Learning English Pronunciation Research Articles

Common Mistakes in Pronunciation among Students in The English for Specific Purposes Department, Hanoi University

When learning English as a second language in a nation with a wide variety of races and cultures, the influence of the native tongue is nearly inevitable. Both the performance and communicative competence of learners can be negatively impacted by this influence. This paper is written for students in the English for Specific Purposes Department (ESPD), Hanoi University, who want to improve their learning of English Pronunciation. This mixed-methods study combine quantitative and qualitative methodologies. It focuses on some common pronunciation errors that EPSD students made when speaking English by analysing 120 recordings for the students’ mid-term test from their second semester in the academic year 2023-2024. Some common pronunciation errors are found, including consonant endings and vowel sounds. The study also shares some strategies for learners to improve their English pronunciation. It will be a helpful reference source for not only lecturers and learners at ESPD, Hanoi University, but other educational institutions across Vietnam.

The Influence of Dialects in Northwest China on English Pronunciation Learning

In today's rapidly developing society, economic globalization is an irresistible trend, and exchanges between countries are becoming more frequent. As an international communication language, English has played a great role in various international cooperation and exchanges in China, and an increasing number of English learners have emerged in the world today. Pronunciation is the foundation and premise of learning every language, and students are inevitably affected by many aspects when they learn English pronunciation. Through research, it is found that the main factor affecting students' learning is that students are more or less influenced by their own local language and the influence of dialect habits. In response to this problem, this paper analyzes the factors affecting English pronunciation and proposes: let students intuitively understand the pronunciation of English and dialect, and let students imitate pure English pronunciation and practice more, so as to avoid the influence of dialect in learning pronunciation, as well as to improve students' English proficiency.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Imagined Identity and Investment in English Pronunciation Learning Among English Learners

Imagined Identity and Investment in English Pronunciation Learning Among English Learners

English Learners’ Belief and Investment in English Pronunciation Learning

Apprehensive pronunciation is crucial for learners' language competence and is an integral aspect of language instruction. Although English major students in China demonstrate improvement in their overall English proficiency when they enter university, many still struggle with their English pronunciation. Scholars have identified several internal and external factors that influence English pronunciation learning. However, little attention is given to the role of learners’ beliefs and investment as possible factors that influence English pronunciation learning, which in turn affect the learning approach and learning strategy used. To fill the gap, the current study adopts a qualitative design with multiple case studies to explore students’ beliefs, investments, and the relationship between these two concepts within the normative, meta-cognitive and contextual approach as well as investment theory. A semi-structured interview was conducted on three university students with different language abilities. The data obtained was analysed using NVivo 12 software. The findings of the study indicate that middle and high-level participants held positive perceptions, while low-level participants held negative perceptions in terms of English pronunciation learning. The study also reveals two forms of investment; diverse investment and incidental learning. In addition, the relationship between students’ beliefs and investments exhibited complex phenomena such as positive and negative congruence as well as incongruence. Based on these findings, some pedagogical implications and areas for ongoing research were proposed.

A Review of Research on Mother Tongue Transfer During English as a Second Language Acquisition

In the process of second language acquisition, learners are often influenced by native language transfer. The effect can be both positive and negative. That is, the impact of positive and negative migrations. This paper is aimed at learners who speak English as a second language. This paper mainly summarizes the influence of mother tongue transfer on grammar, pronunciation, and vocabulary. Mother tongue transfer may be challenging for English as a second language learners in terms of grammatical morphological changes, word order, virtual word functions, and syntactic component correspondence. The sentence structure in English is more complex than in Chinese. This makes it easy for learners to have difficulties in mastering English tenses, voice, singular and plural, etc. The second is the impact of native language transfer on English pronunciation. Native Chinese speakers are influenced by Chinese tones when learning English pronunciation. This results in a lack of fluency and accuracy in pronunciation. Finally, there is the impact of mother tongue transfer on English vocabulary. Since each language will have similarities, it indirectly enriches the vocabulary of the second language, and it is faster for us to learn and memorize. Learners should be aware to avoid the adverse effects of negative transfer of mother tongue.

