R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

doi:10.21203/rs.3.rs-4256268/v1

Download PDF

Research Article

R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

https://doi.org/10.21203/rs.3.rs-4256268/v1

This work is licensed under a CC BY 4.0 License

You are reading this latest preprint version

This research employs reflective writing to aid Vietnamese EFL tertiary-level learners in deepening their understanding of English pronunciation by gaining insights into their individual learning experiences. Using an explanatory mixed-methods design, the study involved 94 English-major undergraduates. Quantitative dataset included students’ test scores to assess the learners’ pronunciation ability and the impact of reflective practice on their proficiency in this area. Qualitative dataset consists of the learners’ reflective writings, the thematic analysis of which elucidates the learners’ pronunciation problems, shedding light on their learning journey, specifically their general attitude towards English pronunciation development, the challenges they encounter, the teachers’ instructional approaches, the social and educational context, and the resources, and their voices on how to improve English pronunciation in a foreign context. Results affirm the positive effects of reflective writings on learning outcomes, highlighting students’ active engagement in their educational environment. The study discusses the key values of reflection in higher education using the acronym R.F.L.E.C.T (Realization, Facilitation, Learning, Enhancement, Empowerment, Critical Thinking, andTransformation). While conducted in the context of EFL education in Vietnam, the findings contribute significantly to the international literature on reflective practices, particularly in the teaching and learning of English pronunciation among EFL/ESL learners.

Reflection

Reflective writing

English pronunciation

Vietnamese learners

Pronunciation plays a pivotal role in the acquisition process of English as a second/foreign language (ESL/EFL), representing a tangible reflection of students' speech and a key element of their identities in the acquisition of a second language (Vitanova & Miller, 2002). Clear pronunciation is a fundamental prerequisite for effective oral communication, crucial for successful language acquisition (Derwing & Munro, 2015; Jones, 2018). Scholars have emphasized the detrimental effects of incorrect pronunciation on oral interactions. Insufficient proficiency in pronunciation not only undermines learners' confidence but also discourages their active participation in spoken communication (Gilakjani, 2012). Consequently, substandard pronunciation can impede learners' social, academic, and professional progression.

Previous studies have extensively documented the benefits of enhancing self-awareness and nurturing self-monitoring skills in pronunciation learning (Kennedy et al., 2014; Yule et al., 1987), emphasizing its role in fostering autonomous and proficient learners. Notably, the cultivation of self-awareness and self-correction skills has been highlighted as crucial for refining pronunciation in foreign language settings, as evidenced in the context of Vietnam (Nguyen & Newton, 2020). Morley (1994) stresses the incorporation of learner self-involvement and strategy training into pronunciation instruction and states that students should actively engage in their learning process by being equipped with the ability to self-assess and monitor their learning for ongoing development. Vitanova and Miller (2002) also emphasize the importance of recognizing learners as socio-culturally and emotionally complex individuals to truly comprehend their needs. Their study illustrates how reflections can serve as a tool to heighten students' awareness in the pronunciation classroom, providing a platform for expressing their beliefs and concerns about pronunciation learning and teaching.

However, existing literature on English pronunciation primarily concentrates on teachers' perceptions, methodologies, and professional development, leaving the issues concerning learners' cognitive, social, and affective factors associated with pronunciation learning largely unexplored. Therefore, this study aims to bridge this gap in the current scholarship. The present study seeks to examine the impact of incorporating reflection as a tool to enhance learners' pronunciation abilities and promote self-awareness and self-monitoring abilities among EFL learners during their pronunciation development in a specific setting of EFL education in Asia. Examining students' perspectives in specific contexts, such as Vietnam, gains significance given the limited specialized training in pronunciation instruction and the minimal attention devoted to English speaking and pronunciation in classrooms (Uchida & Sugimoto, 2020). Equipping students with the ability to critically examine their language learning procedures is essential for fostering their continued development beyond the classroom setting (Vitanova & Miller, 2002). This study addresses two research questions: (1) How proficient is the Vietnamese EFL tertiary-level students’ pronunciation and to what extent does the incorporation of reflective writing as a pedagogical tool contribute to enhancing their English pronunciation? And (2) What do students' authentic voices and perspectives, as captured through their reflective writings, reveal about their experiences with English pronunciation learning?

Reflection: Definitions and Categories

The concept of reflection and reflective writing has been approached from various perspectives. While there may be nuanced distinctions in the definitions of reflection, all these perspectives emphasize the role of reflective thinking and practices in facilitating continuous learning and fostering personal and professional growth for the individuals involved. According to Schön (1983), a classic authority on reflective practice, reflection entails the act of taking a step back, analyzing, and evaluating an action, experience, or emotion. Seibert and Daudelin (1999) define reflection as a cognitive activity aimed at comprehending an experience. Dinkelman (2003) emphasizes that reflection is a self-directed inquiry where individuals systematically examine their own practices. In the realm of education, reflection is acknowledged as a multifaceted and purposeful process involving critical thinking and interpretation of experiences for the purpose of learning (Morrison, 1996). Moon (2007, p. 192) provides a working definition tailored to the formal educational environment to address the constraints and circumstances that may arise within these settings:

Reflection/reflective learning, or reflective writing in the academic context, is also likely to involve a conscious and stated purpose for the reflection, with an outcome specified in terms of learning, action or clarification. It may be preceded by a description of the purpose and/or the subject matter of the reflection. The process and outcome of the reflective work is most likely to be a represented (e.g. written) form, to be seen by others and to be assessed. All of these factors can influence its nature and its quality.

Schön (1983) distinguishes between 'reflection-in-action' and 'reflection-on-action.' 'Reflection-in-action' involves applying implicit knowledge in the moment to navigate experiences, while 'reflection-on-action' involves retrospective contemplation afterward. Cowan (1998) adds 'reflection-for-action,' reflecting to plan future actions. These forms will underpin students' reflective writings in this study.

