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THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGE

NGUYEN THI THU TRANG

AN INVESTIGATION OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) TOOL TO
ENHANCE PRONUNCIATION ABILITY
FOR ADULT LEARNERS

(Nghiên cứu về công cụ công nghệ thông tin trong việc nâng cao
khả năng phát âm cho người học người lớn)

M.A. THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2019

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THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGE

NGUYEN THI THU TRANG

AN INVESTIGATION OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) TOOL TO
ENHANCE PRONUNCIATION ABILITY
FOR ADULT LEARNERS

(Nghiên cứu về công cụ công nghệ thông tin trong việc nâng cao
khả năng phát âm cho người học người lớn)

M.A. THESIS
(APPLICATION ORIENTATION)

Field: English Linguistics

Code: 8220201
Supervisor: Dr. Ngo Van Giang

THAI NGUYEN – 2019

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DECLARATION

I certify that the minor thesis entitled “An investigation of Information and
Communication Technology (ICT) tool to enhance pronunciation ability for
adult learners” is my own study in the fulfillment of the requirement for the
Degree of Master of Arts at School of Foreign Language, Thai Nguyen University.
Thai Nguyen, May 2019
Signature

Nguyễn Thị Thu Trang

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ACKNOWLEDGEMENTS

I owe my deep gratitude to my supervisor – Dr . Ngo Van Giang, for his endless
guidance and valuable support and encouragement throughout every step in my
research.
Also, I am grateful to all the lecturers from School of Foreign Languages, Thai
Nguyen University, who taught me in my M.A program. Thanks also go to their
valuable lectures as well as their useful guidance that provide me with valuable
background knowledge and research skills.
Moreover, I would like to thank New Edu English Centre in Thai Nguyen city for
giving me a opportunity to teach and apply ICT tool with their students.
In addition, I would like to give my deep thanks to all the participants whose
attendance makes this study possible.
Finally, my deepest thanks go to my family for their understanding, support and
encouragement during the implementation of this study.

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ABSTRACT

This research aims to investigate an ICT tool, MyET in this study, in relation with
the improvement of pronunciation ability for non-major English students at Thai
Nguyen University (TNU). An action research was conducted at New Edu English
Centre with the participation of 20 students from TNU. Questionnaires were
delivered before and after the experimental period to investigate the current
situation of students’ learning pronunciation, their difficulties and factors that
influence the process of pronunciation learning, their perspectives on the use of the
ICT tool in pronunciation learning. Next, participants were invited to put MyET
tool on a weekly basis to practice their pronunciation in six consecutive weeks and
report the results to the researcher. Pre-test and post-test were also delivered to
compare and evaluate the impact of MyET on student pronunciation ability after the
experimental period. The outcomes of the study show that ICT application had
positive influence on students’ pronunciation as well as helped enhance students’
motivation for learning pronunciation. Yet, limitations of this research are
associated with research scope, time constraints and the research subject.

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TABLE OF CONTENTS
DECLARATION ..................................................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
TABLE OF CONTENTS ......................................................................................... iv
LIST OF TABLES ................................................................................................... vi
LIST OF FIGURES.................................................................................................. vii
CHAPTER I. INTRODUCTION ............................................................................. 1
1.1. Rationale ........................................................................................................... 1
1.2. Aims of the study .............................................................................................. 2
1.3. Scope of the study ............................................................................................. 3
1.4. Significance of the study ................................................................................... 3
1.5. Structure of the study ........................................................................................ 3
CHAPTER II. LITERATURE REVIEW................................................................. 5
2.1.Theoretical background ...................................................................................... 5
2.1.1. What is “pronunciation”? ............................................................................... 5
2.1.2. The importance of pronunciation in language teaching ................................. 5
2.1.3. Methods in teaching pronunciation ................................................................ 8
2.1.4. Factors affecting the teaching and learning of pronunciation ........................ 14
2.2. The role of technology in language teaching .................................................... 16
2.3. Previous studies ................................................................................................. 17
CHAPTER III. METHODOLOGY ......................................................................... 20
3.1. Theoretical framework ...................................................................................... 20
3.2. Research questions ............................................................................................ 21
3.3. Participants ........................................................................................................ 21
3.4. MyET ................................................................................................................ 22
3.5. Data collection instruments ............................................................................... 22
3.5.1. Questionnaires ................................................................................................ 22
3.5.2. Pretest and Posttest on my ELT ..................................................................... 22
3.6. Data analysis ..................................................................................................... 23