Comparison Between English and Mandarin Vowel Systems and the Challenges for Chinese Learners of English

In contemporary China, learning English has been considered as a must for almost all students, with the pronunciation acquisition usually being the initial focus. Among the phonetic elements, the mastery of vowel pronunciation is particularly crucial in that vowels are an essential element of language. Due to its great importance, numerous studies have comparatively analyzed the English and Mandarin vowel systems and experimentally listed the challenges Chinese English learners may face. Based on these analysis, feasible measures to handle the problems posed for Chinese learners are proposed. This paper collects and concludes logically the main discoveries and theories that have been raised by former scholars, with the aim of clearly presenting the disparities between the vowel systems of the two languages, illustrating the difficulties those differences may bring about, and sharing some approaches in which teachers can help their students to get out of the way. Despite the similarities and differences between the two vowel systems, which can lead to pronunciation errors, strategies such as meticulous comparison and immediate correction can aid students in getting rid of these obstacles. Therefore, this paper is of significant value in elucidating the difficulties encountered by Chinese students in learning English pronunciation and in outlining effective pedagogical strategies for teaching pronunciation.

Comparison Between English and Mandarin Vowel Systems and the Challenges for Chinese Learners of English

In contemporary China, learning English has been considered as a must for almost all students, with the pronunciation acquisition usually being the initial focus. Among the phonetic elements, the mastery of vowel pronunciation is particularly crucial in that vowels are an essential element of language. Due to its great importance, numerous studies have comparatively analyzed the English and Mandarin vowel systems and experimentally listed the challenges Chinese English learners may face. Based on these analysis, feasible measures to handle the problems posed for Chinese learners are proposed. This paper collects and concludes logically the main discoveries and theories that have been raised by former scholars, with the aim of clearly presenting the disparities between the vowel systems of the two languages, illustrating the difficulties those differences may bring about, and sharing some approaches in which teachers can help their students to get out of the way. Despite the similarities and differences between the two vowel systems, which can lead to pronunciation errors, strategies such as meticulous comparison and immediate correction can aid students in getting rid of these obstacles. Therefore, this paper is of significant value in elucidating the difficulties encountered by Chinese students in learning English pronunciation and in outlining effective pedagogical strategies for teaching pronunciation.

Use of YouTube videos to Improve Students' English Pronunciation Skills

English pronunciation is a language skill that must be mastered well by students studying English, especially in the teaching department. Pronunciation that is less than perfect will result in misunderstandings and the meaning of the vocabulary can also be different. During the learning process in the classroom, the way of how to pronounce vocabulary is only given by the lecturer, which sometimes makes the class atmosphere less varied and students become less active. Therefore, this research discusses the effectiveness of videos on YouTube which are used as learning media during the English learning process in the classroom. This research uses a qualitative descriptive method with data in the form of the average results of students’ scores in English pronunciation which are tested orally. The research results show that the use of YouTube videos is very effective in improving students' pronunciation skills because the videos displayed come from native speakers who use British and American accents. In other words, videos on YouTube can become one of effective English pronunciation learning media. The research results also showed an increase of student scores in English pronunciation and students were more enthusiastic during the learning process in the classroom.

A Review of Studies on English Pronunciation Learning Status of Sichuan Dialect Speakers

A Review of Studies on English Pronunciation Learning Status of Sichuan Dialect Speakers

Scaffolding Assignments to Conciliate the Disinclination to Employ Project-Based Learning of English Pronunciation and Autodidacticism

Acknowledged as a far-reaching pedagogical method, Project-Based Learning is nationally imperative in Indonesian education despite the disinclination of its execution. This paper scrutinizes the phonetics and phonology-based English pronunciation dimensions and scaffolding traits as the bases to devise the scaffolding assignments for PBL execution, explores the process of PBL with scaffolding assignment adoption, and examines whether the exertion of the PBL enhances the academic achievement of English pronunciation and autodidacticism as Self-Directed Learning skills. The study exploits design-based research through repetitive actions of analysing, designing, developing, implementing, and evaluating. The result exhibit that the scaffolding assignments are designed by decomposing the phonetics and phonology pronunciation-related conceptions into smaller tasks of English pronunciation learnings and trainings based on instructional scaffolding fundamentals. The scaffolding assignments infused PBL is applied through orientation, action, reflection, and presentation stages which cover the learning activities of launching the project as the entry event marked with the driving question disclosure; building knowledge, understanding, and skills to answer the driving question; developing the project products and answers to the driving question; and presenting the products and answers to the driving question. The exertion of the PBL with scaffolding assignments is proven influential in promoting the students’ English pronunciation and Self-Directed Learning skills.