Reflection takes personal, professional, or academic forms. Personal reflection focuses on individual experiences, while academic or professional reflection is deliberate and often evaluative (Ryan & Ryan, 2013). Academic reflection aims to effect change, combining text genres like recounting, description, explanation, and discussion.

Reflection in Higher Education

Reflection as a significant approach in higher education is a well-established paradigm, aligning with the key skills agenda within the academic domain. Chan et al. (2021) noted the growing popularity of written reflections for assessing experiential learning outcomes, which is now standard practice in most higher education institutions, such as in the context of built environment professional disciplines and teacher education programs (Grossman, 2008; Hume, 2009). The growing utilization of reflective writing, exemplified by the incorporation of 'learning journals' and personal development plans (Moon, 2006), demonstrates an evolving trend within the tertiary setting. This development is accompanied by a narrative approach, facilitated by templates for comprehensive analysis and interpretation (Brockbank & McGill, 2007), and the fostering of dialogue or feedback for progression through the experiential learning cycle (McDrury & Alterio, 2002).

The practice of reflection holds significant value as a pedagogical tool, fostering multifaceted benefits for students' growth and intellectual development. It serves as a bridge, connecting prior knowledge with new insights and facilitating the integration of course content with practice, as highlighted by McGuire et al. (2009). Its integration into various professional disciplines emphasizes the recognition of reflective learning skills as fundamental in initial training (Brockbank & McGill, 2007). Reflective practices contribute significantly to improving students' lifelong learning and professional skills, enabling effective problem-solving in various fields (Rogers, 2001). Especially in teacher education, it promotes personal growth, transformative learning, and critical thinking (Ryan, 2013), fostering active learning, self-awareness, and professional identity (McGuire et al., 2009; Moussa-Inaty, 2015).

Among tertiary students, reflection transforms acquired knowledge into actionable insights (Ertmer & Newby, 1996). Kalantzis and Cope (2008) advocate for an academic reflection framework rooted in transformative learning approaches, redefining pedagogy as a process of knowledge transformation. Reflection empowers students to challenge ideologies and see themselves as proactive learners, driving meaningful change (Taylor, 2006).

In EFL education, reflective writing improves academic performance, enhancing writing, vocabulary, critical thinking, and cohesive devices usage (Kim & Park, 2019). It develops higher-order cognitive skills, enabling effective expression of ideas and emotional articulation, fostering self-discovery and metacognitive competencies.

Previous studies

Previous studies have highlighted the positive impact of integrating reflective practices in educational settings. For instance, Sen (2010) examined reflective written work by postgraduate management students specializing in librarianship at the University of Sheffield. Using quantitative analysis, the study identified a significant correlation among seven of eight assessed outcomes, including academic learning, self-improvement recognition, tangible self-improvement, critical assessment, self-awareness of cognitive processes, decision-making, and personal empowerment. The participants viewed reflection as beneficial for individuals, groups, and professional contexts.

Other studies focus on methodologies for integrating and assessing reflective practices. Chan et al. (2021) investigated evaluation methods used by university educators in Hong Kong for reflective assessments. Heron and Corradini (2023) discussed scaffolding's generic features and importance for teachers involved in professional reflective writing. Moussa-Inaty (2015) aimed to enhance learners' reflective skills, finding that most students favored using guiding questions and demonstrated significant improvements in reflection quality.

In the context of EFL learning, Sudirman et al. (2021) showcased how reflective journal writing improves students' writing skills, promotes critical analysis, and aids self-exploration. Similarly, Ramlal and Augustin (2020) emphasized the benefits of reflective writing for students' cognitive and linguistic development, though they did not evaluate lesson content retention. Ghanizadeh (2017) explored critical and reflective thinking's impact on academic achievement among EFL learners using questionnaires. Ayan and Seferoğlu (2011) focused on the advantages of electronic portfolios in nurturing reflective thinking skills among pre-service teachers, while Yilmaz and Keser (2016) noted the positive link between reflective practices and learning outcomes in distance education programs, though the depth of cognitive processes assessed remained somewhat ambiguous. Collectively, these studies affirm the importance of integrating reflective practices in EFL education for fostering critical thinking, metacognitive skills, and academic progress.

While reflections are commonly integrated into other methodologies, they are not conventionally implemented in the context of pronunciation instruction, with Vitanova and Miller (2002) and Nhat and Van Le (2023) being the few studies in this domain.

Vitanova and Miller (2002) demonstrated how reflections can heighten students' awareness in the pronunciation classroom, allowing them to express beliefs and concerns about pronunciation learning and teaching. Their study involved diverse students from various language backgrounds and academic majors enrolled in a graduate pronunciation course at a mid-western university. Data were collected from three pronunciation classes over three quarters, revealing students' feelings of inadequacy, frustration, and despondency affecting the learning process. Detailed phonetic/phonological instruction and metacognitive strategies proved beneficial, highlighting the significance of socio-affective factors in pronunciation learning.

Nhat and Van Le’s (2023) mixed-methods exploratory study examined reflective writing in EFL undergraduates studying phonetics and phonology, using tailored prompts to foster a comprehensive grasp of the subject contents, and encouraging the use of higher-order thinking skills (HOTS). Students wrote reflections biweekly over ten weeks, and interviews gathered their perspectives. Reflective writing significantly enhanced content retention, attributed to deeper understanding and HOTS engagement. Reflective writing not only enhanced deep learning but also had a positive impact on surface learning. Engaging in reflective writing instigated students' intrinsic motivation and prompted the utilization of HOTS. The authors argued that critical reflection also boosted intrinsic motivation and improved written communication skills, shaping students' attitudes toward the subject.

Research context and participants

The study employed an explanatory mixed-method design and was conducted in the Faculty of Foreign Languages at a public university in Vietnam, focusing on the mandatory English Phonetics and Phonology module. This module, integral to the English major degree program, aimed to improve students' comprehension and reproduction of English speech sounds and patterns, with Roach's (2000) "English Phonetics and Phonology" as the main textbook. The ten-week course, held from April to May 2023, comprised two sessions per week, taught by one of the authors.

