Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Improving students’ pronunciation using video dubbing: A classroom action research at a primary school in Ha Noi

The study aimsare to develop students’ pronunciation through video dubbing project andinvestigate the effectiveness of this project on improving students’ pronunciation.. According to Fl

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

PHAM THI TRANG

IMPROVING STUDENTS’ PRONUNCIATION USING VIDEO DUBBING: A CLASSSROOM ACTION RESEARCH AT A PRIMARY

SCHOOL IN HANOI

(Cải thiện phát âm Tiếng Anh cho học sinh thông qua việc sử dung phương pháp

lông tiếng video Nghiên cứu hành động tại một trường tiểu hoc ở Hà Nội)

MA MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code:8140231.01

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

PHAM THI TRANG

IMPROVING STUDENTS’ PRONUNCIATION USING VIDEO DUBBING: A CLASSSROOM ACTION RESEARCH AT A PRIMARY

SCHOOL IN HANOI

(Cải thiện phát âm Tiếng Anh cho học sinh thông qua việc sử dung phương pháp

lông tiếng video Nghiên cứu hành động tại một trường tiểu hoc ở Hà Nội)

MA MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code:8140231.01

Supervisor: Prof Dr Hoàng Văn Vân

I hereby attest that this content is all mine To the best of my knowledge, Ihave taken reasonable precautions to guarantee that the work is original and doesnot violate any copyright laws It hasn't been plagiarized unless and only to the

degree that it has been acknowledged and cited inside the text of my work

I would like to express my deepest gratitude and appreciation to the followingindividuals whose support, guidance, and encouragement were invaluable in thecompletion of this thesis

First and foremost, I am profoundly grateful to my thesis advisor, Prof Dr.Hoang Van Van, for his unwavering support and mentorship throughout this

academic journey His expertise, invaluable insights, and continuous encouragementhave been instrumental in shaping the direction of this research

I extend heartfelt thanks to the teachers for the valuable lessons as well as tothe staff of the post-graduate studies faculty for their support in completion of this

work

I am indebted to post-graduate studies faculty for providing access toresources, facilities, and opportunities essential for conducting this research Specialthanks to the librarians and staff members whose assistance was invaluable in

gathering the necessary literature and data

My sincere appreciation goes to my friends and classmates who providedconstant support, understanding, and motivation during challenging times Yourencouragement and camaraderie made this academic pursuit more enjoyable

I want to express my deepest gratitude to my family for their unwavering love,encouragement, and sacrifices Their belief in me and unwavering supportthroughout this academic endeavor has been the cornerstone of my perseverance

Lastly, I wish to dedicate this work to the teachers as well as students at myschool who enthusiastically participated in the data collection process In fact,without their help, this thesis could not have been materialized

This thesis would not have been possible without the contributions andsupport of these individuals, and for that, Iam profoundly grateful

iV

Harmer (2017, p 281) characterizes pronunciation as the manner in whichlanguage sounds are articulated, including the execution of stress, utilization of

pitch, and intonation to convey emotions and intentions It is considered to be one

of the most important aspects contributing to good speaking skills The study aimsare to develop students’ pronunciation through video dubbing project andinvestigate the effectiveness of this project on improving students’ pronunciation

This is an action research conducted on 29 students in 4° grade from a primary

school in Ha Noi, academic year 2021- 2022 This research calls for specific stages,namely planning, action, observation, and reflection Two cycles of action research

are carried out to examine the changes after the intervention The instruments of thisstudy are students’ video dubbing, teacher’s and students’ observation checklistsand interview At the end, the quantitative and qualitative data collected fromparticipants will be analyzed and descriptively reported The results of the students’

video dubbing, as well as the observation and interview, will be used to prove thestudy's findings Findings demonstrate that the fundamental theories were perfectlyappropriate for instructing in this setting, where practically all studentsenthusiastically participated in the project and test results after each intervention

were significantly improved

TABLE OF CONTENTS

DECLARATION 07 11

ACKNOWLEDGEMENT - - LH HH ng HH HH Hư, iv.) 0.20 VLIST OF TABLES - HH HH ng HH HH He ViliLIST OF FIGURES AND CHARRTS - SH HH HH Hy 1XCHAPTER 1: INTRODUCTION - 2G HH HH HH gi nưệt 1

1.1 Rationale for the Study - - c1 112311191111 1119 111911 9H HH ng 11.2 Aims Of the Study - G G1313 1991 111 1111011 1 11191 1n ng ng 41.3 The scope of the SEUy óc th HT TT HH HH TH TH 4

