Effectiveness of using pronunciation software in teaching pronunciation for efl learners

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER EFFECTIVENESS OF USING PRONUNCIATION SOFTWARE IN TEACHING PRONUNCIATION FOR EFL LEARNERS Supervisor: Nguyễn Huy Hoàng, MA Student: Nguyễn Minh Hằng Course: QH2013 HÀ NỘI – 2017 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP HIỆU QUẢ CỦA ỨNG DỤNG PHẦN MỀM TRONG VIỆC DẠY PHÁT ÂM CHO NGƯỜI HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ Giáo viên hướng dẫn: ThS Nguyễn Huy Hồng Sinh viên: Nguyễn Minh Hằng Khóa: QH2013 HÀ NỘI – 2017 I hereby state that I: Nguyễn Minh Hằng, class QH2013.F1.E1, being a candidate for the degree of Bachelor of Arts (programme) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Nguyễn Minh Hằng May 4, 2017 ACKNOWLEDGEMENTS I would like to show my utmost gratitude to hundreds of people who have helped me complete this research paper First and foremost, I am deeply indebted to my supervisor, Mr Nguyen Huy Hoang, for his patience, tolerance and his tremendously meaningful help throughout the whole process of research conduction and thesis completion I wholeheartedly appreciate his critical comments on my work, as well as his inspirational advice and generous encouragement that guided me through the hardest time My sincere thanks also go to the teachers of Business Program in English I, and the teachers in Fast-track Program for allowing me time to carry out the research in their classes I would also want to thank Ms Do Thu Huong, Mr Nguyen Tuan Anh and Dr Nguyen Chi Duc for their insightful comments on my work, which helped me a lot in completing this thesis paper At the same time, I would like to give my heartfelt thanks to the first-year students in Business Program, the Fast-track students of class 16E2 and my dearest students at Project Plus for participating in this study, either in the main course or in the pilot stage, although it involved them staying after class and other complicated requirements I would also like to thank my dearest friends, especially my colleagues in Project Plus: Thuy Duong, Thu Ha and Huong Tra, for staying with me through thick and thin, for cheering me up when I was down, and for tolerating my unseasonable mood swings during the months of doing research Without their support, I wonder if I could finish this research paper Last but not least, my sincere thanks extend to my family, who gave me unconditional love and support whenever I needed, which gave me the indescribable sense of security even when I felt like giving up A special thank was to my little brother He was not only a great source of entertainment, but also was a wonderful young man who loved me more than anything in this world i ABSTRACT The use of technology in language teaching has been a topic of special interest for researchers all over the globe for many years This research investigates the effectiveness of integrating a commercial software named Pronunciation Power in teaching pronunciation for EFL learners Adopting a true-experimental research approach, this study involved the participation of 53 university students, making up two groups Both groups experienced a six-week pronunciation training course with the same content, but one group were trained using pronunciation software while the other group received instruction in the traditional method Pretest and posttest were employed to investigate the progress of each group after training The result was that both groups’ pronunciation ability improved significantly after six weeks, and the group that studied with Pronunciation Power made remarkably better progress than the other group The post-course interview showed students’ positive evaluation of computer assisted pronunciation training and their wish to integrate computer software in traditional training class ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES v LIST OF ABBREVIATIONS vi CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Research aims and research questions 1.3 Research design 1.4 Significance of the study 1.5 Scope of the study 1.6 Outline of the study CHAPTER 2: LITERATURE REVIEW 2.1 Key concepts 2.1.1 Pronunciation 2.1.2 Pronunciation teaching 2.1.3 Approaches to teaching pronunciation 2.1.4 The use of CALL in teaching pronunciation 2.2 The integration of software in pronunciation training CHAPTER 3: METHODOLOGY 17 3.1 Research questions 17 3.2 Participants 17 3.3 