Participants comprised 113 third-year undergraduates majoring in English, selected via convenience sampling based on availability and willingness. They were from two of seven Phonetics and Phonology classes during the Spring 2023 Semester: A06 (n = 56) and A07 (n = 57). These students shared similar academic backgrounds and English proficiency levels, with limited prior reflective writing experience. In the final week of the course, participants were emailed for consent to utilize their recordings, scores, and reflective writings for research purposes; emphasis was placed on voluntary participation and confidentiality. Thirteen students from A06 and seven from A07 who did not respond were excluded, resulting in a final participant count of ninety-four.

Data collection and data analysis

The study consists of two datasets: one quantitative, comprising pre-test and post-test scores from two groups; the second dataset comprises students' reflective writings.

Quantitative data

Pronunciation assessments were conducted in the first and final weeks of the course. The pre-test gauged initial pronunciation skills, while the post-test evaluated the impact of reflective writing on pronunciation improvement. Participants orally articulated a designated passage in English and submitted recordings for evaluation. The same passage, Abraham Lincoln's letter to his son's teacher, was used in both tests for direct comparison due to its linguistic appropriateness and educational themes.

The evaluation of recordings used a consistent analytic rubric focusing on four features: accuracy, sentence stress, intonation, and aspects of connected speech (including rhythm, elision, and linking), aligned with course topics. Assimilation was deliberately omitted from assessment, as this phonological aspect is typically more noticeable in casual and rapid speech rather than in deliberate aloud reading scenarios. Each feature was scored out of 2.5, totaling a maximum of 10 for the overall assessment.

Previous research has emphasized various factors affecting EFL pronunciation evaluation, including raters' language background (Winke et al., 2013), linguistic understanding (Isaacs & Thomson, 2013), target language proficiency (Foote & Trofimovich, 2018), experience in EFL learning (Saito et al., 2019), and EFL teaching background (Tsunemoto et al., 2023). To mitigate potential biases, two external Vietnamese college lecturers, both females, holding MA degrees in Applied Linguistics, were invited to rate the recordings. One has sixteen years of experience teaching Speech Training and the other has eleven years of teaching Speech Training and English Phonology to the Vietnamese undergraduates majoring in English.

The evaluations were conducted independently for four specified aspects, and scores were recorded for each student. The assessments from both evaluators underwent internal consistency checks, with Cronbach’s α indicating satisfactory results for each aspect: pronunciation accuracy of sounds (α = .83), placement of sentence stress (α = .87), intonation patterns (α = .81), and elements of connected speech (α = .79). Following this, pronunciation evaluations were averaged across all 94 students individually, enabling criterion-based comparisons.

Scores from both the pre- and post-tests were collected and analyzed to assess students' pronunciation ability. A quantitative statistical analysis initially evaluated their pronunciation skills, followed by paired sample t-tests to measure differences between pre- and post-test scores, exploring the influence of theoretical lectures on students’ pronunciation competence. Finally, an independent sample t-test assessed if incorporating reflection writing positively impacted students’ pronunciation proficiency.

Qualitative data

In this study, reflection is conceptualized as a cognitive process involving deep thought about a specific experience to improve performance (Moon, 2004; Moussa-Inaty, 2015). Reflective practice aimed to connect abstract concepts with personal learning experiences, crucial for effective pronunciation development (McCarthy, 2011). Reflective writing, utilizing open-ended prompts (See Appendix), was employed. The participants, native Vietnamese speakers, wrote their reflections in English, the main language of instruction. Class A06 engaged in reflective writing, while Class A07 served as the control group.

Reflective writings, submitted voluntarily, did not contribute to overall assessment. Submissions were made electronically via Google Classroom. After an announcement during the final meeting and subsequent email, 44 students from Class A06 consented to their reflections being used for research (77.2% response rate). Each writing was coded with the student’s final initial followed by the last four digits of his or her student ID. A total of 132 reflective pieces, averaging 324 words each, underwent qualitative analysis, totaling approximately 60,300 words.

The study utilized thematic analysis, a cyclical and iterative process of identifying and refining themes to analyze the qualitative dataset (Creswell & Poth, 2017). Initial themes emerged during the reading process and were refined iteratively. Each author independently tested themes on ten texts, consolidating findings and establishing agreed-upon themes for coding another set. Analysis of all pieces was conducted independently by the two authors. Disagreements were resolved through discussions. Seven final themes were identified. Data were coded based on these themes, achieving an inter-coder agreement exceeding 87%, meeting an acceptable threshold (Neuendorf, 2002).

Students’ Pronunciation Ability and Impact of Reflective Writings

Table 1 Mean, Standard Deviation, and p-value of Pre- and Post-tests of Class A06

Feature evaluated	Pre-test	Post-test	p
	Mean (SD)	Mean (SD)
Accuracy	1.148 (0.556)	1.534 (0.150)	0.000
Sentence stress	1.148 (0.556)	1.818 (0.495)	0.000
Intonation	1.182 (0.540)	1.898 (0.489)	0.000
Aspects of connected speech	0.989 (0.511)	1.716 (0.423)	0.000
Overall score	4.466 (1.850)	6.966 (1.682)	0.000

Table 2 Mean, Standard Deviation, and p-value of Pre- and Post-tests of Class A07

Feature evaluated	Pre-test	Post-test	p
	Mean (SD)	Mean (SD)
Accuracy	1.130 (0.568)	1.370 (0.676)	0.000
Sentence stress	1.100 (0.495)	1.430 (0.495)	0.000
Intonation	1.208 (0.525)	1.600 (0.452)	0.000
Aspects of connected speech	1.060 (0.531)	1.550 (0.443)	0.000
Overall score	4.490 (1.920)	5.950 (1.855)	0.000

Statistical analysis (Table 1 and Table 2) reveals a significant enhancement in all features and the overall pronunciation performance of the students in both classes following the completion of the course on phonetics and phonology. There was a notable advancement from the pretest to the posttest, evident in the mean score increasing from 4.466 and 4.490 to 6.966 and 5.950 for Classes A06 and A07, respectively, out of a possible 10. Despite this improvement, the mean scores suggest a relatively modest proficiency level in pronunciation among the students. With a pretest mean score below 5 out of 10, it is apparent that, on average, students' pronunciation skills fell short of a satisfactory standard, indicating potential challenges across various aspects of pronunciation. Although there was a marked enhancement in pronunciation proficiency, the posttest means scores remaining well below the maximum of 10 highlight the existence of areas warranting further development in pronunciation skills among the students.

