ĐẠI HỌC QUỐC GIA HÀ NỘI

TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

KHOA SAU ĐẠI HỌC
No 2 Phạm Văn Đồng, Cầu Giấy, Hà Nội

ĐỀ ÁN/ĐỀ CƯƠNG NGHIÊN CỨU

Implementing the shadowing technique to enhance pronunciation proficiency of
the 11th-grade students majoring in Geography at a high school in Hà Giang
city: An action research project

(Áp dụng phương pháp Shadowing để nâng cao khả năng phát âm cho học sinh
lớp 11 chuyên Địa tại một trường Trung học Phổ Thông ở thành phố Hà Giang:
Dự án nghiên cứu hành động)

1. Họ và tên: Nguyễn Minh Trang

2. Ngày sinh: 14/10/1998

3. Mã số HV: 22045289 SĐT: 0836560220 Email: nguyenminhtrang.ap@gmail.com

4. Địa chỉ nơi công tác: Trường THPT Chuyên thành phố Hà Giang, tỉnh Hà Giang

5. Chuyên ngành: Lí luận và phương pháp dạy học bộ môn Tiếng Anh

6. Khóa QH2022D2 – Lớp 2

Người đề nghị nghiên cứu:

Đề nghị cán bộ hướng dẫn:
Academic Year: 2023

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 ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SAU ĐẠI HỌC
No 2 Phạm Văn Đồng, Cầu Giấy, Hà Nội

ĐỀ ÁN/ĐỀ CƯƠNG NGHIÊN CỨU

1. Họ và tên: Nguyễn Minh Trang

2. Ngày sinh: 14/10/1998

3. Mã số HV: 22045289 SĐT: 0836560220 Email: nguyenminhtrang.ap@gmail.com

4. Địa chỉ nơi công tác: Trường THPT Chuyên thành phố Hà Giang, tỉnh Hà Giang

5. Chuyên ngành: Lí luận và phương pháp dạy học bộ môn Tiếng Anh

6. Khóa QH2022D2 – Lớp 2

7. Tên đề án

Implementing the shadowing technique to enhance pronunciation proficiency of

the 11th-grade students majoring in Geography at a high school in Hà Giang
city: An action research project

(Áp dụng phương pháp Shadowing để nâng cao khả năng phát âm cho học sinh
lớp 11 chuyên Địa tại một trường Trung học Phổ Thông ở thành phố Hà Giang:
Dự án nghiên cứu hành động)

Người đề nghị nghiên cứu:

Đề nghị cán bộ hướng dẫn:

2
 Academic Year: 2023

1. Introduction
1.1. Background and rationale

English pronunciation proficiency is a critical aspect of effective

communication, influencing the degree to which spoken messages are
understood.

As a high school teacher of English in the specialized school of Hà Giang

province, Vietnam, I confront the reality that my gifted students, majoring in
Geography, exhibit deficiencies in grammar, vocabulary, and notably,
pronunciation. Despite being designated at a B1 level, many of them operate at
an A1 proficiency, impeding their ability to communicate effectively in
English. These students, coming from remote areas, have limited exposure to
language-learning methods. In other words, as a result of their geographical
location and perhaps the limited educational infrastructure in their
communities, these students may not have benefited from a diverse range of
language-learning tools, such as language labs, native-speaking language
partners, or immersion experiences.

The unique challenges faced by students from remote areas highlight the need
for tailored teaching methods. These students lack exposure to traditional
language-learning tools, prompting a shift toward more innovative approaches.
One such method, the shadowing technique, stands out as a promising solution
to enhance pronunciation skills. This research aims to not only tackle existing
language deficiencies but also create a teaching framework that suits the
distinct linguistic needs of gifted students from remote areas. The goal is to
make English education more inclusive and effective for these students.

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 This research focuses on improving English pronunciation among gifted high
school students majoring in Geography in Hà Giang province, Vietnam.
Specifically, it delves into the application of the shadowing technique to
address pronunciation challenges.

The significance of this study extends beyond the classroom, for these gifted
individuals majoring in Geography, language-learning resources are often
scarce, leaving pronounced gaps in their English proficiency. This research,
employing the innovative shadowing method, strives to fill this void by
specifically targeting pronunciation challenges.

