Learning English Pronunciation Research Articles

Common Pronunciation Errors among Vietnamese Learners of English from Phonological Perspectives

This study investigates the phonological challenges encountered by Vietnamese learners of English and explores the strategies employed to address these challenges. A mixed-methods approach was employed, comprising a quantitative survey administered to 152 participants and semi-structured interviews conducted with a subset of 7 participants. Quantitative analysis of survey data revealed perceived difficulty levels for various phonological aspects of English pronunciation, with reconciling spelling and pronunciation emerging as the most challenging aspect. Qualitative interviews provided deeper insights into learners' experiences, highlighting additional phonological challenges such as distinguishing between vowel sounds and mastering intonation patterns. Participants reported employing a range of strategies, including regular practice, utilization of resources, and participation in interactive learning experiences, to address pronunciation difficulties. The implications of this research are twofold. Firstly, it contributes to a comprehensive understanding of the complexities surrounding English pronunciation learning among Vietnamese learners. Secondly, the identified strategies offer valuable insights for language teaching and support. Educators can tailor their teaching approaches to address the specific phonological challenges highlighted in this study, fostering more effective English pronunciation acquisition among Vietnamese learners. Additionally, the findings underscore the importance of providing diverse learning resources and opportunities for interactive practice to enhance pronunciation skills. These implications not only enrich our understanding of language acquisition processes but also have practical implications for educators, curriculum developers, and language learners alike.

The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.

TERTIARY STUDENTS’ PERCEPTIONS ON ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING

In the context of Industry 4.0, the integration of Artificial Intelligence (AI) into English language education is increasingly prevalent. Notably, the proliferation of English language applications, exemplified by the Elsa Speak Application, underscores the noteworthy advancements in pedagogical tools for English instruction. This study aims to scrutinize the perspectives of non-specialized students within the High-quality program at Can Tho University (CTU), investigating their encounters with learning English pronunciation through the application of Elsa Speak. The research employed a structured questionnaire distributed to a cohort of 180 students. The outcomes reveal a predominantly positive reception among students regarding the process of acquiring pronunciation skills through the Elsa Speak Application. Significantly, the application contributes to an augmented grasp of pronunciation, development of English language proficiency, and overall enhancements in learning outcomes. This exploration provides insights into the efficacy of the Elsa Speak Application in fostering positive educational experiences for non-specialized students, thereby contributing valuable data to the discourse on the integration of AI in language education within the Industry 4.0 paradigm.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>

THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE IMPLEMENTATION OF CARTOON VIDEO TO IMPROVE THE EIGHTH-GRADE STUDENTS’ PRONUNCIATION SKILL AT SMP NEGERI 12 DENPASAR

Pronunciation is one of the essential nouns that are based on oral and basic forms skill to speak English and other languages. Learning English pronunciation can help students to pronounce words and sentences correctly. Clear pronunciation makes it easy for students to understand and produce intelligible sounds, therefore pronunciation learning has become an important aspect in teaching. This research used the Classroom Action Research (CAR) methodology. The result showed that the best implementation of cartoon videos was proven to improve students’ pronunciation skills. In order to achieve the best implementation of cartoon video to improve students’ pronunciation skill, there were three factors that must be considered: Learning system, speech rate, and the students’ frequency in practicing pronunciation. Besides, the findings also showed that most of the students had a positive perception of the use of cartoon videos in learning pronunciation. Most of the students felt helped in learning pronunciation using cartoon videos. They also felt more interested and motivated in pronunciation learning process. Therefore, it can be concluded that the cartoon videos was the suitable media to teach pronunciaciton and had been proven to improve students’ pronunciation skills through its best implementation.

ENHANCING STUDENTS’ ORAL ARTICULATION IN ENGLISH BY USING GAMIFICATION: STUDENTS’ PERCEPTION

Gamification offers various types of learning English, especially oral articulation. Oral articulation or pronunciation is often a big problem in learning English, Therefore the students must be able to speak up with good articulation like a native speaker. One type of gamification is ELSA Speak Application. The study aims to know students’ articulation and students perception of learning English articulation by gamification. This application is used to train students’ oral articulation to match the articulation of native speakers. This study uses qualitative description and the data is taken through observation and interviews. The participant consisted of 20 students in the 9th grade of Junior High School in Medan. Based on the results of the interview, the students admitted that gamification can improve articulation in English. In conclusion, the students have positive experiences in learning English pronunciation or articulation by using gamification. They agree that learning with gamification makes it interesting and fun.