Table 3 presents a comparison of pretest and posttest scores for pronunciation skills between the experimental group and the control group. In the pretest phase, the experimental group demonstrated slightly higher mean scores across most variables compared to the control group, albeit without statistical significance, as indicated by p-values ranging from 0.549 to 0.935. However, in the posttest phase, significant improvements were evident in several aspects for the experimental group. Particularly noteworthy are the marked enhancements in Sentence Stress (M = 1.818, SD = 0.495), Intonation (M = 1.898, SD = 0.489), Aspects of Connected Speech (M = 1.716, SD = 0.423), and accordingly Overall Score (M = 6.966, SD = 1.682), with p-values < 0.05, signifying substantial gains. Conversely, while the experimental group displayed higher mean score in Accuracy (M = 1.534, SD = 0.150) compared to that of the control group (M = 1.370, SD = 0.676), the difference did not reach statistical significance (p = 0.162). These findings suggest that writing reflections had a notable impact on improving certain aspects of pronunciation skills, highlighting the benefits of the incorporation of reflection practice in this theoretical module in enhancing specific linguistic competencies.

Table 3 Pretest and Posttest Comparison between Experiment and Control Groups

Feature	Pre-test				Post-test
	Experiment Group - A06 (n = 44)	Control Group – A07 (n = 50)		p		Experiment Group – A06 (n = 44)	Control Group – A07 (n = 50)		p
	Mean (SD)	Mean (SD)				Mean (SD)	Mean (SD)
Accuracy	1.148 (0.556)		1.130 (0.568)	0.789		1.534 (0.150)		1.370 (0.676)	0.162
Sentence stress	1.148 (0.556)		1.100 (0.495)	0.579		1.818 (0.495)		1.430 (0.495)	0.000
Intonation	1.182 (0.540)		1.208 (0.525)	0.893		1.898 (0.489)		1.600 (0.452)	0.000
Aspects of C. S.	0.989 (0.511)		1.060 (0.531)	0.549		1.716 (0.423)		1.550 (0.443)	0.033
Overall score	4.466 (1.850)		4.490 (1.920)	0.935		6.966 (1.682)		5.950 (1.855)	0.007

Students' perspectives about their experiences with English pronunciation learning

The seven themes identified from the thematic analysis of the reflection writings unveil a wealth of insights into the realm of pronunciation pedagogy in the educational context of Vietnam from the perspectives of the learners as the active agents in the teaching and learning process.

General attitude towards English pronunciation learning

Learners universally recognize pronunciation's vital role in effective communication. They emphasize the transformative role of pronunciation, often realized after encountering communication barriers despite possessing extensive vocabulary knowledge. Learners advocate for prioritizing pronunciation in EFL learning, emphasizing its significance for achieving proficiency and fluency in English communication.

Learners stress the importance of dedication, practice, and teacher support in this endeavor. Despite initial difficulties, gradual improvement leads to enhanced confidence. The journey involves overcoming communication obstacles posed by foreign accents, with phonics lessons proving particularly beneficial for refining sound distinction and pronunciation. However, some students express insecurity and concern regarding their pronunciation and overall language proficiency. Despite their efforts, they lack confidence in their pronunciation abilities and harbor worries about their language comprehension. This uncertainty reflects a common sentiment among language learners striving to enhance their pronunciation skills and overall language proficiency, acknowledging the need for extensive practice and identifying pronunciation errors.

Challenges

EFL learners face a variety of challenges in mastering pronunciation. Many struggle to distinguish sounds accurately. Difficulties with stress and intonation can significantly impact communication clarity, as stress variations can alter word meanings. Additionally, muscle control required for precise pronunciation, particularly when it differs from the learner's native language, poses challenges. Despite extensive English learning, some learners still struggle with pronunciation, especially with sounds absent from Vietnamese. The complexities of English pronunciation, including stress, intonation, and articulation, remain persistent hurdles for learners, even those with extensive language study experience.

Teachers

EFL learners express varied experiences with English pronunciation teachers. Some highlight positive experiences with instructors who utilize interactive methods, such as practicing pronunciation symbols and gradually increasing reading speed for effective memorization. Others mention seeking private tutors or benefiting from interactions with both Vietnamese and foreign instructors to improve pronunciation, receiving guidance on intonation, stress placement, and natural speech patterns.

Social and educational context

The social and educational context in Vietnam significantly impacts English pronunciation among EFL learners. The lack of opportunities to practice English and limited exposure to native speakers hinder the development of a natural accent and intonation. Furthermore, phonetic transcriptions in textbooks often deviate from the original pronunciation, leading to confusion and mispronunciation among students. The practice of using Vietnamese spelling for foreign proper names in Vietnamese textbooks further complicates pronunciation, reinforcing incorrect pronunciation patterns.