By tailoring language education to the unique linguistic needs of these students,

the study aspires to achieve more than just rectifying pronunciation
deficiencies. It aims to empower these learners with a nuanced and effective
approach to English communication.

In a broader context, the research contributes to the ongoing discourse on

language education strategies, shedding light on the necessity of adapting
teaching methods to diverse contexts. The study advocates for a paradigm shift,
emphasizing the importance of acknowledging and addressing the specific
challenges faced by students in remote areas. Ultimately, the significance lies
in the potential transformation of language education practices, fostering
inclusivity and efficacy for students who have long been underserved in this
domain.

1.2. Research question:

- How effective is the shadowing technique in improving the
pronunciation proficiency of 11th-grade students majoring in
Geography at a high school in Hà Giang city?
2. Scope and objectives of the study
2.1. Scope of the study: 25 students in the 11th-grade Geography major at a
high school in Hà Giang province.
2.2. Objectives of the study

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 - Identify and analyze the specific pronunciation challenges faced by
non-English major students from remote areas.
- Investigate the extent to which the shadowing technique addresses
the unique linguistic needs of students from remote areas,
contributing to a more inclusive English language education.
- Assess the transferability and adaptability of the shadowing
technique in the context of a high school setting with a focus on non-
English major students.
- Provide recommendations for the integration and optimization of the
shadowing technique within the English language curriculum for
non-English major students in high schools, considering the specific
challenges of remote areas.
3. Research methodology
3.1. Definitions
3.1.1. Pronunciation

Pronunciation, within the realm of spoken language, constitutes a fundamental

component of linguistic expression. It encapsulates the clarity with which
individuals articulate sounds, playing a pivotal role in facilitating effective
communication. In simpler terms, pronunciation can be defined as the manner
in which individuals vocalize and enunciate words.

Building upon Cook's perspective (1996 as cited in Gilakjani, 2016),

pronunciation is a dynamic process involving the creation of language sounds.
It is a skill acquired through the repetition of sounds, accompanied by
corrections to refine accuracy. As individuals delve into the realm of
pronunciation, they embark on a journey of cultivating new habits, overcoming
challenges, and adapting to the intricacies shaped by their first language. In line
with Yates' assertion (as cited in Gilakjani, 2016), pronunciation is the art of
sound production employed to convey meaning.

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In essence, pronunciation is not merely the articulation of words; it is a skill
where people shape and project sounds to communicate effectively, bridging
the semantic gap between speakers and listeners.

3.1.2. Shadowing technique

Henny and Ruly (2022) agreed that the shadowing technique is an instructional
method that originated in Europe for training simultaneous interpreters and has
gained traction in language education for enhancing listening and speaking
skills. Developed in Japan in the 1970s, it took two decades for the technique to
be pedagogically implemented.

In practical terms, 'shadowing' is a listening task where learners closely track

and replicate spoken language, striving for precision while maintaining
attentiveness to incoming information (Casillas, 2020). Contrary to a purely
automatic memory action, 'shadowing' is considered a high cognitive activity,
involving active engagement rather than mere repetition (Thi Huyen et al.,
2020).

The procedure of the shadowing technique, as outlined by Kadota and Tamai

(2004) (cited in HUYEN, Nguyen Thi et al. 2020) encompasses six steps.

3.2. Research tools: pronunciation assessment tests (including pre and post-
tests); surveys and questionnaires to gather the students’ subjective
feedbacks on their experiences with the shadowing technique; audio
recordings; peer feedback forms and teacher feedback forms
3.3. Research methods

In line with the goals and nature of the study, the chosen research method is
Action Research. Action Research is an iterative and participatory research
methodology that involves a systematic cycle of planning, acting, observing,
and reflecting. The primary aim is to bring about practical and positive changes
in a real-world setting, in this case, the enhancement of pronunciation
proficiency among 11th-grade students majoring in Geography.

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Regarding the method’s practicality and suitablitity, choosing Action Research
undoubtedly aligns with this study. It fits well with the unique context and
goals of helping high school students in remote areas, where the awareness and
utilization of language-learning tools are scarce. Action Research also involves
both teachers and students actively, which is crucial for the success of the
shadowing technique in improving English pronunciation. The method's
cyclical and iterative nature means continuous improvement, allowing for
ongoing adjustments based on the challenges faced. Plus, it aligns with the real-
world application of the shadowing technique in the classroom, making sure
the intervention is tested and improved where it matters most. The reflective
aspect of the method also matches the goal of creating a teaching framework
that suits the specific needs of gifted students, promoting adaptability and
effectiveness over time.