1.4 Significance of the SfUỦYy - 5 «1k TH TH HH 41.5 Cuối 0n 5

1.6 Definition of the key terms G1 1111911191190 19v HH ng 51.7 The organization Of the S{UY - c 111219 1 9 vn ng HH ng 5CHAPTER 2: LITERATURE REVIEỀ Quên 7px or 0n 4a 7

2.1.1 Pronunciation and elements of DronunC14f1OI - - «<< x++sex+seexssees 8

2.1.2 Teaching DTONUTICIAfIO - - - 5c 1221189118810 19 11 9111 91111 ng rưy 14“¿00 /010000ìi50i) 210 1n e 152.3 Previous ÍITICITĐS - G1111 HH HH ng ng rưy 16CHAPTER 3: METHODOLOGYY LH ệt 19

3.1 Context of the Study - Án HH HH TH TH HH 19

3.2 Participants 7 6 HH 203.3 Research €SIET s11 TH TH HH HH He 203.4 Action research and the intervention pDÏ4H 5 s6 +s + ‡svesseesseeseeeees 213.5 Data Collection G- SG G1 TT TH TH TH HH Hệ 23

3.5.1 ÏTISTUITTIES 5 5G 3 0011191011 9301193019 nọ Họ ni 23

3.5.2 PrOCECUre .- 24

vi

3.5.3 Data collection and aniaÏS1S -s c1 3113331183911 11111 1111 11x erre 25

CHAPTER 4: FINDINGS AND DISCUSSION Ăceeiiee 274.1 Findings from the first video dubb1ng - - - «+ + +kseereeeeeeeerereere 274.1.1 English sounds 8 Ả 27-ềii 28ah no nh 28

4.1.4 Concluding remarks - . «5 - + 1k HH HH, 29

4.2 The first 1nf€TV€TIOH - G- G310 0 HH Tnhh Hư 294.2.1 Findings from the second video dubb1ng - -‹- s5 ss++scxsseexseeesesers 294.3 The next Inf€TV€TIOII - SG 191 HH HH HH HH 324.3.1 Findings from teachers’ ODS€TVAfIOT G1311 v ng ng re 324.3.2 Findings from ITTCTVICWS - HH TH HT HH HH, 33

4.3.3 Findings from students’ self-evaluation checklist - -++s++<<++<+ 34

CHAPTER 5: CONCLUSION ĐH ng ệt 375.1 Limitations of the Study Ăn TT TH HH giờ 385.2 Suggestions for further Study - xxx HH ng ng giết 39

REFERENCES 1 41 APPENDICES - Án HH HH HH TH TT TH HH HH nh ng I

Vil

LIST OF TABLES

Table 1: Timetable for English subjects c5 5 2S * + +sersseereerereere 20

Table 2: Students’ English souidS - c3 3311211311515 EEkrrrrrree 27

Table 3: Stress’s mistakes 0 ce eeseescsscsseceseeeceescessecececeeeeseceaeeseesscesaeeeseseeesaeeeaeeees 28Table 4: Students’ In†OTAfIOTI - s1 3112111911191 911 9111 11111 ng TH ng rệt 29

Table 5: Students’ English sOuidS - - + + 2x 2 9 vn HH ng rệt 30 Table 6: n2 1 30

Table 7: Students’ InfOTAfIOTI - G11 911E911 911911 911 11 9 1 nh ng ng nghệ 31

Table 8: Findings from teachers’ obs€rVafiOI ¿c3 s11 siessrrrrrrre 32

Table 9: Finding from students’ 1D†€TVICW - cà HH HH ng HH giết 34Table 10: Findings of students’ self-evaluation checklIst - -s«+-<<+2 34

Vili

LIST OF FIGURES AND CHARTS

Figure 1: Aspects of DFOUTC141OTI - 5 <1 E118 1 91 1 93 1v ngư, 9Figure 2: English vowels (Roach, 1Ó ]) - - s cv 1v HH ng re 11Figure 3: English Consonant ccccccssscsesseseeeeseecececseeseaecseneceseeeeseeseaeessasensaeeaes 12

1X

CHAPTER 1: INTRODUCTION

1.1 Rationale for the study

Speaking is considered an essential skill in the instruction and acquisition ofEnglish as a secondary language, being seen as a productive ability It serves as ameans to articulate our ideas and emotions verbally, particularly whencommunicating with individuals from other countries or cultures According to