How the learners have been instructed to develop English pronunciation

The reflection writings reveal a varied landscape of English pronunciation instruction in primary and secondary education. In primary classes, pronunciation teaching primarily involves teacher-led repetition, with some focus on specific pronunciation aspects like word endings. Additionally, students recall activities such as singing songs related to vocabulary themes. Teachers predominantly correct individual sound errors at the word level. There are limited opportunities for practice and correction. Moreover, the lack of standardization among teachers' pronunciation models and a predominant focus on grammar and vocabulary contribute to inconsistencies and challenges in pronunciation development.

To address the constraints in formal classes, findings regarding how Vietnamese EFL learners independently improve their English pronunciation after formal classes reveal a diverse array of strategies and techniques. They employ a combination of active listening, imitation, self-assessment, and targeted practice to enhance their English pronunciation skills independently. Many learners engage with multimedia resources like YouTube, TikTok, and English movies, which provides them with engaging resources to imitate native speakers' pronunciation and intonation patterns. Some learners work with native speakers directly or participate in conversation groups to receive feedback and practice speaking. Additionally, self-recording and self-assessment play a significant role, with learners regularly recording themselves speaking, comparing their pronunciation to native speakers, and identifying areas for improvement. Some learners also mention utilizing resources like IPA charts to understand phonetic transcriptions and practice pronunciation systematically. Furthermore, activities such as shadowing native speakers, singing along to English songs, and incorporating English into daily routines contribute to gradual pronunciation improvement.

Upon entering university, Vietnamese EFL learners are equipped with essential knowledge and techniques to improve their pronunciation accuracy and fluency. Teachers utilize resources like the IPA to help students understand and reproduce English sounds accurately. Additionally, learners are introduced to sound-producing systems, enabling them to comprehend the physiological mechanisms behind sound production. Practical activities, such as recording and practicing pronunciation, reviewing vocabulary with IPA transcriptions, and engaging in small group discussions, reinforce pronunciation skills. Furthermore, learners appreciate courses that provide opportunities to practice listening and speaking extensively.

The resources

Regarding the students' evaluation and attitudes towards assessable materials on pronunciation, they express positive views on certain free online resources while displaying negative sentiments towards the English textbooks officially used in the national educational system. Generally, the descriptions provided by EFL students about the English 1-12 series reveal some critical perspectives, including concerns about the absence of clear phonetic transcriptions, insufficient explanations, and a perceived need for greater emphasis on pronunciation from an early stage. These critiques imply dissatisfaction with the materials' clarity and inclusivity, particularly when contrasted with the more comprehensive and accessible approaches found in modern textbooks.

The participants highly appreciate "Family and Friends" series for its effective methodology in improving pronunciation skills due to its structured framework, clear sound illustrations, and practical exercises, albeit noting occasional gaps in pronunciation coverage. Similarly, "Ship or Sheep" earns high praise for its thorough treatment of vowel and consonant sounds, systematic organization, engaging exercises, and clear presentation of pronunciation rules and examples. Despite minor drawbacks such as limited illustrations and verbose lessons, students highly value the "American Accent Training" series for its comprehensive approach, including extensive exercises, CD accompaniment, nationality guides, and theoretical explanations. Likewise, they appreciate "Mastering the American Accent" for its detailed instruction and focus on correcting common pronunciation errors, finding it suitable for beginners. "English Pronunciation in USA" is lauded for its structured learning routes, detailed explanations, and diverse practice exercises, emphasizing the importance of muscle training and listening practice. Furthermore, undergraduates regard "English Pronunciation in Use" as a comprehensive guide, highlighting its clear organization, detailed explanations, practical exercises, and audio support, although some find certain sections challenging due to advanced vocabulary. Lastly, students highly praise "Better English Pronunciation" by J.D. O'Connor for its comprehensive coverage, clear explanations, organized units, helpful illustrations, and audio resources, making it a valuable resource for intermediate learners.

Besides the books, EFL learners utilize a variety of resources to improve their pronunciation skills. Many leverage smartphone apps like "Elsa Speak," "Duolingo," and "EVA" for real-time feedback and interactive speaking exercises. Online platforms such as Forvo and Pronunciation Coach provide access to native speaker recordings, while educational videos on platforms like YouTube offer visual aids for understanding mouth positioning and pronunciation techniques. Some learners also engage in language exchange apps like Paltalk to practice with native speakers and receive personalized feedback. However, they caution against relying too heavily on automated tools like Google Translate, emphasizing the importance of dedicated pronunciation learning.

Suggestions on how to improve English pronunciation

The participants’ suggestions for improving English pronunciation can be grouped into six categories: (1) Practice and Exposure: Recommendations emphasize the importance of regular practice, exposure to native speakers through various media like movies, songs, and apps, and engaging in activities such as presentations and storytelling to enhance pronunciation skills. (2) Utilizing Resources: Suggestions are concerned with utilizing resources such as textbooks with audio recordings, pronunciation apps, websites, and materials incorporating phonetic symbols to aid in understanding and reproducing sounds accurately. (3) Studying IPA: Suggestions include learning the International Phonetic Alphabet (IPA) and practicing pronunciation based on IPA representations. (4) Seeking Feedback and Support: Learners are encouraged to seek feedback from native speakers, utilize CDs and audio recordings for comparison, and engage in self-assessment to identify areas for improvement. (5) Educational System and Teacher Training: Calls for improvements within the educational system include providing additional classes focused on phonetics and pronunciation, training teachers adequately, and incorporating more attention to pronunciation within the curriculum. (6) Confidence Building.

In this study, reflection was used for two-fold aims – to explore its impact on tertiary-level learners’ English pronunciation and to gain insight into their depicted pronunciation learning experience.

Improved pronunciation scores in both classes after completing the course on phonetics and phonology might be explained by the fact that the same passage was used in both pre- and post- tests, which entailed students’ apparent more experience and expertise after their first attempt in the pre-test. The notable advancement in their pronunciation abilities could also be attributed to a deeper knowledge of the pronunciation concepts which had been gained from the theoretical module and likely applied in their performance. However, the mean scores indicate a comparatively low proficiency level in pronunciation among the students. The finding shows that on average, students' pronunciation skills fall short of a satisfactory standard. Despite the noticeable increase in the posttest mean scores, the discernible gap between the mean scores and the maximum achievable score suggests the existence of areas warranting further development in pronunciation skills.