Speechnotes y el mejoramiento de la pronunciación del idioma inglés

Introducción One of the most difficult problems students deal with is how to improve and correct their pronunciation mistakes. In that sense, Speechnotes is an application created by Wellsource in 2018. Therefore, learners and the general public can have access to this application by downloading it in their mobile phones. This tool is an online speech recognition notepad that allows people to dictate any word or sentences resulting text immediately. Students worked with this app to later state whether this tool helped them recognize what they say by pronouncing words and sentences and the way it supported them to overcome their pronunciation issues. This research work aims to describe the dimensions and phases of the Speechnotes app, as well as identifying the benefits of this app for the improvement of the English language pronunciation. After the pandemic of covid-19, it has been demonstrated that learners have used different free online tools in order to overcome some problems when learning the target language, so Speechnotes is the app that supports learners tackling their pronunciation mistakes. Objetivos To describe the dimensions and phases of the Speechnotes application. Método This work was a descriptive research that was developed with a survey which was used and applied to 73 students. Thus, it was focused and divided into two sections considering two main research questions: 1.- What are the dimensions and phases of the Speechnotes application? which contained 10 items. 2.-To what extend does Speechnotes application benefit the English pronunciation? containing 8 questions. The Likert scale through the whole survey and the coefficient Cronbach’s Alpha were used to gather data and validate it respectively. The result of the Cronbach’s Alpha resulted in 0,856 that means the instrument was reliable. The data and results obtained were analyzed by the SPSS statistical software and described to determine the perspectives and opinions from the participants. It consisted of collecting the data from the survey and describe the real information that students completed according to their own experiences and knowledge (Groves et al., 2011). Principales resultados The results showed that learners consider the dimensions and phases of the Speechnotes application that stand out the most are the accessibility because they agreed on that they have free access without any registration. This aspect allows students to work freely with the application. Consecutively, the application adapts to the students’ voice while they are speaking. It indicates that the application adjusts the voice of a new speaker and recognizes the words easily. Moreover, related to the phases of the application, when the students practice their pronunciation by saying different words, dialogues, etc. The application writes them into a text belongs to the speech recognition phase. Meanwhile, when they mispronounce a word, the app writes another word instead. corresponds to the error diagnosis phase which if there is an inaccurate pronunciation, the software will not write the correct phrase. In this way, when the app does not write the word the students pronounced, they practice until the correct word is written. The feedback presentation phase was also done when learners asked their professors for assistance to know the sort of mistakes they were making in order to overcome those issues. Conclusiones Firstly, it was possible to identify how Speechnotes benefits students due to the fact that it promotes concentration on the individual learning challenges and brings an effective and stress-free environment with motivation as it encourages students to state their points of view according to their preferences through Speechnotes. Secondly, the application allows the practice of segmental and suprasegmental features, and it promotes the improvement of pronunciation and speaking skills in some way. Last but not least, it assists students to develop their oral communication abilities because it could be an effective means of teaching and learning English pronunciation. Speechnotes promotes autonomy in L2 learners because they prefer to perform the pronunciation activities on their own.

USING PORO ENGLISH APPLICATION TO IMPROVE STUDENTS’ PRONUNCIATION LEARNING ENGLISH AT UPT SPF SMPN 35 MAKASSAR

The research explores android-based learning media and applies the learning technique to counter this issue. This study investigates the poro English application in teanching English pronunciation in the classroom.It aims to identify student’s responses toward the application in learning English pronunciation in which students of ninth grade of SMP Negeri 35 Makassar. This study using a qualitative method to explore teaching and learning English pronunciation in the classroom using the poro english application. The data were collected in two main instruments: observation and interviews.The observation explored the process of applies the poro English application in teaching English pronunciation. While the interviews were administered to reveal the student’s response. The result showed that poro English application in teaching English pronunciation could be applied in the classroom. In particular, most students responded positively to using the application in the learning activities. For example,they said that application really helped them to learn and made it easier for them to practice pronunciation.

The Adoption of E-learning Media to Enhance English Skills in Magelang Orphanage

The objective of the community service activity at the Panti Asuhan Yatim-Piatu Ibu Zaenab in Magelang is to improve the orphanage children's English language abilities. The action implements e-learning media and an English Pronunciation learning innovation supported by voice recognition technology and artificial intelligence. The orphanage children, who struggled to learn English due to a lack of proper resources and difficulties with pronunciation, were divided into groups and given a pre-test. The results indicated that their English proficiency remained low and required e-learning to enhance their skills. After completing the pre-test, the students received education and training through an e-learning system, followed by a post-test. The results indicated that their English language skills improved. E-learning effectively facilitated learning and enhanced the children's English language skills. This activity is anticipated to considerably improve orphanage children's education and English language skills, which will benefit them in daily life.