Florez (1999), speaking involves not just understanding how to create particular

elements of language like grammar, pronunciation, or vocabulary, but also graspingthe timing, purpose, and method of using language (Fitriyani, Dewi and Nahartini,2018) Ayu and Ayu (2019) highlighted that among these abilities, speaking standsout as the most crucial, given the considerable student interest in learning Englishprimarily for the purpose of effective communication in the language Syakur

(2007) identifies five essential components of speaking skills: comprehension,grammar, vocabulary, pronunciation, and fluency When engaging in oral

communication, individuals need to possess the ability to comprehend and respond

to speech, as well as initiate conversations Grammar plays a crucial role inspeaking skills as it enables students to construct grammatically correct sentencesduring conversations Heaton (1988) proposes that students ought to have thecapacity to modify sentence structures and distinguish between suitable andunsuitable grammatical formats Understanding grammar also helps individualslearn the correct usage of language in both oral and written forms, contributing totheir overall proficiency in the language Vocabulary is a crucial component of

effective communication, both in oral and written forms Without an adequatevocabulary, individuals struggle to express their ideas clearly and comprehensively

While grammar is important, vocabulary is equally essential, as it allows individuals

to convey meaning and communicate effectively Without a solid grasp ofvocabulary, English learners may face difficulties in speaking and writing English

accurately and fluently Therefore, the mastery of vocabulary is essential for properEnglish language proficiency

Pronunciation is crucial for students to articulate language clearly duringspeech It involves the phonological aspects of language, encompassing theelements and principles that determine sound patterns in a specific language Thereare two components of pronunciation: phonemes and suprasegmental features.Mispronouncing phonemes can pose challenges for speakers from different

language backgrounds to understand Based on this information, it can be concludedthat pronunciation involves studying how words are produced clearly in a particularlanguage, and it plays a vital role in facilitating understandable communication

Conversely, fluency pertains to speaking smoothly and accurately Numerousindividuals learning a language aim to attain fluency in speech Signs of fluencyencompass speaking smoothly and swiftly with few interruptions indicating thespeaker's ease without needing significant exertion

Most of the English students; however, have difficulties in pronunciationskills Gilakjani (2011) pointed out several potential reasons for these challenges,which encompassed factors such as accent, stress, intonation, and rhythm.Additionally, motivational levels, exposure to the language, attitude, teachingmethods, age, individual personality, and the impact of one's native language wereidentified as contributing elements Through monitoring the students’ learningprocess, the researcher identified several challenges encountered by the studentsduring speaking exercises, these are: 1) students had problem in pronouncingsounds that are not native to their mother tongue; 2) they had some difficulties withtheir accent; 3) students use the wrong intonation and stress for a word; 4) studentshad lack of motivation and confidence when they pronounce a word In light of theaforementioned issues, the researcher has used numerous approaches to improvestudents’ pronunciation as a teacher, but the outcomes have been unsatisfactory

The significance of pronunciation in the process of learning a language has

long been acknowledged by renowned scholars worldwide According to Tench

(1981), pronunciation, akin to grammar, vocabulary, and other languagecomponents, is deemed mandatory for language learners and not something

optional Certain conditions facilitate effective communication between speakers.However, if learners aspire to communicate intelligibly in a language, attaining areasonable level of pronunciation becomes crucial.

To achieve a reasonable level of pronunciation in a language, it is necessaryfor speakers to possess a solid understanding of fundamental components such assounds, syllables, and word systems Furthermore, it is pertinent to explore thefactors that influence the acquisition of these systems in a specific second language

Avery and Ehrlich (1992) contend that numerous factors come into play, with the

teacher assuming a critical role Teachers have the potential to positively impactstudents by providing clear objectives and attainable goals

I myself discover that among speaking skills, pronunciation is my students’

weakness The decision to focus on pronunciation amidst various speaking skillsstems from its recognized significance in language acquisition and communication.Pronunciation plays a pivotal role as it directly influences intelligibility and

effective comprehension during oral communication Often regarded as a marker oflanguage proficiency, clear and accurate pronunciation enhances one's ability to

convey ideas and interact with others effectively Moreover, difficulties inpronunciation can impede successful communication even when other language

skills, such as grammar and vocabulary, are proficient Given its critical role inspoken language, investigating pronunciation in relation to other speaking skillsprovides valuable insights into understanding its impact on overall oral proficiency.Hence, delving into pronunciation offers a nuanced understanding of Ifscontribution to effective spoken communication, offering pathways to betterlanguage instruction and skill development