Pronunciation learning attitudes: The case of EFL undergraduate students in Indonesia

A pronunciation-learning attitude is essential to help students improve their pronunciation proficiency. It is problematic when students do not care about learning proper pronunciation in the process of teaching and learning. Several studies have investigated EFL students’ perceptions toward attitudes of pronunciation learning. However, little research focused on the role of gender on students’ attitudes in this context. Therefore, the present study aimed to investigate students’ attitudes toward English pronunciation learning related to gender. An explanatory sequential mixed-method approach, integrating questionnaires of Gardner 1985’s Attitude Motivation of Test Battery (AMTB) and Elliot 1995’s Pronunciation Attitude Inventory (PAI) and interviews, was employed in this study. Descriptive and inferential statistical analyses were used to analyse quantitative data gathered from 151 students. For qualitative data, the semi-structured interview transcripts of eighteen participants were analysed using thematic analysis. The questionnaires reveal that the students had positive pronunciation learning attitudes, and no significant differences were found between females and males. Moreover, based on the results of the interviews, the students believed that proper pronunciation learning is important to make the message understood. Reflecting on the study results, it is hoped that English lecturers select more practical pronunciation teaching media that can make students more involved in the teaching and learning process and contribute to English pedagogy about the importance of improving learners’ positive attitude in pronunciation learning.

Student’s Perceptions of Youglish as Instructional Technology and Media for Learning English Pronunciation

Fluency in pronunciation is a crucial aspect of effective verbal communication. Inaccurate pronunciation can result in a misinterpretation of the word's intended meaning. Consequently, it is imperative to have media resources that assist pupils in comprehending pronunciation better. There are numerous media platforms available, one of them being YouGlish. The research aims to investigate students' perception on the the use of Youglish as instructional technology and media for learning English pronunciation. YouGlish is a website that utilizes YouTube videos to enhance English pronunciation. The researchers employed the descriptive qualitative method in this study. This study was carried out for second semester English students. The instruments utilized in this investigation consisted of a questionnaire and an interview. The data indicates that students hold favorable views regarding the utilization of YouGlish. The research findings demonstrated the students' viewpoint regarding the use of YouGlish for enhancing English Pronunciation learning. The survey findings also indicated predominantly favorable and unfavorable feedback. The utilization of both of these instruments is the method to ascertain the students' perspectives on the integration of YouGlish in pronunciation acquisition. Ultimately, YouGlish has the ability to pique students' interest in studying Pronunciation and foster a desire to learn. In conclusion that YouGlish has the ability to generate students' interest in studying by virtue of its online platform, which may actively engage them with a fervent enthusiasm for learning the subject matter.

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.

Vietnamese EFL Students’ Perspectives On Application Of Artificial Intelligence Technology Tool Reading Progress In Learning English Pronunciation

Artificial intelligence (AI) is taking over many areas of human life, including teaching English pronunciation. Reading Progress is an AI-powered tool in Microsoft Teams developed by Microsoft to assist language learners in practicing pronunciation. However, there is a scarcity of research on this application. This study aims to investigate students’ evaluation on the use of the tool in learning English pronunciation. This research uses an online survey with 123 students when studying various English modules in a university in northern Vietnam. Research results show that Reading Progress is positively evaluated and considered a useful tool to help learners practice pronunciation. This result contributes to providing more research information on the application of Reading Progress in the context of teaching English pronunciation in Vietnam as well as around the world. Thereby, learners and English teachers can refer to and apply in practice, increasing the effectiveness of learning and teaching.

On the Adequacy of Elsa Speak in Formal Education: A Survey of Teacher-Users

There are hundreds of education-related studies attesting to the efficacy of “Elsa Speak” AI platform for learning English pronunciation. While the literature often reveals itself in a preoccupation with formal education, it is limited to examining Elsa’s effects on learners, hardly establishing any relation between this app and organised teaching. This paper presents the results of an investigation into Elsa’s impact on Japanese junior high school teachers of English who integrated it into their classroom. Although no teacher interviewed denied Elsa’s learning benefits, they essentially consider its unrestricted use disruptive during class. Most teachers also stated that Elsa is neither necessary nor sufficient a repetition or correction method, and that aligning students to a single English pronunciation is not an educational goal they pursue. The study concludes that, unless pronunciation is a criterion for grading, and Elsa can support objective student evaluation, however helpful a learning tool, its adequacy in schools is yet to be demonstrated

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.