Problems Related to the Learning of English Pronunciation at the First Year Students of English Department Universitas Muhammadiyah Makassar

This research aimed to investigate the problems of pronouncing diphthongs and to reveal the factors causing the problems of pronouncing diphthongs at the First Year Students of English Department Universitas Muhammadiyah Makassar. The researcher used Descriptive qualitative research in this researh. The researcher used document analysis and inteview as intruments in data collection. The researcher took 10 students from the second semester of English Department as sample in this research.The findings of this research showed that there were two problems faced by the students of pronouncing diphthongs, including the students monophthongized the diphthong sounds to pure vowel sounds and substituted one diphthong sounds with other diphthong sounds. Meanwhile, the factors that cause the students problems of pronouncing diphthong sounds are the influence of mother tongue, lack of knowledge in diphthong materials, lack of practice, difficult to memorize diphthong sounds, fossilization, and lack of motivation.

Investigating Students’ Motivation on the Use of Rosetta Stone in Learning English Pronunciation

English as a Foreign Language teaching and learning has made extensive use of the integration of multimedia language such as Rosetta Stone. Therefore, this research aims to find out Junior High school students' motivation in learning pronunciation by using the Rosetta Stone in three dimensions of self-determination theory in terms of autonomy, competence and relatedness. The quasi-experimental pretest-posttest design with 30 samples divided into two groups was used in this methodology. The experimental group received face-to-face instruction using Rosetta Stone, while the control group only received instruction using the drilling technique. Furthermore, the result of statistical analysis showed a significant difference between the groups in terms of total support for the experimental group. As a result, Rosetta Stone inspired students to participate in the pronunciation class, and they are enthusiastic and satisfied with the use of Rosetta Stone in the classroom.

BRINGING TECHNOLOGY INTO THE CLASSROOM: STUDENTS’ EFFORT TO SHAPE PRONUNCIATION

One of the essential skills in teaching English is pronunciation. The listener will only understand the speaker if their pronunciation is correct. Applying English pronunciation instructions to students is an integral part of the language. This study aimed to investigate the effectiveness of the podcast which contains relevant and authentic content for global listening comprehension in language learning. As a technological tool, the “British Council” podcast was integrated for learning English pronunciation at English Education in Universitas Borneo Tarakan. This pre-experimental study involved one class of third-semester students who previously learned pronunciation. Because the calculated Z value was less than the -Z table (-4.809 -1.960) and the p-value was less than (0.000 0.050), the decision was made to reject H0, indicating an average significant difference between the pre-test and post-test based on the measured pronunciation. It presented that integrating the podcast shaped students’ pronunciation and made them more confident. This study sheds light on the role of digital media in determining students' pronunciation and language development. It also provides teachers with alternative media for learning pronunciation in and outside of the classroom.

Desktop Application Development to Practice Pronunciation

English pronunciation studies the techniques of uttering English words, making it one of the most challenging subjects and considered a formality. By mastering proper English pronunciation, there will be no miscommunication when speaking with others or native speakers. Learning pronunciation from a native speaker creates a benchmark for appropriately pronouncing words. Unfortunately, it is overpriced and impractical. Therefore, this study developed an e-learning application to learn English pronunciation. Through a desktop-based e-learning application, users could freely improve their ability and interest in learning pronunciation without time constraints. They could also evaluate their progress. This desktop application could be utilized frequently without incurring excessive fees. In order to acquire study data, the application was assessed by administering a questionnaire to 34 respondents. As many as 27 respondents believed that the application’s content was easily accessible on their individual computers. Additionally, 30 respondents acknowledged that the audio quality was clear. Moreover, 29 respondents asserted that the desktop application encouraged them to improve their pronunciation. In other words, the desktop application for learning English pronunciation was highly useful for independent study and could enhance the comprehension of each learned word