3.4. Data collection methods

To comprehensively address the research objectives, a multifaceted approach to

data collection will be employed. The data collection process will unfold in
three distinct phases to comprehensively assess the impact of the shadowing
technique on the pronunciation proficiency of high school students majoring in
Geography in Hà Giang province.

3.4.1. Pretest:

 Task: Students will be required to read a designated text aloud and

record their pronunciation.

 Feedback: Two English teachers will evaluate the recorded

pronunciations using a standardized feedback form. This form will
include specific criteria such as clarity, intonation, and articulation.
Teachers will provide constructive feedback on areas that need
improvement.

3.4.2. Shadowing Assignment:

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  Task: The class will be divided into 11 pairs and a group of three.
Students will be assigned a video to shadow every two weeks. They will
record themselves while engaging in the shadowing technique.

 Feedback: Students will exchange recordings with their peers within

the assigned group. Using a feedback form provided by the teacher,
students will assess and provide constructive feedback to their
teammates. This peer evaluation process promotes collaborative learning
and allows students to actively engage in assessing each other's
pronunciation.

3.4.3. Posttest:

 Task: After two months of regular shadowing assignments, students

will undergo a posttest. They will be required to read the same initial
text or a different one, and record their pronunciation.

 Feedback: The same two English teachers who conducted the pretest
evaluations will assess the posttest recordings. By using the same
standardized feedback form, teachers can make a comparative analysis
of students' pronunciation improvement over the two-month period.
Specific attention will be given to changes in clarity, fluency, and
overall pronunciation proficiency.

This comprehensive data collection process combines teacher evaluations, peer

feedback, and students' self-recordings, providing a well-rounded
understanding of the effectiveness of the shadowing technique in enhancing
pronunciation skills among high school students in the Geography major at Hà
Giang province.

3.5. Data processing

As the researcher, processing the collected data involves several steps to derive
meaningful insights and draw conclusions from the information gathered.

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3.5.1. Transcription:

If the recorded data includes spoken language, such as pronunciation

assessments or shadowing assignments, transcribe the spoken content into
written form. This step is crucial for detailed analysis.

3.5.2. Organize Data:

Systematically organize the collected data. Create folders or databases to

store pretest, shadowing assignment, and posttest data separately.

3.5.3. Qualitative Analysis:

For qualitative data, such as feedback comments from teachers and peers,
conduct thematic analysis. Identify recurring themes or patterns in the
feedback.

3.5.4. Comparative Analysis:

Compare pretest and posttest data to assess changes over time. Look for
patterns, improvements, or areas where there might be little progress. This
comparative analysis helps in evaluating the effectiveness of the shadowing
technique.

3.5.5. Identify Trends:

Identify trends in the data. Determine if there are specific sounds, words, or
aspects of pronunciation that consistently show improvement or challenges.

3.5.6. Correlation Analysis:

Explore potential correlations between different variables. For example,

correlate the frequency of shadowing practice with improvement in
pronunciation scores. This analysis helps identify factors that may
contribute to or hinder progress.

3.5.7. Draw Conclusions:

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 Based on the analysis, draw conclusions about the effectiveness of the
shadowing technique in addressing pronunciation challenges among high
school students majoring in Geography in Hà Giang province.

3.5.8. Recommendations:

Formulate recommendations for potential adjustments or enhancements to

the shadowing technique based on the findings. Consider how the method
can be optimized for the specific needs of students in remote areas.