To overcome these issues, I decided to use video dubbing in teachingpronunciation this time Video dubbing is a quite creative learning activity, differentfrom traditional learning methods so that it is believed to encourage and motivate

students to learn as well as enhancing their pronunciation skill

1.2 Aims of the study

The aim of the study is to investigate the effectiveness of applying video

dubbing project to improve learners’ pronunciation as students can look at their

performance to self-evaluate and make improvements The study involves primary

school students from Ha Noi who are at a pre-intermediate level in English

Additionally, their speaking and writing abilities are limited because their learning

primarily emphasizes grammar and vocabulary More importantly, there are many

components or criteria to assess speaking skills, yet the main focus of the study onpronunciation Previous scholars conducted various research to explore efficienttechniques to enhance pronunciation which yield extremely valuable findings;however, just few of them concern about the effect of video dubbing project to

improve or evaluate their pronunciation Therefore, this research is conducted with

the aim to improve students’ English pronunciation — an important aspect leading togood English-speaking skills

To achieve the above-mentioned aim, the study sets for itself one question forexploration:

1) To what extent does the implementation of video dubbing project help to

improve the students’ pronunciation?

1.3 The scope of the study

The primary emphasis of this study revolves around the utilization of video

dubbing among elementary students as a substitute for the original spoken content.Given the multifaceted nature of English language proficiency, it is impractical tocomprehensively cover all its aspects within this research scope Consequently, thisstudy specifically concentrates on the aspects of pronunciation, encompassingindividual phonetic sounds, words, sentences, word stress, and intonation

1.4 Significance of the study

It is undeniable that pronunciation is still a big problem for students learningEnglish as a foreign language especially for those who are in rural areas where

grammar is the focus of learning process Learners, as a result, can do exercises but

they cannot speak or write This research firstly helps learners to be able to producespoken products like speaking and then it is also beneficial for teachers to changetheir method and techniques of teaching so that learners can use the language inreal-life communication Moreover, the reflections of students’ perspectives were

also necessary for teachers to make their lessons more accomplished.1.5 Research method

The primary approach utilized in this study is action research The datacollection techniques employed encompass formal assessments, classroomobservations, interviews, and the analysis of students' video dubbing Details of theresearch method and research instruments will be presented in chapter 3

1.6 Definition of the key terms

To avoid misunderstanding, the key terms are defined as follows:- Speaking is one of the four English skills employed to express an idea orperspectives verbally

- Pronunciation involves generating English sounds accurately.- Video dubbing involves substituting the initial speech with a voiceover thatendeavors to match the timing, expression, and lip synchronization of the originaldialogue (Luyken cited in Tanase and Cuza, 2014, p 970)

1.7 The organization of the study

The study includes five chapters: Introduction, literature review, methodology,findings & discussion and conclusion

Chapter 1: Introduction — Establishes the reasoning behind the chosen topic,articulates the study's goals, defines its boundaries, outlines the research inquiries,and specifies the planned research methodologies

Chapter 2: Literature review — Explores essential notions associated with verbal

communication and accentuation

Chapter 3: Methodology — Provides in-depth information concerning the study'ssettings, participants, and the tools employed in the research

Chapter 4: Findings and Discussion — Concentrates on scrutinizing the collecteddata, presenting the discoveries, and engaging in discourse around them

Chapter 5: Conclusion — Delivers a comprehensive summary of the entire study,acknowledges its constraints, and proposes potential directions for futureinvestigations.

CHAPTER 2: LITERATURE REVIEW

This chapter deals with the theories related to the title and formulations ofthe problem The theories are presents about any reviews of related literature,

including educational video clips, pronunciation, learning and teaching

pronunciation, student problems of pronunciation and rubrics of gradingpronunciation Considerable efforts will be focused on reviewing variousapproaches of researching motivation in the second language field and eliciting theframework the researcher is going to follow After that, a brief review of the relatedstudies will disclose the research gap and rationalize the aims and objectives of thisresearch paper