Regarding the influence of reflective writing on academic progress, our study uncovers a compelling connection between engaging in reflective writing and the enhancement of pronunciation skills. This discovery aligns partially with the findings of Nhat and Van Le (2023), where academic outcomes was assessed in terms of retaining theoretical knowledge. Their study convincingly argued that reflective writing not only fosters deep learning but also bolsters students’ motivation and reshapes their attitudes towards the subject matter.

The observed positive correlation between writing reflections and an increase in pronunciation scores might be attributed to the measures prudently followed when we integrated writing reflections in Class A06. As cautioned in previous studies (e.g., Chan et al., 2021), several strategies were implemented to build a supportive environment and facilitate students' deep engagement in the higher levels of the reflective process. Initially, we provided exemplars showcasing exemplary reflective writing. These exemplars were drawn from previous years and represented varying degrees of reporting, responding, relating, reasoning, and reconstructing as outlined by Moon (2004), Bain et al. (2002), and Grossman (2008). Additionally, we followed the structuring strategy (McGuire et al., 2009) to facilitate the reflective process to enhance learning. This structuring included providing specific prompts or questions to focus student examination of issues most relevant to course content (See Appendix). Another crucial measure was that the students were granted ample and flexible time for submitting their reflections. Throughout the ten-week course, they were tasked with completing just three reflections. While late submissions incurred no penalties, students were encouraged to submit their work within two weeks. Constructive feedback was delivered, addressing both the quality of the reflections and the contents, focusing on the students’ learning experiences and their attitudes towards their learning journey.

Writing reflections also allow students to use background materials relevant to their individual learning experiences (Hashemi & Mirzaei, 2015). In their reflective writings, the learners draw on background materials to deepen their understanding of the theories they were studying. For instance, they relate theoretical concepts to their own speaking and pronunciation skills. This allows the student to engage more deeply with the course material and make connections between theory and practice in their own learning journey.

Regarding the students’ perspectives on their pronunciation learning journey, the results of our investigation align with Vitanova and Miller's (2002) findings, confirming the pivotal role of reflective practices in heightening students' awareness within the realm of pronunciation pedagogy. This current study affirms that fostering a space for students to articulate their beliefs and concerns significantly enhances their engagement and comprehension. Notably, while Vitanova and Miller's study encompassed participants from diverse linguistic and academic backgrounds at a mid-western university, our research differs in its focus on participants sharing homogeneous linguistic, educational, and socio-cultural backgrounds. Despite this distinction, our findings resonate with theirs, revealing a common thread of negative attitudes among students towards their pronunciation learning experiences - feelings of inadequacy, frustration, and despondency prevail. Furthermore, our study reinforces Vitanova and Miller's insights into the pronounced influence of social and educational factors on pronunciation acquisition. Aligning with their earlier findings, the present study reaffirms the effectiveness of detailed instruction and metacognitive strategies in improving pronunciation acquisition.

The learners' awareness of the crucial importance of pronunciation corresponds with previous studies involving EFL Vietnamese undergraduates (Nguyen, 2019; Nguyen et al., 2021). The students perceived proficient pronunciation as vital for oral communication, enhancing listening, speaking, confidence, and test performance. This finding is also consistent with results from studies conducted in alternative educational settings, as documented by Gilakjani (2012), emphasizing pronunciation's role in communicative effectiveness over grammatical precision.

The concern that Vietnamese secondary EFL teachers primarily prioritize teaching vocabulary and grammar while neglecting pronunciation corresponds with Nguyen's (2019) findings. These students articulated a clear demand for more structured and comprehensive pronunciation instruction, indicating a desire for explicit and systematic lessons in this area. This discovery reinforces the argument that pronunciation holds significant importance in ESL/EFL education, as advocated by various scholars (Derwing, 2018; Foote et al., 2016; Jones, 2018). Students' written reflections also highlighted socio-psychological factors in pronunciation acquisition, addressing a gap identified by Vitanova and Miller (2002) in pronunciation research and pedagogy.

Altogether, this finding aligns with the assertion regarding the advantages of reflective writing in existing research on reflective practices within educational settings. Reflective practice cultivates heightened self-awareness, understanding of social interactions, and grasp of situations they encounter and foster transformative thinking (Moussa-Inaty, 2015; Sen, 2010). The reflective essays by the students demonstrate how reflection is a dynamic process, elucidating their examination of past events, assessment of current emotions and understanding, and gaining insight into socio-cultural educational contexts (Power, 2017), as well as consideration of future paths. Sen (2010) contends that engaging in reflective writing empowers individuals to fully utilize their experiences by encouraging them to critically analyze their experiences within the context of theoretical frameworks, a notion supported by McGuire et al. (2009).

This study sought to enhance the Vietnamese EFL tertiary learners’ pronunciation and illuminate their views on their pronunciation learning process using reflective writings. It has provided insights into the undergraduates’ pronunciation abilities as well as their perspectives on the learning and development of English pronunciation in the EFL context of Vietnam. The findings highlight the pressing need for ongoing initiatives aimed at improving students' pronunciation skills to achieve a greater level of proficiency. The study also confirms the positive impact of writing reflections on the learners’ pronunciation skills. We concur with Tsunemoto et al.’s (2023) proposal, advocating for the provision of opportunities within higher-education environments for pre-service teachers to engage in self-reflective practices and critically assess their existing beliefs about ESL/EFL pronunciation teaching, learning, and assessment.