3.6. Feasibility

The feasibility of the research appears to be reasonable, as:

- Contextual Relevance: Given my role as a high school teacher in Hà

Giang province, Vietnam, and the specific challenges faced by
students from remote areas, the research is well-aligned with my
expertise and the needs of my students.
- Research Design: The choice of Action Research is appropriate for
addressing real-world challenges in the classroom. It involves both
teachers and students actively, which is crucial for the success of the
shadowing technique.
- Data Collection: The outlined data collection methods, including
pretests, shadowing assignments, and posttests, are comprehensive
and aligned with the research objectives. Involving teachers and
peers in the evaluation process adds depth to the analysis.
- Resources: The research primarily relies on existing resources in the
classroom, such as the availability of audio recording devices and the
willingness of teachers and students to participate. These resources
are accessible.
- Participant Cooperation: The success of the shadowing technique
depends on the active involvement and cooperation of both teachers

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 and students. Their willingness to engage in the process and provide
feedback is critical.
- Time Constraints: The outlined timeline for the research is realistic
and allows for thorough planning, implementation, and analysis.
However, unforeseen circumstances may affect the timeline.
- Ethical Considerations: Ethical considerations are mentioned in the
plan, and it's important to ensure that the research respects the rights
and well-being of participants. Obtain informed consent and
maintain confidentiality.
- Flexibility: The research plan demonstrates flexibility through the
iterative nature of Action Research. This is beneficial for adapting
the approach based on ongoing feedback and challenges encountered
during the implementation.
4. Anticipated presentation of the study’s findings

The anticipated presentation of the research outcomes within the thesis will
adhere to a structured format. The introduction section will provide a
comprehensive overview of the research context, objectives, and the
methodology employed. Following this, the findings will be presented, leading
to a robust discussion that interprets the implications of the results, potential
limitations, and practical applications of the shadowing technique in enhancing
pronunciation. Ethical considerations and challenges encountered during the
research process will be critically evaluated in this section. The conclusion will
summarize the key outcomes, emphasizing the significance of the study's
findings and their implications for educational practices. Additionally, this
section will offer recommendations for future research directions, suggesting
avenues for further exploration and improvement in the realm of language
education.

5. Plan of work and time schedule

Month 1: Preliminary Preparation

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 Months 2-4: Field Study

- Implementation of the shadowing technique in the classroom

- Data collection: Pretest, audio recordings, questionnaire, posttest,
students’ and teachers’ feedbacks.
Month 5: Data Analysis and Initial Findings
Month 6: Detailed Analysis and Discussions
6. References

- Chandra Ardana, R., Suyadi, S., & Yurni, Y. (2023). The effectiveness of using
shadowing technique towards students’ pronunciation skill at twelfth grade students
in senior highschool number 02 muaro jambi. JELT: Journal of English Language
Teaching, 7(1), 55. https://doi.org/10.33087/jelt.v7i1.135

- Prashant, P. D. (2018, September). IMPORTANCE OF PRONUNCIATION IN

ENGLISH LANGUAGE COMMUNICATION. Retrieved from:
http://www.voiceofresearch.org/doc/Sep-2018/Sep-2018_5.pdf

- CAHYONO, A. (n.d.). THE IMPLEMENTATION OF SHADOWING TECHNIQUE

IN PRACTICING ENGLISH SPEAKING PERFOMANCE AT THE ELEVENTH
GRADE STUDENTS SMA N 1 TAWANGSARI SUKOHARJO IN THE ACADEMIC
YEAR 2021/2022 APRILIA. Retrieved from:
https://eprints.iainsurakarta.ac.id/3307/1/SKRIPSI%20-%20APRILIA
%20CAHYONO%20-%20183221250.pdf

- Salim, A., Terasne, T., & Narasima, L. (2020). Enhancing the students’
pronunciation using shadowing technique at senior high school students. Journal of
Languages and Language Teaching, 8(1), 20. https://doi.org/10.33394/jollt.v8i1.2212

- Sugiarto, R., Prihantoro, P., & Edy, S. (2020). The impact of shadowing technique
on tertiary students’ English pronunciation. Linguists: Journal of Linguistics and
Language Teaching, 6, 114–125.

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- Thi Huyen, N., Thi Minh Thao, N., Thi Dung, T., Tam Trang, N., Thuy, X., & Giay,
C. (2020). Shadowing and interpreting performances of English-major students.
VNU Journal of Foreign Studies, 36(1), 129–141. https://doi.org/10.25073/2525-
2445/VNUFS.4504

- Casillas, J. V. (2020). Phonetic Category Formation is Perceptually Driven During

the Early Stages of Adult L2 Development. Language and Speech, 63(3), 550–581.

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