Pronunciation Skills Research Articles

ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills

This study explores ESL learners' perceptions of using high-variability phonetic training (HVPT) through YouGlish to improve pronunciation skills. Data were collected through an online questionnaire completed by 70 upper-intermediate level ESL learners and semi-structured interviews with 20 learners. The collected data were analyzed statistically and thematically. The results revealed that the majority of learners had significantly positive attitudes towards using this online tool. They reported that YouGlish assisted them in accurately learning how to pronounce words and phrases from a variety of accents, including Australian, British, and American. Additionally, while learners had positive perceptions of using HVPT and YouGlish for pronunciation improvement, they emphasized the critical role of teachers in providing explicit corrective feedback and additional clarifications. Furthermore, the participants also reported some drawbacks of YouGlish. This study offers both theoretical and pedagogical implications for language learning and teaching.

QUAN ĐIỄM CỦA GIẢNG VIÊN VỀ VIỆC THỰC HIỆN CHƯƠNG TRÌNH TIẾNG ANH TRỰC TUYẾN ĐỒNG BỘ TẠI TRƯỜNG ĐẠI HỌC MỞ TP. HỔ CHÍ MINH

This study investigates lecturers' opinions on the non-major English program level A, which is currently being implemented in a synchronous online mode at Ho Chi Minh City Open University. A survey was conducted with the participation of lecturers who teach online for the program. Quantitative data were collected through questionnaires with the participation of all 23 lecturers, and qualitative data were obtained through interviews with 10 lecturers. The findings show that the lecturers believe that the program has prepared students quite well for the course and that both lecturers and students have the capacity and conditions to participate in this type of program. However, they still face various difficulties when teaching Speaking and Pronunciation skills as well as classroom management. These difficulties are due to the nature of synchronous online teaching, poor internet connection from students, technical issues, and most notably, some students’ attitudes that are not suitable for online learning. The lecturers also contributed some opinions on the regulations of the university on students’ behavior and exams for non-major English classes in synchronous online mode. Based on the above results, we propose some solutions to improve the effectiveness of the program.

Development of phonetic skills of students in teaching English in a non-linguistic university

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

The Impact of The English Language Speech Assistant (ELSA) Application on Students’ Pronunciation Skills

This study aims to evaluate the impact of the ELSA Speak app on students' pronunciation learning at Universitas Muhammadiyah Makassar by comparing their performance before and after using the app. This study employed a pre-experimental design, utilizing a post-test and pre-test method with a quantitative approach. The researchers selected 40 students from the English education class A and B of 2023 at the university. A questionnaire was conducted to understand the students' perspectives on their pronunciation skills after undergoing the treatment. The results showed that only 4 students showed a decrease in scores of pre-tests and post-test (negative ranks), whereas 23 participants demonstrated an improvement from the pretest to the posttest. The data from the t-test analysis indicated that most students experienced an increase in pronunciation skills, demonstrating its effectiveness in improving the pronunciation of EFL learners. Additionally, this data shows that the ELSA Speak app has a significant impact on improving pronunciation and also motivation.

Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan

This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment

Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.

THE IMPORTANCE OF TEACHING ENGLISH PRONUNCIATION BY USING ENGLISH IN MIND TEXTBOOK

Pronunciation is one of the important elements of basic speaking skills. It is related to how human beings produce sounds by using their articulatory organs of speech. Pronunciation plays an important role in communication to avoid pronunciation errors that can lead to misunderstandings in communication between the speaker and the listener. This fact points out that learning pronunciation is very important for English Foreign Language (EFL) and English as a Second Language (ESL) learners. An appropriate English textbook is needed to facilitate learners’ needs as foreign language learners. Indonesia’s Government, through the Ministry of Education and Culture, has appointed English in Mind as one of the main English textbooks for the Independence Curriculum, especially at the Junior High School level. This study aims to analyze the distribution of both consonant and vowel phonemes found in English in Mind, to evaluate the content and to find out whether this book has accommodated all the materials needed by teachers for teaching English pronunciation. In this study, the researcher used a qualitative research methodology that focused on descriptive qualitative. The data is needed by using a literature study and interview. A literature study was used to gather all data required for the analysis of consonant and vowel phoneme distribution. The data are taken from an English in Mind textbook, Students’ Book 1. Meanwhile, the interview was established to get more insight from the English teachers related to the importance of teaching pronunciation, the impact of phoneme differences in Indonesia and English, factors affecting pronunciation learning, pronunciation learning strategies, and the use of English in Mind textbook in teaching English pronunciation. In this research, it was found that some consonant and vowel phonemes in English could not be found at the initial and final of the English in Mind textbook. The consonant and vowel sounds are /ŋ/, /ʒ/, /ʊ/, /u:/, /w/, /j/, /h/, /æ/, /e/, /ɜ:/, /ʌ/, and /ɒ/. Meanwhile, there are all consonant and vowel phoneme sounds found in the middle part. Based on the interview results, all informants agreed that teaching English pronunciation is important to be taught to learners in the classroom. Then, the differences between Indonesian and English phonemes can affect learners’ pronunciation skills. They always include English pronunciation material in every lesson in the classroom. In addition, there are differences from the informants regarding teaching English pronunciation through the English in Mind textbook. Furthermore, all informants shared the same opinion that they had encountered pronunciation mistakes made by learners.