Teaching materials 18 3.4 Data collection instruments 19 3.4.1 Tests 19 3.4.2 Interviews 21 3.5 Procedure of data collection 21 3.5.1 Selection of participants 21 3.5.2 Pretest 22 3.5.3 Training 23 3.5.4 Posttest 24 3.6 Procedure of data analysis 24 iii 3.6.1 Quantitative data 24 3.6.2 Qualitative data 25 3.7 Ethical considerations 25 CHAPTER 4: RESULTS AND DISCUSSION 27 4.1 Quantitative data 27 4.2 Qualitative data 29 4.2.1 Students’ evaluation of their progress 29 4.2.2 Pronunciation Power software 31 4.2.3 The training course 32 4.3 Discussion 33 4.3.1 Effectiveness of using software in teaching pronunciation 33 4.3.2 Students’ opinion of CAPT 35 CHAPTER 5: CONCLUSION 39 5.1 Summary of findings 39 5.2 Pedagogical implications 39 5.2 Limitations of the study 40 5.3 Suggestions for future research 41 5.3.1 Suggestions for improvement 41 5.3.2 Suggestions of future research directions 42 REFERENCES 44 APPENDICES iv LIST OF TABLES Page Table 3.1 Pretest score of two groups as compared using independent 23 sample t-test Table 4.1 Inter-rater score as calculated by Pearson coeffiecient r 27 Table 4.2 Paired-sample t-test score of Control group 28 Table 4.3 Paired-sample t-test score of Experimental group 28 Table 4.5 Posttest score of two groups as compared using 29 independent sample t-test v LIST OF ABBREVIATIONS ASR: automatic speech recognition CALL: computer assisted language learning CAPT: computer assisted pronunciation training CG: control group EFL: English as a foreign language EG: experimental group ELT: English language teaching ESL: English as a second language FELTE: Faculty of English Language Teacher Education ICT: Information communication technology L2: Second language ULIS: University of Languages and International Studies VSTEP: Vietnamese standardized test of English proficiency vi Hardison, D M (2004) Generalization of computer-assisted prosody training: quantitative and qualitative findings, Language Learning In Technology Hirata, Y (2004) Computer-assisted pronunciation training for native English speakers learning Japanese pitch and duration contrasts Computer Assisted Language Learning, 17(3–4), 357–376 Hismanoglu, M (2011) Computer Assisted Pronunciation Teaching: From the Past to the Present with its Limitations and Pedagogical Implications Frontiers of Language and Teaching, Proceedings of the 2011 IOLC, 2, 193-202 Jenkins, J (2000) The phonology of English as an international language Oxford University Press Kawai, G., & Hirose, K (2000) Teaching the pronunciation of Japanese doublemora phonemes using speech recognition technology Speech Communication, 30, 131–143 Klỗkaya, F (2011) Improving pronunciation via accent reduction and text-tospeech software WorldCALL: International Perspectives on ComputerAssisted Language Learning, 85-96 Levis, J (2007) Computer technology in teaching and researching pronunciation Annual Review of Applied Linguistics, 27, 184-202 doi: 10.1017/S0267190508070098 Levis, J M (2005) Changing contexts and shifting paradigms in pronunciation teaching Tesol Quarterly, 39(3), 369-377 Liu, Y (2008) The effectiveness of integrating commercial pronunciation software into an ESL pronunciation class ProQuest Moghaddam, M S., Nasiri, M., Zarea, A., & Sepehrinia, S (2012) Teaching Pronunciation: The Lost Ring of the Chain Journal of Language Teaching and Research, 3(1), 215-219 Molhot, G (1988) Computer-assisted instruction in pronunciation for Chinese speakers of American English TESOL Quarterly, 22(1), 91–111 45 Neri, A., Cucchiarini, C., & Strik, H (2002) Feedback in computer assisted pronunciation training: Technology push or demand pull? Proceedings of ICSLP 2002 (pp 1209–1212) Denver, CO Neri, A., Cucchiarini, C., & Strik, H (2006) ASR-based corrective feedback on pronunciation: does it really work? In INTERSPEECH Pearson, P., Pickering, L., & Da Silva, R (2011) The impact of computer assisted pronunciation training on the improvement of Vietnamese learner production of English syllable margins In J Levis & K LeVelle (Eds.) Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept 2010 (pp 169-180), Ames, IA: Iowa State University Penfield, W., & Roberts, L (1959) Speech and brain mechanisms Princeton University Press Rajadurai, J (2007) Intelligible Pronunciation: Focus on the Proficient L2 Speaker The Journal of Asia TEFL, 4(1), 1-25 Setter, J (2008) Theories and approaches in English pronunciation 25 Years of Applied Linguistics in Spain: Milestones and Challenges, 447-457 Stanculea, A N., & Bran, C (2015) Teaching pronunciation through songs Journal Plus Education, 13(2), 172-179 Stenson, N., Downing, B., Smith, J., & Smith, K (1992) The effectiveness of computer-assisted pronunciation training Calico Journal, 5-19 Tweedy, L (2012) Discovering factors that influence English pronunciation of native Vietnamese speakers (Doctoral dissertation, Hamline University) Yen, A (2016) Thiếu trầm trọng giáo viên tiếng Anh Retrieved October 10, 2016, from http://nld.com.vn/giao-duc-khoa-hoc/thieu-tram-trong-giao-vientieng-anh-20160414221658642.htm 46 APPENDIX Table A1 Course content Week Content Pretest and Instruction Lesson Segmentals Suprasegmentals /dʒ/ /tʃ/ Linking sound/ Word grouping Intonation in questions Lesson /θ/ /ð/ - Yes/No questions - Wh-questions - Tag questions Lesson /s/ /ʃ/ - Sentence stress Lesson /t/ /k/ - Sentence stress Lesson /z/ /ʒ/ Review: Word stress 10 Lesson 11 Post-test and Interview Review 47 APPENDIX Table A2 Testing of segmentals Sounds Pretest Test items Posttest /dʒ/ A1, A3 B5, B6 A2, A12 B5, B6 /tʃ/ A2, A4 B1, B2 A6, A7 B1, B2 /θ/ A5, A11 B13, B14 A3, A4 B13, B14 /ð/ A9, A16 B11, B12 A5, A20 B11, B12 /s/ A14, A7 B9, B10 A17, A18 B9, B10 /ʃ/ A10, A20 B7, B8 A8, A9 B7, B8 /t/ A19, A15 B17, B18 A13, A14 B17, B18 /k/ A18, A17 B19, B20 A15, A16 B19, B20 /z/ A6, A8 B2, B3 A1, A19 B2, B3 /ʒ/ A12, A13 B15, B16 A10, A11 B15, B16 48 APPENDIX Marking rubrics for part C 49 APPENDIX Consent form for participants involved in research INFORMATION TO PARTICIPANTS: We would like to invite you to be a part of a study into the integration of software in pronunciation training for EFL learners In this project, you will undergo 5-6 pronunciation lessons with the integration of pronunciation software Before and after the course, participants will short tests, the results of which will be compared to see the effectiveness of computer assisted pronunciation training, as well as suggesting ways to make better use of it The project may cause some undesirable changes in your schedule as well as costing you some out-of-class time However, in exchange, you will be able to approach a new method of pronunciation training, and improve your skill after a free-of-charge course At the same time, small gifts will be given as compensation for the inconvenience you have to suffer All information provided by participants will not be shared with any third party CERTIFICATION BY PARTICIPANT I, …………………………………………… [Your name], certify that I am at least 18 years old and that I am voluntarily giving my consent to participate in the study: “Effectiveness of using pronunciation software in teaching pronunciation for EFL learners,” being conducted at University of Languages and International Studies by Ms Nguyen Minh Hang I certify that the objectives of the study, together with any risks and safeguards associated with the procedures listed hereunder to be carried out in the research, have been fully explained to me by Ms Nguyen Minh Hang, and that I freely consent to participation involving the below mentioned procedures:  Participants take part in a pre-course test  Participants experience 5-6 weeks of pronunciation training with the integration of pronunciation software  Participants take part in a post-course test I certify that I have had the opportunity to have any questions answered and that I understand that I can withdraw from this study at any time and that this withdrawal will not jeopardise me in any way I have been informed that the information I provide will be kept confidential Signed: 50 Date: Any queries about your participation in this project may be directed to the researcher Ms Nguyen Minh Hang Contact: 0936 687 336 51 APPENDIX Screenshots of the program 52 53 54 APPENDIX PRETEST A Listen and circle the word you hear cheer – jeer wash – watch edging – etching dish – ditch mouse – mouth knees – niece unsinkable – unthinkable price – prize riding – writhing 10 margins – martians B Pronounce the words congestion aggression achievement sorrowful pleasure 10 assume museum 11 soothing mortgage 12 sunbathe average 13 apathy insurance 14 underneath 11 bowl – both 12 usual – use all 13 closer – closure 14 phases – faces 15 to – dew 16 teeth – teethe 17 bag – back 18 duck – dug 19 foot – food 20 witches – wishes 15 illusion 16 treasure 17 cooked 18 countless 19 picturesque 20 aquarium C Work in pairs Each