, especially in pronouncing words correctly and achieving fluent speech patterns
Regardless of the fact that English teaching and learning environment is not similar to the English setting that the research’s participants experienced in some cases, in fact, the results illustrate to be significantly similar on using the shadowing technique on enhancing students’ speaking performance In effect, the study results generally match previous studies’ findings (Hsieh et al., 2013; Win, 2020; Anis, 2021; Luu, 2023) in terms of improving students’ speaking performance after trying out the shadowing technique
In this research, the participants used Text Shadowing to study English speaking As regards the level of speaking performance enhancement, the controversy could be seen in both Anis (2021) and Luu (2023) They all had neither control nor experimental group The result of Anis’s study proved that there was improvement between pre-test and post-test after using shadowing technique in students’ speaking skill in terms of pronunciation Meanwhile, Pronunciation experienced the lowest improvement compared to Discourse management, Interactive communication, Grammar and Vocabulary according to the means of pre- and post-tests in Luu’s study On the other hand, the findings of the present study were in disagreement with the conclusion of Luu’s study The questionnaire data showed that the number of participants who improved pronunciation was greater than the number of participants who improved fluency after using Text Shadowing 132 out of 156 of the respondents’ answer claimed “Strongly agree” and “Agree” that they could improve pronunciation while 56 out of 78 participants strongly agreed and agreed that they could improve fluency They accounted for 84.62% and 71.79% respectively, which meant that Pronunciation experienced the higher improvement than Fluency
In addition, between the pre-test and the post-test of control group and experimental group after eight weeks, the improvement of speaking performance was observed in this study The findings indicated that there was a significant difference about the level of speaking performance between the control group and the experimental group after the intervention Specifically, the experimental group witnessed higher improvement than the control group This result aligns with the study of Hsieh and her colleagues (2013) when they used the pre-test and post-test to evaluate the promotion of English intonation acquisition from interpretation practice after the application of the shadowing technique The findings revealed that there was a significant enhancement from pre-test to post-test with control group as well as experimental group; nevertheless, the experimental group performed better than the control group in all measures namely ‘pronunciation’, ‘fluency’ and
‘intonation’ Thus, the significant difference between pre-test and post-test depicted the positive effect of shadowing in general and Text Shadowing in particular as an English speaking learning approach
4.2.2 Students’ attitude towards using Text Shadowing in improving speaking performance
The findings revealed that students had high positive attitude toward using Text Shadowing in speaking enhancement The results obviously showed those who spent more time applying Text Shadowing technique when studying English at home would have better results in improving their English speaking skills than others All the participants understood the benefits and challenges that Text Shadowing technique brings about, but they all found interest and confidence in learning and speaking English with Text Shadowing This finding was also reported by Mai (2016) who analyzed teachers and students’ attitudes and the effectiveness of teaching and learning pronunciation with shadowing technique
Many studies on computer-aided pronunciation program with multimedia open up possibilities of increasing participations’ motivation (Coulange, 2023; Nasim, AlTameemy, Ali and Sultana, 2022; Bott, 2005) These claimed match with the automatic pronunciation training used in this study In a similar vein, Kehoe (2023), Foote and McDonough (2017) and Horiyama (2012) claimed that students enjoyed using the shadowing technique, they felt motivated by the shadowing activity The data collected from the questionnaire and semi-structure interviews of the present study also pointed out that they enjoyed listening to native speakers communicate and were willing to imitate them It was obvious that they were also more confident to speak English when practicing via Text Shadowing This technique gives students more interest and motivation in interacting with English speaking Text Shadowing requires the use of electronic devices and internet connection (if needed), which might pose many unexpected problems The present study also revealed some challenges that participants might encounter while learning with Text Shadowing The most challenging problem was that the participants’ age was too young This required their parents’ support to help them practice Text Shadowing with the electronic devices Besides, another problem that students faced while practicing this strategy was their anxiety in making mispronunciation to speak English, as stated by Mai (2016) Last but not least, the present study also mentioned a problem when they could not keep up with the speed which correlates with the finding of Ekayati (2020) It is worth noticing that teachers who are interested in using shadowing technique for their classroom should prepare for the possible drawbacks
In terms of the likelihood that students will continue shadowing in the future, the result indicated that almost all participants agreed that they will continue to learn English with Text Shadowing technique while a very small number of respondents showed their approval for using Text Shadowing to learn English as long as they have the teacher’s encouragement This finding matched with Luu (2023) claimed that 80% of students clearly want to use this strategy in future practice to improve their English-speaking talents Shadowing has been shown to increase participants’ speaking skills in areas such as pronunciation, vocabulary, and fluency
Gender difference in speaking improvement has been debated among researchers While Zafar and Meenakshi (2012) stated that one of the factors as influencing individual learner differences in language learning is sex, Erdiana et al
(2019) concluded from their study that there was only slightly difference between female learners and male learners in speaking improvement This present study supported the findings of Erdiana and her colleagues (2019) that there is no significant difference between female learners and male learners in speaking enhancement.