Students Challenges in Learning Public Speaking

This research aims to determine students' challenges in learning public speaking. This research method is descriptive quantitative. The subjects of this research are 5 male and 15 female students from University of Muhammadiyah Semarang in Kedung Mundu. The data collection technique uses questionnaires and interviews by giving a series of written and verbal questions or statements to respondents to then answer. The results show that there is easy learning when using Manuscript and Comunication in learning English. By applying the Manuscript method in learning public speaking, it shows an increase in self-confidence. Meanwhile, conversation can improve English pronunciation skills, habits, and increase English vocabulary which previously was one of the biggest challenges for students. Their tendency was to more easily improve Public Speaking by using the Manuscript model.

Development of Digital Phonology Teaching Materials Using Shadowing Techniques for Korean BIPA Learners

This research aims to produce digital phonology teaching materials using the shadowing technique to improve the pronunciation skills of basic-level Korean BIPA learners. The research method employed Research and Development (R&D) with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques involved needs analysis by interviewing BIPA learners and instructors, then conducting pronunciation tests on Korean BIPA learners to identify pronunciation challenges and specific needs for material development. Based on this analysis, the digital teaching materials were designed and developed, then validated by media experts, material experts, and BIPA practitioners. Data analysis techniques in this research included quantitative and qualitative methods. The result showed that the development of digital phonology teaching materials with shadowing techniques for Korean BIPA learners was effective in improving Indonesian pronunciation skills. The evaluation results showed that this teaching material received a very positive response from teachers and learners, with feasibility test scores of 98% and 94% respectively, as well as expert validation that supported the quality of the teaching material. Thus, this digital teaching material not only meets the expected standards, but also offers concrete solutions to the pronunciation challenges faced by Korean BIPA learners, and is ready to be used to improve the effectiveness of Indonesian pronunciation learning.

PEDAGOGICAL STRATEGIES FOR ENHANCING PRONUNCIATION AND CULTURAL IDENTITY THROUGH TEXT-BASED APPROACHES

This article is aimed at studying the effectiveness of the textual approach as a method of improving pronunciation skills and popularizing cultural identity among students studying the Kazakh language. It examines the existing literature on various approaches to teaching and learning pronunciation, emphasizing a text-based approach. The article also evaluates the effectiveness of the textual approach based on previous studies and their conclusions. In addition, the potential advantages and limitations of using textual activities to develop students' precise articulation and pronunciation skills are discussed.The authors analyzed, evaluated, and compared the methods in widely recognized scientific papers that explored the textual approach to achieve the research goal. In the subsequent period, a comprehensive study was conducted using scientific articles as a source for adaptation to the Kazakhstan audience.The article provides a comparative assessment of the textual approach and highlights its advantages in areas such as memorizing meanings, recognizing words, and teaching specific skills. The results of this article show that the textual approach has great potential to improve pronunciation skills and strengthen students' cultural identity. Using authentic texts and an interactive learning environment allows students to engage in conversation, improve reading comprehension, and develop precise articulation and pronunciation skills. In addition, additional drilling techniques and communicative actions can further enhance the effectiveness of the textual approach to teaching students.