In this study, although pronunciation ability was holistically evaluated basing on four features, a plausible limitation is the use of aloud focused reading of the same passage in both pre- and post-tests. Familiarity with the passage from the pre-test could have influenced participants' pronunciation in the post-test, potentially skewing the results. Using a single passage may not fully capture learners' pronunciation skills and variations in real-world contexts. Future research could explore the impact of writing reflections on delayed tests and spontaneous speech to assess the effectiveness of this pedagogical tool in retaining and applying theoretical content. Employing different passages for pre- and post-tests could mitigate the influence of familiarity and improve the validity of findings.

The results suggest the need for further exploration of integrating reflective practice over extended periods and with larger samples across various linguistics modules. Engaging in reflective writing can bridge the gap between theoretical concepts and real-world applications, enhancing understanding and language development experiences.

From the results and discussion presented in this study, we would offer R.F.L.E.C.T as an acronym of the key values of reflection, standing for Realization, Facilitation, Learning, Enhancement, Empowerment, Critical Thinking, and Transformation, supporting the necessity for higher education to better equip EFL students in reflective writing. Developing reflection skills in higher education is imperative for preparing students for both their immediate needs, and their long-term professional growth and self-development (Chan et al., 2021; Hume, 2009; McGuire et al., 2009). By fostering a culture of critical reflection across modules within one faculty or/and across faculties, providing scaffolding, and offering professional development for educators, universities can effectively equip students with the necessary skills for success in an ever-changing world (Bain et al., 2002).

Author Contribution

T.N.M.N has made the following contributions:- designing the study; - collecting, analyzing, and interpreting the data; - drafting the manuscript;- agreeing to be personally accountable for the authors' contributions and to ensure that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.H.T.T.H has made the following contributions:- analyzing and interpreting the data; - revising the manuscript;

Acknowledgement

Acknowledgements: The authors express sincere gratitude to Ms. Nguyen Hoang Thuy Linh for her invaluable expertise in conducting the professional analysis of the quantitative data, which significantly enriched the research findings.We also extend our heartfelt appreciation to our esteemed colleagues at Quy Nhon University, Ms. Nguyen Hoai Dung and Ms. Ha Thi Thanh Thuy, for their meticulous marking of the participants' recordings. Their dedication ensured the accuracy and reliability of the data, contributing immensely to the quality of this study.

Data Availability

Availability of data and materials: The datasets utilized and analyzed during the current study are not publicly available due to the confidentiality agreement with the participants. However, these datasets are available from the corresponding author upon reasonable request. All students involved in the research provided voluntary consent for the utilization of their recordings, scores, and reflective writings as research data. Participation was entirely voluntary, and students were informed about the study's purpose during the final week of the course. Students granted permission for the use of their data with the understanding that their confidentiality would be upheld throughout the study.