CONCLUSION
SUMMARY OF KEY FINDINGS OF THE STUDY
The main findings of the study are summarized in this section The results of the findings showed that students’ speaking performance of both control group and experimental group have improved after eight weeks, but the experimental group gave higher improvement than the control group Specifically, students can clearly memorize the initial letter sounds, pronounce words more clearly and have better intonation In terms of gender differences, the females had a statistically similar level of speaking performance to the males in the experimental group The results from the data analysis of the questionnaire and the semi-structured interview further revealed that students have positive attitude towards using Text Shadowing in improving speaking skills They all found interest and confidence in learning and speaking English with Text Shadowing.
CONTRIBUTIONS AND IMPLICATIONS OF THE STUDY
It is undeniable to admit that there has been a variety of research worldwide on the effectiveness of Text Shadowing in enhancing students’ speaking skills In fact, the studies on this prospect are considerably limited in the setting of Vietnam, especially at a primary school in An Nhon Town Therefore, it is anticipated to make some contributions to the use of computer assisted language learning (CALL) to some extent
The findings of the study point to the fact that Text Shadowing has a significant influence on pupils’ speaking abilities, particularly for those studying in a primary school in An Nhon Town Furthermore, the research results showed that it is suggested for teachers to use Text Shadowing as supplementary practice for the students
In addition to demonstrating a substantial difference between learning through Text Shadowing and learning in the traditional way, the results also demonstrate students’ favorable attitudes regarding utilizing Text Shadowing to improve their speaking abilities To encourage pupils to speak English, it is advised that teachers include Text Shadowing into their speaking lessons
The study’s findings may also shed light on some experience in creating speaking tasks that encourage students to see and remember patterns more thoroughly and for longer
Regarding this study, the researchers recommend that English teachers should remember and practice of reducing gender bias in the classroom and give opportunities to all students to speak in class speaking practice to avoid the domination of some students Moreover, teachers also need to help students build their confidence, reduce anxiety and fear of making mistakes, and further encourage students’ activeness in classroom activities to better express their ideas, thoughts, and opinions in speaking practice.
LIMITATIONS
Although the study has succeeded in its goal, there are still a number of limitations that must be acknowledged The principal drawback of the present study is that it was carried out in the actual environment of English instruction at a primary school in An Nhon Town, where the researcher worked As a result, random sampling was compromised The participants were drawn from two intact classes at the beginning of the academic year along with prior to the research Second, there were only 78 participants in the research Therefore, the study could not achieve generalized results to all primary school students of English
On top of that, the study might fail to have the necessary equipment to obtain the most reliable findings Even while teachers were watching over the distribution of the questionnaires, reliability was not always assured Meanwhile, just six students took part in the interview, so there may have been some further problems that were not observed
In conjunction with this, the tests should have a wider range of items and sections to better assess and evaluate participants’ speaking abilities
Last but not least, because the research was conducted in a limited amount of time, it could not show the best of the technique as well as the effectiveness of the research It is suggested that the later researchers should spend more time carrying on and doing more reflection during the stages of the research to get more benefits and better results.
RECOMMENDATIONS FOR FUTURE RESEARCH
Due to time constraints and the size of the thesis, the study was conducted in a primary school with a relatively small population of students As a result, the findings could not be applied generally It is recommended that a bigger and more in-depth study should be carried out with more participants For more reliable statistics, the time spent performing and gathering data should be a little bit longer Additionally, the materials used should have a wider range of accents and contents
To get more accurate data on the participants’ progress in speaking performance, the tests should be organized in multiple sections It is an outstanding suggestion to use this technique to further research on English teaching and learning in improving other skills
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READ ALOUD AND INTERACTION TEST (PRE-TEST)
Grade: Class: Number: _ Name of Student:
READ ALOUD AND INTERACTION TEST
READ ALOUD ANSWER THE QUESTIONS
1 A: Hey, Bill Let’s play tag
B: Hmm, I want to play soccer
3 A: I want to go to the beach
B: That’s sound fun Let’s go to the beach
4 A: I want to go to the zoo
B: Yes, I like the zoo I like monkeys
5 A: I want to go to the park
B: The park? OK Let’s play hide and seek
8 Look at the picture and answer the questions
9 On weekends, what do you do?
READ ALOUD AND INTERACTION TEST (POST-TEST)
Grade: Class: Number: _ Name of Student:
READ ALOUD AND INTERACTION TEST
READ ALOUD ANSWER THE QUESTIONS
1 A: Can you see the boat?
A: Can you see the bus?
2 A: Pick up your pencil case
3 T: Pick up your eraser, Kim
4 T: Lola, pick up your ruler
8 Look at the picture and answer the questions:
Can you see the bus?
Can you see the motorbike?
Can you see the plane?
9 What day is it today?
THE VIETNAMESE VERSION OF THE QUESTIONNAIRE
Phiếu khảo sát này được thiết kế nhằm lấy ý kiến của các em học sinh khối lớp 2 tại trường Tiểu học Nhơn Hạnh về việc sử dụng kỹ thuật nghe và nhắc lại đồng thời trong việc phát triển kỹ năng nói Tiếng Anh Để nghiên cứu này thành công, các em vui lòng giúp cô trả lời tất cả các câu hỏi dưới đây một cách chân thật nhất Cô đảm bảo rằng thông tin cá nhân của các em sẽ được bảo mật
Cảm ơn các em rất nhiều!
1 Họ và tên học sinh:
2 Giới tính: Nam Nữ 3 Tuổi:
5 Em đã học Tiếng Anh được bao nhiêu năm rồi? - năm
B HÃY ĐÁNH DẤU √ VÀO Ô THÍCH HỢP
Hoàn toàn đồng ý Đồng ý Trung lập
6 Kỹ thuật nghe và nhắc lại đồng thời giúp em dễ dàng ghi nhớ các âm chữ cái ở đầu một từ
7 Kỹ thuật nghe và nhắc lại đồng thời giúp em phát âm các từ dễ hiểu và rõ ràng hơn
8 Kỹ thuật nghe và nhắc lại đồng thời giúp em khắc phục được các lỗi phát âm (nối âm, âm cuối…)
9 Kỹ thuật nghe và nhắc lại đồng thời giúp cho ngữ điệu của em tự nhiên hơn và hay hơn (sự tăng giảm cao độ hoặc thanh điệu, trọng âm từ, trọng âm câu)
10 Kỹ thuật nghe và nhắc lại đồng thời giúp em nói Tiếng
11 Kỹ thuật nghe và nhắc lại đồng thời giúp em hạn chế lặp lại từ và ngắt quãng không cần thiết khi nói Tiếng Anh Động lực học
12 Kỹ thuật nghe và nhắc lại đồng thời giúp em hứng thú nói
13 Kỹ thuật nghe và nhắc lại đồng thời giúp em tự tin hơn khi nói Tiếng Anh
14 Em thấy các cấu trúc câu của mỗi bài học rất gần gũi và thực tế
15 Em thấy thời gian luyện tập trên lớp là hợp lí
16 Em thấy em nên dành thời gian luyện tập thêm ở nhà để phát triển kỹ năng Nói tốt hơn
Xin chân thành cảm ơn sự giúp đỡ của em!
THE ENGLISH VERSION OF THE QUESTIONNAIRE
This questionnaire is designed for my M.A thesis entitled: “The impact of using Text Shadowing in developing EFL primary school students’ speaking skill in An Nhon Town” Your participation in this research is very valuable It would be appreciated if you could complete the questionnaire truthfully and with no hesitation The information received will remain confidential, only used for research purposes, and never shared with anyone else
Thank you very much for your cooperation!
5 How long have you learnt English? - years
B PLEASE TICK THE INFORMATION THAT APPLIES TO YOU MAKE SURE TO MARK ONLY ONE
Strongly Agree Agree Neutral Disagree Strongly Disagree
6 Text Shadowing helped me easily remember the initial letter sounds
7 Text Shadowing helped me pronounce words clearer and more legible
8 Text Shadowing helped me correct my pronunciation errors (linking sounds, ending sounds…)
Pronunciation 9 Text Shadowing made my intonation better and more natural (the rise and fall in pitch or tone, word stress, sentence stress)
10 Text Shadowing helped me speak English more smoothly
11 Text Shadowing helped me limit repetitions and pauses when speaking English
12 I am interested in using Text Shadowing to learn speaking English
13 Text Shadowing made me more confident to speak English
14 I find the sentence patterns of each lesson very close and practical
15 I find the practice time in class is suitable
16 I should spend more time practicing Text Shadowing at home
Thank you very much for your cooperation!