Needs Analysis in English for Moroccan Applied Mathematics Graduate Students at Ibn Zohr University

This study examined the English academic needs of students in the Applied Mathematics in the Science of Engineering (AMSE) master program at the Faculty of Sciences, Ibn Zohr University, Morocco. It aimed at determining the gap between students' language needs and their actual competencies and identifying learners’ perceptions of their linguistic needs and their linguistic difficulties. The study was conducted based on a mixed-methods design approach with multiple data collection instruments. As a research framework, the Dudley-Evans and St John's (1998) needs analysis model was used. The results showed that participants attach different values to the importance and competence of macro- and micro-language skills. Students and teachers placed a high value on grammatical knowledge. Students valued grammar, speaking, and writing highly, while subject matter teachers valued grammar, speaking, and writing highly, but listening and pronunciation skills were valued as less important. The study showed that learners' English proficiency level is average. Their average English levels then influenced their academic achievement. Based on the aforementioned results, the researchers proposed that syllabus designers should address the macro- and micro-skills regarding academic studies when developing and redesigning course syllabus and its objectives in the ESP context.

Input hypotheses for developing EFL/ESL learners’ listening comprehension skills

The objective of this study is to examine the significance of the input hypothesis in enhancing the listening comprehension abilities of EFL/ESL learners. The methodology employed in this study is a critical literature review. This entailed a comprehensive search for relevant articles and other sources, a meticulous reading of the material, the categorization of data, a thorough analysis, and the synthesis of findings. The findings of this study indicate that the input hypothesis plays an essential role in developing ESL/EFL learners' listening comprehension abilities through the acquisition of comprehensible inputs. The activation of linguistic background knowledge enables EFL/ESL learners to develop pronunciation skills, understanding of grammatical accuracy, lexical resources, and meaning. Optimizing the inputs of the listening strategy (cognitive, metacognitive, socio-affective) assists EFL/ESL learners in activating their memory about listening materials. This is achieved through making inferences, elaborations, summaries, translations, observations, assessments, and becoming involved in the community. Inputs from media, audio (visual), and practices can develop EFL/ESL learners' cognition, motivation, stimulating perception, activating prior knowledge. In conclusion, the components of the comprehensible inputs must be integrated and developed in a coordinated manner during the teaching and learning process of listening skills.

Spelling Bees for Improving Students' Pronunciation Skills

Correct pronunciation is a crucial aspect of learning English that is often challenging for many students. Traditional methods of teaching pronunciation usually need to be more interesting and exciting for students, so a more innovative and interactive approach is required. This research aims to determine the effectiveness of the Spelling Bee in improving students' speaking pronunciation. This quantitative method uses quasi-experimental research applied to ninth-grade junior high school students. This research uses an experimental group and a control group. The experimental group consisted of 22 students of 10 men and 12 women, while the control group consisted of 22 students of 13 men and 9 women. In collecting data, pretest and posttest were used to determine the improvement in students' speaking pronunciation. The data analysis technique uses inferential statistical analysis. The research results show that the Spelling Bee can be an effective strategy in helping EFL students improve their pronunciation skills. This research implies that research contributes to improving the quality of English language teaching and learning and the development of professionalism of teaching staff in the language field.

ORGANIZING CORRECTIVE EXERCISES ON PRONUNCIATION FORMATION IN SCHOOLS OF HEARING-IMPAIRED CHILDREN

This study investigates the impact of organized corrective exercises on the pronunciation formation in hearing-impaired children within specialized school settings. Utilizing a mixed-methods approach, the research involved 50 children aged 6-12 years, divided into an experimental group that received the intervention and a control group that followed the standard curriculum. Over a 12-week period, the experimental group participated in targeted pronunciation exercises, incorporating visual and tactile feedback and supported by speech therapy technologies. The results demonstrated significant improvements in the experimental group's pronunciation skills compared to the control group, with a large effect size indicating the practical significance of the intervention. Qualitative data from observations and interviews further highlighted increased engagement, confidence, and peer interaction among the children. These findings underscore the effectiveness of structured pronunciation training for hearing-impaired children and provide a foundation for further research and implementation in diverse educational contexts.

Upaya Peningkatan Pronunciation Siswa Melalui Metode Song

Pronunciation is a science that studies techniques/procedures for pronouncing English vocabulary. This technique should not be ignored when learning English because errors in pronunciation can cause misunderstandings of meaning. This this study aimed to improve the pronunciation skills of MTs al Urwatul Wutsqo Bulurejo Jombang students by using the singing method. Based on the results, it can be concluded that the mentoring of English vocabulary pronunciation was very effective and had a positive impact, where students' English vocabulary pronunciation abilities increased significantly, because based on the paired sample test there was a significant comparison between the mean before and after the mentoring where the mean was found. (41.00, increased to 60.00) and the results of t count > t table (9, 628 > 2, 0902) so it can be concluded that this mentoring was successful.

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.