2.1 Pronunciation

Effective communication in English is significantly influenced by pronunciation, a

crucial aspect for expressing ideas Given that English is not the native language foreveryone, the pronunciation of Indian English speakers differs from that of nativespeakers Some English language speakers captivate us with their proficientcommand of the language, and it is their pronunciation that leaves a lasting impacton listeners Speaking with accurate pronunciation is an integral requirement forevery speaker Since Indian speakers are not native English speakers, there is anotable challenge concerning the pronunciation of English English, being a globallanguage, is spoken in various forms worldwide, leading to a lack of purity inpronunciation Consequently, alternative pronunciations and mispronunciations arefrequently encountered Despite the prevalence of incorrect pronunciations,

individuals must consistently endeavor to attain correct pronunciation.Many instances of communication breakdowns can be attributed to themispronunciation of words or improper intonation For instance, mispronouncing

positive impression on others The mastery of pronunciation often earns admiration,and people are fascinated by your English language proficiency, particularly yourpronunciation abilities.

The significance of pronunciation goes beyond mere linguistic competence; itcontributes to increased self-confidence when addressing larger audiences.Therefore, it is increasingly evident that pronunciation should not be underestimated

and must be a priority in English language learning Learners should allocate a

proportionate amount of time and attention to pronunciation as they do to grammarand vocabulary Correct pronunciation is a necessity as communication forms thebasis of societal interactions, bringing people closer together Effectivecommunication, a fundamental aspect of every social endeavor, hinges on accurate

pronunciation

Pronunciation encompasses more than individual sounds, involving elements suchas word stress, sentence stress, intonation, and word linking, along with the naturaltendency to blend words and phrases in casual speech While achieving a completeelimination of accent may be challenging in English pronunciation due to its

complexities, improving pronunciation can boost self-esteem, facilitate better

communication, and potentially lead to improved career opportunities or increasedrespect in the workplace

2.1.1 Pronunciation and elements of pronunciation

Harmer (2017, p 281) characterizes pronunciation as the manner in whichlanguage sounds are articulated, including the execution of stress, utilization ofpitch, and intonation to convey emotions and intentions Despite constraints invocabulary and grammar, students can achieve effective communication throughproficient pronunciation and intonation Consequently, enhancing pronunciation iscrucial for students to articulate phrases clearly and communicate in a mannercomprehensible to others Cook (1996 as cited in Pourhosein Gilakjani, 2016)defined pronunciation as the act of producing sounds in English

Learning pronunciation involves practicing sounds and making corrections

when they're not accurately reproduced As learners embark on masteringpronunciation, they establish new habits and tackle challenges stemming from theirnative language Yates (2002 as cited in Pourhosein Gilakjani, 2016) suggests thatpronunciation refers to generating sounds for the purpose of conveying meaning.

Paulston & Burder (1976) note that it involves creating a sound system that doesn't

hinder communication, whether from the perspective of the speakers or the

listeners Otlowski (1998) defines pronunciation as the manner in which a word is

spoken in an accepted way Additionally, Richard and Schmidt (2002) describepronunciation as the technique used to articulate specific sounds

Phonemes | Connected Intonation Stress

Sound differences within a language J speech |

` | |

|

: Sentence stress Wordstress

Consonant sounds Vowel sounds

Figure 1: Aspects of pronunciation

Figure 1 shows that English pronunciation consists of two main aspects

referred to respectively as features: segmental and supra-segmental Segmentalfeatures include phonemes which consist of consonant sounds and vowel sounds

Consonant sounds can be divided into voiced consonant sounds and unvoiced

consonant sounds; and vowel sounds consist of single vowels or monophthongs andcompound vowels or dipthongs.

Supra-segmental features, on the other hand, are concerned with phonologicalfeatures in connected speech such as stress and intonation Stress is concerned with

word stress and sentence stress commonly referred to as ‘rhythm’ And intonation

deals with different tones or tunes of a sentence

Further elucidation of Figure | can be presented as follows:Phonemes:

Phonemes represent distinct sounds within a language, also referred to assegmental phoneme features Kelly (2000: 1) argues that although people maypronounce sounds slightly differently, we can effectively characterize the creationof each sound When analyzing meaning, the selection of one sound over anothercan modify a word's significance This core concept establishes the overall count ofphonemes within a particular language For instance, the term "run" encompassesthe phonemes /t/, /A/, and /n/

Different types of sounds can be classified as either voiced or unvoiced (also

known as 'voiceless') Voiced sounds happen due to the vibration of the vocal cords

in the larynx, causing a distinct vibration when produced On the other hand,

unvoiced sounds lack this vibration To distinguish between sounds like /p/ and /b/,one can place the upper teeth on the lower lip, exhale steadily to produce /p/, andthen introduce voice to generate /b/ Throughout this process, the vibration can befelt as a distinguishing factor