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3.7. Action plan ........................................................................................................ 23

CHAPTER IV. RESULTS AND DISCUSSION ..................................................... 25
4.1. Data collected from questionnaires ................................................................... 25
4.1.1. Data from pre-questionnaires ......................................................................... 25
4.1.2. Data from post-questionnaires ....................................................................... 30
4.2. Data collected from Pretest and Posttest ........................................................... 32
4.2.1. Pretest and posttest average scores results ..................................................... 32
4.2.2. Pretest and posttest average scores results of individual participants............ 33
CHAPTER V. CONCLUSION AND RECOMMENDATION ............................... 38
5.1. Major findings ................................................................................................... 38
5.2. Implications ....................................................................................................... 39
5.3. Research limitations and suggestions ............................................................... 39
REFERENCES ......................................................................................................... 41
APPENDIX 1 ........................................................................................................... I
APPENDIX 2 ........................................................................................................... V
APPENDIX 3 ......................................................................................................... VI
APPENDIX 4 ......................................................................................................... VII
APPENDIX 5 ....................................................................................................... VIII

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LIST OF TABLES
Table 4.1. Reasons for limited pronunciation ability ............................................... 25
Table 4.2. Ways to improve pronunciation in free time .......................................... 26
Table 4.3. Reasons for learning English .................................................................. 26
Table 4.4. Materials in teaching pronunciation........................................................ 28
Table 4.5. Opportunities to meet or communicate with foreigners ......................... 28
Table 4.6. Methods in teaching pronunciation ......................................................... 29
Table 4.7. Students’ evaluation of the improvement of English pronunciation ...... 31
Table 4.8. Continuing to use MyET ......................................................................... 32
Table 4.9. Pretest and posttest average scores result ............................................... 32

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LIST OF FIGURES
Figure 3.1. Action research model in this study ...................................................... 21
Figure 3.2. Action research cycles in this study ...................................................... 21
Figure 4.1. Time to teach pronunciation in each lesson........................................... 30
Figure 4.2. Students’ evaluation of the usefulness of MyET ................................... 30
Figure 4.3. The degree of interest in using MyET ................................................... 31
Figure 4.4. Average score results for Pronunciation (in percentage) ...................... 33
Figure 4.5. Average score results for Pitch (in percentage) ..................................... 34
Figure 4.6. Average score results for Timing (in percentage) ................................. 35
Figure 4.7. Average score results for Emphasis (in percentage) ............................. 36
Figure 4.8. Average score results for Overall Evaluation (Total) (in percentage) .. 36

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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study with content of rationale which is
reasons for choosing this title, aims of the study, scope of the study, significance of
the study and organization of the study.
1.1. Rationale
In the current trend of globalization, the demand on language skills for the
workforce is becoming more urgent. Good English language proficiency has
remained one of the crucial elements which not only contributes to the success of a
job application, especially in developed areas in Vietnam but also better prepare
language learners for the future of a global citizen that they may become. For these
reasons, a great number of researchers, authors and teachers have kept trying
researching and applying different teaching methods with a view to creating the
most effective learning environment for learners. Obviously, the fast-paced
development of Information and Communication Technology (ICT) in language
teaching and learning is also to serve this purpose. Many studies have been
conducted to investigate the impacts of ICT applications on enhancing language
skills such as speaking, writing, listening, vocabulary and grammar. Learning is a
continuous activity in whole life of learners to change their expectations by looking
for knowledge from traditional approaches. From then on, they will have to be
willing to find out knowledge from new sources (Jo, S.F. 2013). “Skills in using
ICT will be an indispensable prerequisite for these learners” (Jo, S.F. 2013, p.112).
Regarding the pronunciation issue in English language teaching, it is a fact that in
recent decades, the changes in perspectives on second language learning and
teaching have led to a shift in the focus of language programs. Specifically,
communicative language teaching (CLT) has become the dominating approach
instead of form-focused one in the past. Despite that fact, pronunciation has
remained a focus of English language teaching as comprehensible pronunciation
gives English language learners the communicative empowerment - effective