THE VIETNAMESE VERSION OF THE INTERVIEW QUESTIONS
1 Em có thích sử dụng kỹ thuật nghe và nhắc lại đồng thời trong lúc học kỹ năng nói Tiếng Anh không? Tại sao?
2 Sau một khoảng thời gian cô cho các em sử dụng kỹ thuật nghe và nhắc lại đồng thời trong các tiết học, em có thấy mình tự tin nói Tiếng Anh hơn không?
3 Em có nhận thấy rằng khả năng nói Tiếng Anh của mình cải thiện sau khi sử dụng kỹ thuật nghe và nhắc lại đồng thời không? Nếu có thì nó cải thiện như thế nào? Nếu không thì em hãy cho cô biết một vài lý do làm em không thể cải thiện khả năng nói Tiếng Anh của mình sau khi áp dụng kỹ thuật này?
4 Em có sử dụng kỹ thuật nghe và nhắc lại đồng thời trong khi tự học tiếng Anh ở nhà không? Và em có gặp bất kỳ khó khăn gì không?
5 Em có muốn sử dụng kỹ thuật nghe và nhắc lại đồng thời cho việc học kỹ năng nói Tiếng Anh của mình sau này không?
THE ENGLISH VERSION OF THE INTERVIEW QUESTIONS
The following questions will be asked during the interview:
1 Were you interested in using Text Shadowing in learning speaking English?
2 Do you think you are more confident to speak English after using Text
Shadowing for your English lesson?
3 Did Text Shadowing improve your speaking English skill? If so, how? If not, what are the reasons?
4 Do you ever use Text Shadowing when studying English at home? Do you have any difficulty with this approach?
5 Would you like to add Text Shadowing for your future learning of speaking English?
TRANSCRIPTION OF THE SEMI-STRUCTURED INTERVIEW T: teacher (interviewer)
T: Cô chào em, cảm ơn em vì đã chấp nhận tham gia buổi phỏng vấn đề tài của cô ngày hôm nay Cô muốn biết cảm nhận của em về việc sử dụng kỹ thuật nghe và nhắc lại đồng thời trong lúc học kỹ năng nói Tiếng Anh Trong một khoảng thời gian vừa rồi chúng ta áp dụng kỹ thuật này, em có cảm thấy thích thú với kỹ thuật này không?
S: Dạ, có ạ cô Em thấy vui lắm cô, em thấy mấy bạn trong lớp cũng thích nữa T: Sao em biết mấy bạn cũng thích?
S: Trong lúc luyện tập trên lớp, tụi em thi với nhau á cô, xem thử bạn nào nhắc lại theo máy chuẩn và hay nhất ạ cô
T: Vậy sau khi áp dụng kỹ thuật này, em có thấy mình tự tin nói Tiếng Anh hơn không?
S: Dạ, hồi giờ học từ vựng xong đọc lên em còn sợ sai, em không nhớ rõ cách đọc nên không dám đọc ạ Nay em dám khoe mẹ là em nói Tiếng Anh được luôn ạ
T: Quá giỏi luôn nè Vậy là em thấy khả năng Tiếng Anh của mình cải thiện tốt lên đúng không?
S: Dạ, đúng rồi cô Lúc trước em phải ráng cố nhớ từ vựng này đọc như thế nào, từ kia đọc như thế nào, nhưng giờ kiểu vừa nghĩ tới từ vựng trong đầu là miệng em có thể nói ra 1 câu chứa từ đó luôn cô Ví dụ nhìn thấy cái hộp bút là đầu em tự nghĩ ra câu “Pick up your pencil case.” Và em tự nói được luôn
T: Tuyệt vời! Cô khen em Trong quá trình dạy và theo dõi, kiểm tra thì cô cũng thấy rõ sự tiến bộ của em sau mỗi tiết học Vậy ở nhà em có sử dụng kỹ thuật nghe và nhắc lại đồng thời để luyện tập thêm không?
S: Có ạ cô, em nhờ mẹ em mở máy cho em nghe và đọc theo ạ