Phonemes can be divided into two main groups: vowel sounds and consonantsounds Vowel sounds, which are always voiced, come in two forms: either assingle sounds like the /e/ in "egg" or as transitions between vowel sounds, known asdiphthongs (such as /e1 in "make") There's another category called "triphthongs,"which involve combinations of three vowel sounds Single vowel sounds can either

be short (like /o/ in "cod") or long (like /a:/ in "hard"), with the symbol /:/ indicating

a prolonged sound Additionally, distinctions are often made between rounded and

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spread vowels, mainly related to lip positioning, and between tense and lax vowels,

which are primarily linked to muscle tension

Front Central BackClose i u

Close-mid 0

Open-mid 3

Open a a

Figure 2: English vowels (Roach, 1991)

Consonant sounds possess variations in voicing, being either voiced orunvoiced Several consonant pairs are nearly identical except for their voicing

distinction (e.g., the /t/ in "tear" and the /d/ in "dear") English comprises 24consonants, categorized based on where and how they are articulated, as outlined in

IPA (1949:10), Jones (1969:138ff), Gimson (1970:149ff), and O’Connor

(1980:57ff) These are depicted in Figure 3

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Classification of NAE Consonant Phonemes

Place of Articulation

vỉ eo

t

d

Figure 3: English Consonants

In the study of segmental phoneme analysis, syllables are constructed based onvowel and consonant elements Kreidler (2004) asserts that sequences of syllables

differ in strength, pitch, and duration—some are notably strong, while others are

comparatively weaker The strength of a syllable is influenced by factors like thevowel it contains, whether it holds stress within a word, and its position as theemphasized syllable within a tone unit This examination focuses on thearrangement of syllables in English, outlining the patterns of strong and weaksyllables within words and tone units Each English word comprises at least onesyllable, with many having multiple syllables—two, three, four, or more Whilepinpointing a precise scientific definition for a syllable is challenging, determiningthe number of syllables in words like "cat," "happy," and "beautiful" is generallystraightforward Every syllable follows a specific structure, formed by a sequence ofphonemes from the language For instance, the syllable "run" is composed of the

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phonemes /r/, /A/, and /n/ in that specific order The initial syllable is the one

pronounced first at the beginning of a word, while the ending syllable is the last onepronounced at the word's conclusion

Different languages exhibit various syllable structures, and describing these

structures is an integral part of understanding a language's sound system

Suprasegmental Features:According to Kelly (2000: 3), suprasegmental features refer to traits in speechthat usually affect multiple segments or phonemes In the English language, notablesuprasegmental features comprise stress, intonation, and changes in soundsoccurring in connected speech

At the level of individual words, we can recognize and instruct on word stress,

wherein a specific syllable in a word typically carries more emphasis than theothers, as seen in examples like "Umbrella" or "tElephone." Dictionaries usuallydenote word stress When it comes to spoken phrases, we can examine and teachboth intonation and stress, although these elements can be challenging toconsciously perceive and articulate at times Stress plays a role in the cadence ofspeech, as speakers choose one or more words in a phrase to emphasize, makingthem stand out to the listener On the contrary, intonation refers to the fluctuations

in pitch—trising and falling—throughout a spoken phrase

When examining speech, the term "utterance" substitutes for "sentence,"

covering all spoken expressions, including incomplete grammatical structures anddiverse forms of conveying identical meanings The emphasis and intonation inutterances are commonly associated with conveying messages For instance, whenasking a question, the speaker's voice usually begins at a relatively high pitch andgradually drops towards the end, concluding at a relatively lower pitch

In conclusion, the study of pronunciation should not overlook both segmentalphonemes and suprasegmental features These features play essential roles inachieving proficiency in pronunciation While learning segmental phonemes,suprasegmental aspects should also be considered To improve pronunciation,

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students should master key indicators, including pronouncing specific initial andending syllables, correctly stressing words, using appropriate intonation in simplesentences, and pronouncing linking words in simple sentences.