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language use - that enables them to become communicative and confident users of
spoken English.
So far, some researchers have recognized that adult learners have more difficulty
comprehending foreign spoken language than young learners (Burda, Scherz,
Hageman, and Edwards, 2003, cited in Edwards, J. & Zampini, M., 2008, p.350),
which leads to a controversial question whether adult learners also have more
challenge to learn pronunciation (Tracey, M. Derwing in Edwards, J. & Zampini,
M.,2008, p.350). Though the question has not been fully answered, it is commonly
accepted that there are a number of factors affecting adult learners’ pronunciation
which include accent, age, motivation and exposure. “Many adult learners of
English have foreign accents that identify them as nonnative speakers” (Abbas,
2011, p.32). Some linguists support the idea, known as Critical Period Hypothesis
that in order to pronounce a language as a native speaker, a learner needs to begin
studying before age 7. “There is a biological and neurological period which ends
around the age of 12; after this period it becomes extremely difficult to attain the
complete mastery of a second language especially pronunciation” (Lennerberg,
1967, p.52). Though as previously mentioned, the question whether adults learners
have more or fewer opportunities to succeed in pronunciation than younger learners
is not widely answered, it seems that the difficulties for adult learners to learn
pronunciation remain a big challenge.
To better facilitate language learners in pronunciation acquisition process, a great
number of technical tools have been developed and introduced, which make
language learners more independent in learning as they can conduct self-study
instead of waiting for teachers to provide help. In this study, the author decides to
investigate the use of an ICT tool called MyET in helping adult English language
learners improve their pronunciation.
1.2. Aims of the study
The objectives of the research are to identify pronunciation strategies employed by
adult learners and explore the impact of MyET that supports these strategies. This

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study will also aim to identify challenges of using MyET in general effective
pronunciation learning techniques.
1.3. Scope of the study
This research explores one major ICT tool called MyET to improve pronunciation
for adult learners. The scope of the study is within adult learners who are students
of Thai Nguyen University.
1.4. Significance of the study
The research aims to contribute to help English language learners improve their
pronunciation. The research can provide learners better awareness of the advantages
and drawbacks of using ICT tools in general and MyET in particular for
pronunciation practice and give suggestions on effective learning pronunciation
strategies. The research results are, therefore, can be beneficial to any language
learner who plans to make use of ICT tool to learn English pronunciation and also
provide a good background information for teachers who intend to apply ICT tool in
the pronunciation teaching process.
1.5. Organization of the study
This study was written based on research orientation, supervisor’s guidance and
regulations of School of Foreign Language.
Chapter I, Introduction presents the background to the study, aims, scope,
significant and structure of the study.
Chapter II, Literature Review discusses theoretical background which include
related concepts and fields such as definition of pronunciation, the importance of
pronunciation in language teaching, some common methods in teaching
pronunciation such as Traditional Methods and Communicative Language Teaching
(CLT) and influencing factors in language teaching and learning. The role of
technology in language teaching and the review of previous studies are also
described in this Chapter.
Chapter III, Methodology defines theoretical framework, research questions,
information about participants, materials and data collection.

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Chapter IV, Results and Discussion explain the results and analysis of the data
collection.
Finally, Chapter V, Conclusion and Recommendation indicate major findings of
the study, implications, the study’s limitations and some suggestions for further
studies.

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CHAPTER II
LITERATURE REVIEW
This chapter discusses theoretical backgrounds which include related concepts and
fields such as definition of pronunciation, the importance of pronunciation in
language teaching, some common methods in teaching pronunciation such as
Traditional Methods and Communicative Language Teaching (CLT), influencing
factors in language teaching and learning, the role of technology in language
teaching and the review of previous studies.
2.1. Theoretical background
2.1.1. What is “pronunciation”?
The simplest definition of the term ‘pronunciation’ can be found in Oxford
dictionary, which says that pronunciation is simply “the way in which a word is
pronounced” (Oxford, 1948, p.1209).
Paulston & Burder (1976) defined pronunciation as the production of a sound
system which does not interfere with communication either from viewpoint of the
speakers or the listeners. Another definition of pronunciation from Otlowski (1998)
is that it is the way of uttering a word in an accepted manner. According to Richard
and Schmidt (2002), pronunciation is the method of producing certain sounds.
However, Dalton and Seidlhofer (1994) so far have made a more detailed definition
of this term. They defined that pronunciation, in general, is the production of
significant sound in two senses. Firstly, pronunciation can be considered the
production and reception of sounds of speech because it is used as part of a code of
a particular language. In another sense, pronunciation can be referred to as the acts
of speaking as it is used to achieve meaning in contexts of used.
2.1.2. The importance of pronunciation in language teaching
The way we speak is said to reveal some of our identity features with the people
around us. Learners with good pronunciation and roughly good command of
English are more likely to be understood even though their speech may carry some
grammatical mistakes. In some cases, good pronunciation of individual words is
enough for the success of communication, whereas learners whose pronunciation is

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