HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

ASSIGNMENT ON SCIENTIFIC RESEARCH METHODOLOGY

MA Thesis Proposal

Hoàng Thị Hoa

Date of birth: 24/05/2001

Group: 2371K01

Field: English Language

Hanoi – 2024
 HANOI OPEN UNIVERSITY
FACULTY OF ENGLISH

ASSIGNMENT ON SCIENTIFIC RESEARCH METHODOLOGY

MA Thesis Proposal

EFFECTIVENESS OF USING ENGLISH VIDEOS TOWARDS

STUDENTS’ ENGLISH PRONUNCIATION ABILITY AT
AN ENGLISH CENTER IN HANOI
(Hiệu quả của phương pháp sử dụng các video tiếng Anh
đối với việc phát âm tiếng Anh của học sinh
tại một trung tâm Anh ngữ ở Hà Nội)

Hoàng Thị Hoa

Date of birth: 24/05/2001

Group: 2371K01

Field: English Language

Hanoi – 2024
Table of Contents
1. Introduction..................................................................................................................1
1.1 Rationale.................................................................................................................1
1.2. Aim and objectives..........................................................................................2
1.2.1 Aims of Study...................................................................................................2
1.2.2 Objective of study............................................................................................2
1.3. Scope of the study...........................................................................................2
1.4. Research questions..........................................................................................2
1.5. Structure of the study......................................................................................3
2. Literature review..........................................................................................................3
2.1. Overview of previous studies...............................................................................3
2.1.1. The Importance of Pronunciation....................................................................3
2.1.2. Challenges for Vietnamese Speakers..............................................................4
2.1.3. The Potential of Video Instruction..................................................................4
2.1.4. Why are Videos Effective?.............................................................................5
2.2. Theoretical framework..........................................................................................6
2.2.1. Multimedia Learning Theory (Mayer, 2009)..................................................6
2.2.2. Dual Coding Theory (Paivio, 1986)................................................................6
2.2.3. Benefits for Vietnamese Learners...................................................................6
2.2.4. Future Research...............................................................................................7
2.2.5. Conclusion.......................................................................................................7
3. Proposed Research Methodology.................................................................................8
3.1. Research Approaches.............................................................................................8
3.2. Population and Sample..........................................................................................8
3.3. Research Methods..................................................................................................8
3.3.1. Data Collection Instruments............................................................................9
3.3.2 Procedure..........................................................................................................9
3.3.3. Data Analysis................................................................................................15
4. Findings and Discussion............................................................................................17
4.1. Findings...............................................................................................................17
 4.1.1. Pronunciation Accuracy and Fluency...........................................................17
4.1.2. Student Engagement and Attitudes...............................................................17
4.2. Discussion............................................................................................................17
4.2.1. Impact of Video-Based Learning on Pronunciation......................................17
4.2.2. Comparison with Traditional Learning Methods..........................................17
5. Conclusion.................................................................................................................17
5.1. Summary of Findings..........................................................................................17
5.2. Implications for Teaching Practice......................................................................17
5.3. Limitations of the Study......................................................................................17
5.4. Recommendations for Future Research...............................................................17
 EFFECTIVENESS OF USING ENGLISH VIDEOS TOWARDS STUDENTS’
ENGLISH PRONUNCIATION ABILITY AT AN ENGLISH CENTER IN
HANOI

1. Introduction

1.1 Rationale
Pronunciation is a fundamental aspect of language learning, intricately linked to
effective communication. Clear and accurate pronunciation not only facilitates
understanding but also fosters confidence and fluency in speaking. For learners of
English, mastering pronunciation presents a unique challenge, particularly for
Vietnamese speakers, given the differences in phonetic systems between the two
languages.

Traditional methods of pronunciation instruction often focus on repetitive drills and

minimal pair exercises, which may not fully engage learners or address their specific
needs. However, with advancements in technology and pedagogy, there is a growing
recognition of the potential of multimedia tools, particularly videos, to enhance
pronunciation learning.

Videos offer a dynamic and immersive learning experience, providing learners with
visual and auditory cues that complement traditional teaching methods. Through
videos, learners can observe native speakers' mouth movements, intonation patterns,
and stress placement, facilitating a deeper understanding of pronunciation nuances.