However, in alignment with the research problem, this study focuses

specifically on segmental and suprasegmental phonemes Students are expected to

grasp indicators related to vowel sounds (both long and short, as well asdiphthongs), consonant sounds (both voiced and unvoiced), word stress, and

intonation to enhance their pronunciation skills

2.1.2 Teaching pronunciation

In the realm of instructing English pronunciation, there are discernible

methodologies According to Tench (1981), a fundamental approach inpronunciation instruction involves imitation Learners are required to replicate notonly the specific characteristics of consonants, vowels, and diphthongs but also thenuances of rhythm and intonation

Celce-Murcia, M., Brinton, D M & Goodwin, J M (1996) state that thecontemporary field of language instruction has formulated two broad strategies forteaching pronunciation: the intuitive-imitative approach and the analytic-linguisticapproach Historically, only the intuitive-imitative method was employed before thelate nineteenth century, occasionally supplemented by teachers or textbook writers

offering impressionistic, and often phonetically inaccurate, insights based onorthography (Kelly 1969) The intuitive-imitative approach relies on learners'capacity to naturally listen to and replicate the rhythms and sounds of the targetlanguage without explicit guidance It assumes the availability of high-qualitymodels, a feasibility that has been increasingly facilitated by advancements such asphonograph records, tape recorders, language labs in the mid-twentieth century, and

more recently, audio- and videocassettes, as well as compact discs

In contrast, the analytic-linguistic approach employs resources like aphonetic alphabet, articulatory descriptions, vocal apparatus charts, contrastiveinformation, and other tools to complement listening, imitation, and production.This method explicitly imparts information to learners and directs their attention to

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the sounds and rhythms of the target language Rather than replacing the imitative approach, the analytic-linguistic approach was designed to work alongside

intuitive-it The intuitive-imitative approach is typically retained as the practical phase used

in conjunction with the provided phonetic information

Morley (1991:488) emphasizes that having pronunciation that 1scomprehensible is a crucial aspect of being competent in communication However,pronunciation often receives less emphasis compared to other language componentslike grammar and vocabulary, a trend commonly observed in English lessons inVietnam Nevertheless, for most students, achieving clear and comprehensiblepronunciation is crucial for effective communication This rationale supports theidea of elevating the importance of pronunciation in teaching by integrating it morecentrally with other language components One particularly evident avenue forbeneficial integration is through activities that link vocabulary and pronunciation.Teaching the pronunciation, including both sounds and stress patterns, of words asthey are introduced holds merit The argument here is that when students feelconfident in their pronunciation skills, they are more likely to pronounce wordsaccurately Teachers are also advised to combine teaching pronunciation with otherskills too

2.2 Video dubbing project

Dubbing is the process of substituting the original spoken dialogue with avoiceover that endeavors to match the timing, phrasing, and lip movements of theoriginal conversation (, as discussed by Luyken (cited in Tanase and Cuza, 2014).Simultaneously, Danan (2010) contends that dubbing can have a positive impact onvocabulary acquisition, enhancement of speaking fluency, and improvement inpronunciation, while also serving as an engaging and creative activity

Consequently, researchers have explored the use of video dubbing as an educationaltool to enhance students’ spoken language skills, particularly their pronunciation

Video dubbing is a method of teaching speaking that involves replacing orimitating the original sound, speech of the video Video dubbing, as an instructionalmethod, involves students replacing the pre-existing audio track of a video segment

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with their own speech, as explained by Burston in 2005 This technique effectivelyintegrates both meaningful language input and output practice within the learningprocess It is beneficial to use video dubbing as it can be accessed as many times asnecessary to have accurate evaluation on the speakers’ strengths and weaknesses(Wicaksono, 2018) Students, therefore, have the chance to watch their performance

and correct their mistakes without being shy when it is unnecessary to speak in front

of the whole class Kondal and Prasad (2020) stated that by that way, students “get

aware of their problems in speaking and find solutions for improvement.” They will

know the strengths and weaknesses in their speaking and have chances to enhancetheir awareness of their abilities and knowledge

On the contrary, it is undeniable that using video dubbing can lead to someproblems According to Wicaksono (2018), speaking involves constructing andexchanging meaning using verbal or non-verbal symbols in different situations.Therefore, utilizing video dubbing for speaking practice could restrict the chancefor students to develop confidence and fluency in speaking Obviously, the shynessand the fear of making mistakes will just disappear when we face them, otherwise,it will certainly remain However, I still believe that video dubbing is an effectivetechnique for improving students’ speaking skill where the students share their ideas

and improve vocabulary acquisition, speaking fluency and pronunciation.2.3 Previous findings

The implementation of video dubbing is not a new method in teachingspeaking pronunciation which attracts numerous scholars to deeply investigate theinfluence of video dubbing on improving speaking skill Pamungkas (2020)

conducted research on the impact of video dubbing on improving students’ speaking

pronunciation The result reveals that video dubbing aided to benefit students in

terms of improving students’ speaking skill, especially in pronunciation.