Ayan, D., & Seferoğlu, G. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies, 37(5), 513–521. https://doi.org/10.1080/03055698.2010.539782
Bain, J. D., Ballantyne, R., Mills, C., & Lester, N.C. (2002). Reflecting on practice: Student teachers’ perspectives. Post Pressed.
Brockbank, A. & McGill, I. (2007). Facilitating reflective learning in higher education. Buckingham: Society for Research into Higher Education and Open University Press.
Chan, C. K. Y., Wong, H. Y. H., & Luo, J. (2021). An exploratory study on assessing reflective writing from teachers' perspectives. Higher Education Research and Development, 40(4), 706–720. https://doi.org/10.1080/07294360.2020.1773769
Cowan, J. (1998). On becoming an innovative university teacher: reflection in action. Society for Research into Higher education and Open University Press.
Creswell, J. & Poth. C. (2017). Qualitative inquiry and research design: Choosing among five approaches, 4th ed. Sage Publications.
Derwing, T. M. (2018). The efficacy of pronunciation instruction. In O. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (1st ed., Vol. 1, pp. 320–334). Routledge. https://doi.org/10.4324/9781315145006-20
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24. https://doi.org/10.1007/BF00156001
Foote, J. A., & Trofimovich, P. (2018). Second language pronunciation learning: An overview of theoretical perspectives. In O. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (1st ed., Vol. 1, pp. 75–90). Routledge. https://doi.org/10.4324/9781315145006-6
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. Language Learning Journal, 44(2), 181–196. https://doi.org/10.1080/09571736.2013.784345
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y
Gilakjani, A. P. (2012). A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119-128.
Grant, M. J. (2007). The role of reflection in the library and information sector: a systematic review. Health Information and Libraries Journal, 24(3), 155–166. https://doi.org/10.1111/j.1471-1842.2007.00731.x
Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57(1), 15–22. https://doi.org/10.3200/CTCH.57.1.15-22
Hashemi, Z., & Mirzaei, T. (2015). Conversations of the mind: The impact of journal writing on enhancing EFL medical students’ reflections, attitudes, and sense of self. Proceedings of the 1^st Globelt Conference on Teaching and Learning English as an Additional Language, 199, 103-110. https://doi.org/10.1016/j.sbspro.2015.07.493
Heron, M., & Corradini, E. (2023). A genre-based study of professional reflective writing in higher education. Teaching in Higher Education, 28(3), 504–516. https://doi.org/10.1080/13562517.2020.1824178
Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research and Development, 28(3), 247–260. https://doi.org/10.1080/07294360902839859
Isaacs, T., & Thomson, R. I. (2013). Rater experience, rating scale length, and judgments of L2 pronunciation: Revisiting research conventions. Language Assessment Quarterly, 10(2), 135–159. https://doi.org/10.1080/15434303.2013.769545
Jones, T. (2018). Pronunciation with other areas of language. In O. Kang, R. I. Thomson, & J. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 370- 384). Routledge.
Kalantzis, M., & B. Cope. (2008). New learning: Elements of a science of education. Cambridge University Press.
Kennedy, S., Blanchet, J., & Trofimovich, P. (2014). Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79-96. https://doi.org/10.1111/flan.12066
Kim, Y. S. G., & Park, S. H. (2019). Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing. Reading and Writing, 32(5), 1319-1343. https://doi.org/10.1007/s11145-018-9913-y
Mair, C. (2012). Using technology for enhancing reflective writing, metacognition and learning. Journal of Further and Higher Education, 40(2), 147-167. https://doi: 10.1080/0309877X.2011.590583
McCarthy, J. (2011). Reflective writing, higher education and professional practice. The Journal for Education in the Built Environment, 6(1), 29–43. https://doi.org/10.11120/jebe.2011.06010029
McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge Falmer.
McGuire, L., Lay, K., & Peters, J. (2009). Pedagogy of reflective writing in professional education. Journal of the Scholarship of Teaching and Learning, 9(1), 93-107.
Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. Routledge.
Moon, J. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge.
Moon, J. (2007). Getting the measure of reflection: considering matters of definition and depth. Journal of Radiotherapy in Practice, 6(4), 191–200. https://doi.org/10.1017/S1460396907006188
Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317-332. https://doi.org/10.1080/03075079612331381241
Morley, J. (1994). A multidimensional curriculum design for speech-pronunciation instruction. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions. Bloomington.
Morrison, K. (1996) Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317-332. https://doi.org/10.1080/03075079612331381241
Moussa-Inaty, J. (2015). Reflective writing through the use of guiding questions. International Journal of Teaching and Learning in Higher Education, 27(1), 104-113. https://eric.ed.gov/?id=EJ1069801
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.
Neuendorf, K. 2002. The content analysis guidebook. Sage.
Nguyen, L. T. (2019). Vietnamese EFL learners’ pronunciation needs: a teaching and learning perspective. TESOLANZ Journal, 27, 16-31.
Nguyen, L. T., & Newton, J. (2020). Pronunciation teaching in tertiary EFL classes: Vietnamese Teachers’ beliefs and practices. TESL-EJ (Berkeley, Calif.), 24(1), 1.
Nguyen, L. T., Hung, B. P., Duong, U. T. T., & Le, T. T. (2021). Teachers’ and learners’ beliefs about pronunciation instruction in tertiary English as a foreign language education. Frontiers in Psychology, 12, 739842–739842. https://doi.org/10.3389/fpsyg.2021.739842
Nhat, T. N. M., & Van Le, T. (2023). Effects of reflective thinking on deep learning in theoretical linguistics classes. International Journal of Instruction, 16(4), 101-120. https://doi.org/10.29333/iji.2023.1647a
Power, J. B. (2017). Not leaving the conversation behind: Approaching a decade of teaching reflective journal writing at a liberal arts college. Reflective Practice, 18(5), 713-724. https://doi.org/10.1080/14623943.2017.1324417
Ramlal, A., & Augustin, D. S. (2020). Engaging students in reflective writing: an action research project. Educational Action Research, 28(3), 518-533. https://doi.org/10.1080/09650792.2019.1595079
Roach, P. (2000). English phonetics and phonology: A practical course (3rd ed). Cambridge University Press.
Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37–57. https://doi.org/10.1023/A:1010986404527
Ryan, M. (2013). The pedagogical balancing act: teaching reflection in higher education. Teaching in Higher Education, 18(2), 144–155. https://doi.org/10.1080/13562517.2012.694104
Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research and Development, 32(2), 244–257. https://doi.org/10.1080/07294360.2012.661704
Saito, K., Tran, M., Suzukida, Y., et al. (2019). How do L2 listeners perceive the comprehensibility of foreign-accented speech? Roles of L1 profiles, L2 proficiency, age, experience, familiarity and metacognition. Studies in Second Language Acquisition, 41, 1133–1149.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Seibert, K. W., & Daudelin, M. W. (1999). The role of reflection in managerial learning: theory, research, and practice. Quorum.
Sen, B. (2010). Reflective writing: a management skill. Library Management, 31(1/2), 79–93. https://doi.org/10.1108/01435121011013421
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the EFL perspective. Studies in English Language and Education, 8(3), 1061–1079. https://doi.org/10.24815/siele.v8i3.19105
Taylor, B. (2006). Reflective practice: A guide for nurses and midwives (2nd ed.). McGraw-Hill Education.
Tsunemoto, A., Trofimovich, P., & Kennedy, S. (2023). Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research, 27(1), 115–136. https://doi.org/10.1177/1362168820937273
Uchida, Y., & Sugimoto, J. (2020). Non‐native English teachers' confidence in their own pronunciation and attitudes towards teaching: A questionnaire survey in Japan. International Journal of Applied Linguistics, 30(1), 19–34. https://doi.org/10.1111/ijal.12253
Vitanova, G., & Miller, A. (2002). Reflective practice in pronunciation learning. The Internet TESL Journal, 8(1).
Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231–252. https://doi.org/10.1177/0265532212456968
Yilmaz, F. G. K., & Keser, H. (2016). The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Computers and Education, 95, 163–173. https://doi.org/10.1016/j.compedu.2016.01.006
Yule, G., Hoffman, P., & Damico, J. (1987). Paying Attention to Pronunciation: The Role of Self-monitoring in Perception. TESOL Quarterly, 21(4), 765–768. https://doi.org/10.2307/3586994

No competing interests reported.

Appendix.docx

Download PDF

Reviews received at journal
27 May, 2024
Reviewers agreed at journal
15 May, 2024
Reviewers invited by journal
25 Apr, 2024
Submission checks completed at journal
12 Apr, 2024
Editor assigned by journal
12 Apr, 2024
First submitted to journal
12 Apr, 2024

You are reading this latest preprint version

R.F.L.E.C.T: Enhancing Vietnamese EFL Undergraduates' Pronunciation Proficiency

Status:

Version 1

Abstract

Introduction

Literature Review

Reflection: Definitions and Categories

Reflection in Higher Education

Previous studies

Methods

Findings

Discussion

Conclusion

Declarations

Author Contribution

Acknowledgement

Data Availability

References

Additional Declarations

Supplementary Files

Status:

Version 1