Enhancing English Pronunciation Assessment in Computer-Assisted Language Learning for College Students

The evolution of computer science and the innovations in language teaching methodologies have paved the way for computer-assisted language learning (CALL) technology to tackle pertinent challenges. While existing CALL systems primarily emphasize vocabulary and grammar acquisition, their evaluation mechanisms often rely on a limited set of criteria, resulting in a simplistic assessment of learners’ pronunciation skills. This oversight underscores the need for a more comprehensive approach. In response, this study targets Chinese college students’ English oral proficiency and aims to enhance the conventional computerized evaluation method. Our approach involves integrating multiple assessment parameters, including pitch, speed, rhythm, and intonation. For instance, pitch assessment is grounded on frequency central feature parameters, while speech speed evaluation considers speech duration, thus enriching the evaluation framework. Through experimental validation, the efficacy of our method in evaluating pitch, speed, rhythm, and intonation has been substantiated, reaffirming its reliability.

The Influence Of Virtual Reality Learning Media On The Vocabulary And Pronunciation Mastery Of Class Vii Students In The English Subject Of An-Nisa Gumukmas Middle School Students In 2023

VR learning media in the learning process of mastering students' vocabulary and pronunciation in the long term will help them communicate better in English. This research uses a quantitative cause and effect (causalistic) research method in looking at the relationship of variables to the object under study. The population in this research in class VII children/students, An-Nisa Gumukmas Middle School, Jember, a total of 33 students. In this research, data analysis techniques used inferential statistics, Android-based Virtual Reality Learning Media on Vocabulary Mastery and Pronunciation in English Subjects for Class VII, An-Nisa Middle School Gumukmas 2023 will have a real impact on improving Vocabulary Mastery and Pronunciation skills in learning English

Refining Indonesian Language Sound Pronunciation Skills Using InPhA (Indonesian Phonetic Alphabet)

Interference from regional language pronunciation results in imperfections in pronouncing Indonesian language (IL) sounds. This phenomenon is experienced by students taking the Indonesian Language Phonology course (ILPC), where using IL pronunciation media is needed to enhance personal correction skills. The average scores for consonant, vowel, and diphthong pronunciation phonemes are low. Hence, this research aims to achieve three main objectives: (1) Enhancing students' vowel sound pronunciation skills using InPhA in the ILPC; (2) Enhancing students' consonant sound pronunciation skills using InPhA in the ILPC; and (3) Enhancing students' diphthong sound pronunciation skills using InPhA in the ILPC. This research employs a qualitative research design by implementing Classroom Action Research procedures. The data sources include 67 students from the Indonesian Literature Department, A Public University in Malang, Batch of 2022. The data includes scores for the Assessment of Indonesian Vowel, Consonant, and Diphthong Pronunciation in the pre-cycle, cycle one, and cycle two phases. The research findings indicate that the Average Improvement of Indonesian vowel allophone sound pronunciation consisting of [i], [I], [u], [U], [e], [ɛ], [Ә], [o], [ɔ], and [a] is 35.54%; the Average Improvement of Indonesian consonant sound pronunciation involving 23 consonants namely /p/, /b/, /m/, /f/, /w/, /t/, /n/, /l/, /r/, /ḍ/, /∫/, /s/, /z/, /c/, /j/, /n̴/, /y/, /k/, /g/, /ŋ/, /x/, /h/, and /ʔ/ is 11.5%; and the Average Improvement of Indonesian diphthong sound pronunciation comprising four allophones namely [aI], [ai], [aU], and [oi] is 11.5%. All three aspects demonstrate that using InPhA media can enhance Indonesian vowel, consonant, and diphthong sound pronunciation skills in the ILPC.

The Phonics Method to Increase English Pronunciation for Young Learners

The purpose of this study was to solve the problem of fifth-grade students at SDN Ciwidey Kota that still low in pronunciation skills. Their English pronunciations are still considered inadequate, as seen by an average score of 52.85. This study design is Classroom Action Research (CAR). The data gathering approaches employed included an oral test, which is read aloud simple descriptive text, interviews with students and teachers, and field notes. In this study, the phonics method was employed to improve students' pronunciation skills through classroom activities. This study was carried out in two phases. The first cycle showed no significant improvements, however there was some improvement with an average score of 62.92. Cycle two was consequently required, and it showed remarkable improvement with an average score of 80.17. In short, the findings of this study suggest that the phonics method can improve students' English pronunciation skills and boost students' confidence in pronouncing a word in English. Then, during the learning process, a more effective strategy for students' pronunciation was discovered by applying the phonics method.