student plays role in a conversation Conversation 1: Student A: What are you doing? Student B: Uhm, nothing I’m just walking around, doing the dishes, cleaning up the yard, and things like that Student A: You did the dishes? Student B: Yes? Why not? Student A: But it’s not your job, it’s Tom’s job Student B: It’s okay We should help each other as much as we can, shouldn’t we? Student A: Fine, but I want you to stop now Student B: Stop what? Student A: Whatever you’re doing Please-stop-now Student B: You’re crazy 55 Student A: Who’s crazy? Student B: You’re crazy Conversation 2: Student B: Can I help you? Student A: Yes, please I want two economy class tickets to Paris Student B: What is your name, please? Student A: My name is Kim, Lucy Kim Student B: And the other person? Student A: Johnson, Hannah Johnson Student B: Hannah with an H at the end? Student A: Yes And I want to book the nearest flight possible Student B: Okay There you are Please go to gate before 5:30 Student A: Thank you very much Oh, gate number 4, right? Student B: Yes, gate number Have a good time, and happy new year Student A: The same to you 56 APPENDIX POSTTEST A Listen and circle the word that you hear 21 lazy – lacy 22 jelled – yelled 23 thirty – dirty 24 clock – cloth 25 teething – teasing 26 chewed – shoed 27 mash – match 28 sign – shine 29 dish – disc 30 leisure – liter B Pronounce the words gather artist worthy pathetic faithfulness 10 photogenic thermometer 11 challenge confusion 12 far-fetched visionary 13 exasperate shoplift 14 mozaic 31 seizure – seize her 32 jello – cello 33 door – tore 34 cart – card 35 decree – degree 36 girl – curl 37 rice – rise 38 dose – doze 39 rice – eyes 40 thy – thigh 15 privileged 16 damage 17 shrinkage 18 fashionable 19 impulse 20 superstitious C Work in pairs Each student plays role in a conversation Conversation 1: Student A: Are you doing homework? Student B: No, I’m just watching TV You have watched The Notebook, haven’t you? Student A: No, I haven’t Is it interesting? Student B: I think so There’s a character named James, Franco James, and he’s extremely good-looking Student A: Really? Franco James? I will definitely watch it this weekend Student B: Why don’t you watch it now? Student A: Because I’m doing homework, unlike you Student B: Come on, just relax Things’re gonna be fine Student A: Good luck with tomorrow test Student B: There’s a test tomorrow? 57 Student A: Oh yeah Student B: I’m done Conversation 2: Student B: Jane, can you help me with this English exercise? Student A: Sure Let me see What you need to do? Student B: Um, I have to read this short story, then identify the main plot, the characters, the twist, the ending and suggest a better ending Student A: So what I can for you? Student B: I think the ending is already very good I mean, both characters survived the earthquake They were poor at that time, but come on, they survived Student A: You’ve got your point However, let’s look from a different perspective Do you think the ending is a bit gloomy? Student B: Uhm yes, but… Student A: I think, just what I think, that you may write an ending that suggest, I don’t know, something… brighter? Student B: Ah, I got it Thank you so much! Student A: You’re welcome 58 APPENDIX Semi-structured interview questions Generally speaking, you think that the course was helpful? In what aspects you think you have improved after the course? - Confidence in pronunciation? - Learn new things about pronunciation that you did not know? - Can better distinguish similar sounds? - Improved in terms of word stress? sentence stress? linking words? intonation? What functions of the program you think are helpful? What functions should be changed? In what way? Do you think that computer-based pronunciation training session can TOTALLY REPLACE traditional class? What can be done to improve the course? 59 ... especially for those features that are most important for intelligibility (p 186) 2.2 The integration of software in pronunciation training In this part, six studies into the integration of software in. .. 2.1.2 Pronunciation teaching 2.1.3 Approaches to teaching pronunciation 2.1.4 The use of CALL in teaching pronunciation 2.2 The integration of software in pronunciation. .. orientation for the development of pronunciation teaching in general 2.1.3 Approaches to teaching pronunciation Traditionally, the teaching of pronunciation mostly conformed to the nativeness principle,