Learning English Pronunciation through Social Media Tiktok Account

Abstract - Pronunciation is one of the critical aspects of English that students should learn. In oral communication, the pronunciation should be able to produce sounds that other speakers can understand because speaking English requires this part. This study analyzed how students can learn English Pronunciation through the TikTok application, primarily through Antonio Parlati's videos on his account. Participants are the colleges from five semesters at the English Language Department that have been selected in this research of fourteen participants that were eligible with the researcher's requirement. This study used a quasi-experimental design, considering pre-test, mid-test, and post-test. The test used ten words explained in Antonio Parlati's video on his TikTok. Participants get treatment from the researcher to pronounce the ten words in the pre-test, and before the mid-test and post-test, they should learn the ten words from Antonio's video. The study's findings indicated that learning English Pronunciation from Antonio Parlati's video on his TikTok significantly affects the participants' pronunciation. From the explanation from Antonio's video, participants can improve their English pronunciation with the fun and enjoyable method following this study.

On the Transfer Effect of Sichuan Dialect to the Learning of English Pronunciation

On the Transfer Effect of Sichuan Dialect to the Learning of English Pronunciation

STUDENT STRATEGIES IN PRACTICING PRONUNCIATION THROUGH ENGLISH MOVIE

The purpose of this research is to report how high school students use movies as a strategy to practice English pronunciation. This research is a qualitative research with a case study design. The subject of this research involved 29 students from a SMK in Bogor. The instruments used in this study were questionnaires and interview. The results show that students’ strategies in learning anad practicing English pronunciation using moviesinvolve (1) The watching movies frequency (2) the use of Indonesian subtitles (3) the use of English subtitles (4) note-taking for newly discovered vocabulary. In accordance with the results of this study, practicing pronunciation using movies really helps students in learning English pronunciation.

English Pronunciation Learning Challenges: A Case study of Mundu EFL learners in Chad

The present study aims at investigating the pronunciation components in the prescribed English Language Syllabus for High Schools as well as the pronunciation instruction in some selected High Schools in Moundou, Chad, in order to determine the impact on learners’ production with respect to this phonological feature. The content analysis method was adopted for the investigation. Data were drawn from consultation of the National English Language Syllabus for High Schools in Chad, and 44 English Teachers’ logbooks for the 2021/2022 academic year. These logbooks were collected from 6 Government High Schools in Moundou. Two research questions guided the collection of data which were later on classified, put in numerical data and analysed within the framework of the Factors Affecting Pronunciation Theory. Results of the study revealed a total lack of pronunciation prescription in the English language syllabus and a zero percent representation of pronunciation related lessons in English language classes. Hence, it could be concluded that pronunciation instruction in English language lessons, to a greater extent, has been neglected in some High Schools in Chad. This has created enormous challenges resulting to poor pronunciation, segmental feature errors, and deviances in supra-segments, etc., in the speech production of learners.

The The Effectiveness of Learning Pronunciation Through English Content by English With Lucy on YouTube

Pronunciation is fundamental and includes what anyone who wants to communicate or is in the process of communicating learning English should understand. One way to practice pronunciation is to use YouTube. YouTube is a good audiovisual combination for pronunciation practice because it not only shows recordings or videos, but also provides sound. One of the content creators who explained the pronunciation material was a YouTuber running the English With Lucy channel. This study uses a qualitative method. The study specifically targeted high school students who studied remotely online to practice their pronunciation skills. In collecting the data, this study used several tools: testing and observation. This results of data analysis is in form statements responden. Learning English pronunciation requires hands-on work with the right model, such as a native speaker. So, using YouTube training videos with native speakers as a resource, you can learn English pronunciation very easily.

Current trends in learning English pronunciation

Current trends in learning English pronunciation

Learning English pronunciation: Articulating EFL students’ voices on problems and strategies

In mastering English language skills, the learning process matters in determining the goals, including learning pronunciation. So far, research on pronunciation has emphasized pronunciation rather than the process. Thus, this study aimed to investigate students' problems and techniques for dealing with problems in acquiring pronunciation. Six English Department students were voluntarily requested to participate in this study and discuss their perspectives. In data collection process, an in-depth interview was employed. The findings found that participants had difficulties distinguishing between sounds and words, encountered novel words, had low learning desires, dealt with varied accents, and experienced interference from their language. In the other sense, they applied some strategies such as increasing exposure to English, having expert guidance, and pursuing to have a severe problem. The results of this study will play a positive role in showing the barriers experienced by students when learning pronunciation. Thus, it is hoped that the teachers will be aware of these issues, so that teaching pronunciation will be more effective.DOI: 10.26905/enjourme.v7i2.8496

English Pronunciation Learning Strategies among English Major Students

English Pronunciation Learning Strategies among English Major Students