Moreover, Mandasari, Rochsantiningsih and Teguh Sarosa (2017) also carried

out research called “Improving Students’ Speaking Skill Through Video Dubbing”with class X-5 of SMA N Kebakkramat Karanganyar in 2013 - 2014 academic year.The evidence demonstrates that learners have a positive attitude toward video

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dubbing, particularly because video dubbing enables them to recognize and address

their speaking shortcomings without feeling embarrassed Additionally, research by

Pamungkas, Sumardi and Rochsantiningsih (2019) indicates that video dubbing is

found to be very helpful and effective to teach students speaking skills of recounttext All mentioned previous research reach an agreement on the positive effects of

using video dubbing to improve learners’ speaking skills.

Pamungkas, Sumardi and Rochsantiningsih (2019) undertook a study to assessthe influence of video dubbing on enhancing the speaking pronunciation of

students This research was carried out among tenth and eleventh-grade studentsattending a Vocational High School located in Madiun city, situated in the provinceof East Java, Indonesia The results of this investigation demonstrated that theutilization of video dubbing led to improvements in students’ speakingpronunciation Consequently, it can be inferred that the integration of video dubbinginto the learning process yields advantageous outcomes for students' speaking skills,particularly in the domain of pronunciation

Yachi and Karimata (2008) introduced an online video dubbing system, whileDanan (2010) devised a translating and dubbing task for military students, withpositive feedback from the students These three studies collectively examined theeducational benefits of video dubbing tasks in the context of general languageacquisition

Regarding the enhancement of oral proficiency, Avila-Cabrera employed

creative dubbing as an innovative tool to explore the efficiency in improving oralproduction skills in the business English classroom, as well as for other languageskills The findings suggest that the utilization of creative dubbing serves as aneffective means to improve students’ oral proficiency It not only inspires theirengagement with unconventional educational approaches but can also be adapted

for application in various English for Specific Purposes (ESP) scenarios

Therefore, based on prior research, it can be concluded that video dubbing tasksrepresent valuable pedagogical tools According to Burston (2005) and Danan (2010),apart from their motivational value, this technique is deemed suitable for learners at all

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proficiency levels and effective for the development of all language skills.

It can be said in summary that previous researchers have extensivelyinvestigated the effects of video dubbing on the development of speaking skills,particularly pronunciation, for learners However, there has been limited or noresearch conducted on its effects when applied to elementary school students Thisdemographic is at the initial stages of English exposure, and if an appropriatemethod is employed, it can significantly contribute to their English language skill

development This is the rationale behind the initiation of the present study

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CHAPTER 3: METHODOLOGY

This chapter will focus on detailing the research methods and procedures Itwill elucidate the criteria for data selection, delineate the data analysis process,interpretation of findings, and the assessment of the intervention's impact.Specifically, this chapter will encompass the following elements: the researchdesign and methodology, the identification of the study's participants (asdocumented on the teacher's observation sheets), the data collection instrument, andthe data analysis approach These components will be expounded upon in thefollowing sections

3.1 Context of the study

This research was conducted at an English specialised private primary schoolin Hanoi Despite the school's emphasis on English, students exhibit proficiency in

grammar rather than speaking skills or pronunciation Grade 4 students receive a

total of 20 English lessons per week, however the majority of these lessons

primarily focus on grammar and vocabulary While it is undeniable that studentscan make some progress in their English skills through these lessons, the

improvement in their pronunciation remains limited

In this educational context, pronunciation is not allocated as an independentcomponent; instead, it is integrated into the broader English curriculum There are atotal of 4 English subjects This curriculum spans 40 weeks, with each subject

having a varying weekly teaching load of 2 to 6 periods The primary course

material used for English is "Oxford Discover 3" published by Oxford UniversityPress Apart from this subject, students learn other subjects such as Mathematics,

Language Art, and Inspire Science Considering Mathematics, they use the series

book of “My Math” published by Mc- Graw Hill Press with 4 periods of this subject

per week Additionally, they learn Language Art and Inspire Science published byMc- Graw Hill Press with the same periods with Mathematics each week All ofthese subjects are taught by foreign teachers Vietnamese teacher will be in charge

of Oxford Discover 3

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