Moreover, videos can contextualize language input within real-life situations, such as
conversations or everyday interactions, thereby making pronunciation instruction more
relevant and practical. This contextualization not only aids in comprehension but also
helps learners internalize pronunciation rules and patterns more effectively.

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Despite the increasing popularity of video-based language learning, there remains a
gap in empirical research regarding the specific impact of video instruction on
pronunciation proficiency, particularly within structured learning environments such as
English centers in Hanoi. Therefore, investigating the effectiveness of using English
videos to enhance students' pronunciation ability is crucial for informing teaching
practices and curriculum development in language education.

1.2. Aim and objectives

1.2.1 Aims of Study

This study investigates the effectiveness of using English videos to improve
students' English pronunciation in an English center setting.

1.2.2 Objective of study

i. To evaluate the improvement in students' pronunciation after exposure to
English videos.
ii. To identify the specific pronunciation features that show the most improvement.
iii. To understand students' perceptions and attitudes towards using videos as a
learning tool.

1.3. Scope of the study

This study focuses on students aged 4-6 at an English center in Hanoi. The research
will be conducted over a 6-week period, during which the experimental group will be
exposed to English videos regularly. The study will assess various aspects of
pronunciation, including articulation, stress, intonation, and overall comprehensibility.

1.4. Research questions

i. How effective are English videos in improving students' English pronunciation?
ii. Which specific aspects of pronunciation benefit the most from using English
videos?

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iii. What are students' perceptions of using English videos for pronunciation
practice?

1.5. Structure of the study

The study is divided into 5 chapters
1. Introduction: The Context and Rationale
2. Literature Review: Exploring Pronunciation Instruction and Multimedia
Learning
3. Methodology: Designing the Study on English Pronunciation Enhancement
4. Findings and Analysis: Assessing the Impact of English Videos on
Pronunciation
5. Conclusion: Implications and Recommendations for Pronunciation
Instruction in Hanoi English Centers

2. Literature review

2.1. Overview of previous studies

Pronunciation, the act of producing speech sounds in a language, plays a fundamental
role in both acquiring and effectively using a language. For Vietnamese speakers
learning English, mastering pronunciation presents a unique set of challenges. This
essay will explore the significance of pronunciation in language acquisition and
communication. Therefore, it will delve into the specific difficulties Vietnamese
speakers encounter when learning English sounds. Finally, it will examine the potential
benefits of utilizing English videos as a tool for pronunciation improvement, drawing
upon the established effectiveness of multimedia tools in language learning.

2.1.1. The Importance of Pronunciation

Clear and accurate pronunciation is the cornerstone of successful communication. It
allows for the transmission of intended meaning with minimal ambiguity. When
individuals struggle with pronunciation, their messages can be misinterpreted or even

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completely misunderstood. This can lead to frustration, hinder the development of
fluency, and erode confidence in speaking the target language.

Furthermore, pronunciation plays a crucial role in language acquisition itself. By

attentively listening to and attempting to replicate the sounds of a language, learners
begin to develop an internal sound system. This system serves as the foundation upon
which vocabulary and grammar are built. When pronunciation is inaccurate, this
internal system can become flawed, hindering the learner's ability to not only produce
sounds correctly but also to accurately perceive and understand them in spoken
English.

2.1.2. Challenges for Vietnamese Speakers

Vietnamese, a tonal language, presents several challenges for speakers attempting to
master English pronunciation. Unlike English, which relies on stress and vowel length
to distinguish meaning, Vietnamese utilizes pitch variations to differentiate words. This
fundamental difference can lead Vietnamese speakers to struggle with the concept of
stressed and unstressed syllables in English.

Additionally, the Vietnamese sound inventory is significantly smaller than that of

English. This means that Vietnamese speakers may not possess the necessary mouth
and tongue placements to produce certain English sounds, such as the "th" or "v"
consonants. These unfamiliar sounds can be particularly difficult to master, requiring
dedicated practice and targeted instruction.

2.1.3. The Potential of Video Instruction

Given these challenges, English videos offer a promising avenue for Vietnamese
speakers to improve their pronunciation. The field of language learning has
increasingly recognized the benefits of multimedia tools, including videos. Studies
have demonstrated that videos can enhance listening skills, vocabulary acquisition, and
cultural understanding.

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Specifically relevant to pronunciation, research by Li and Ren (2020) provides
compelling evidence. Their study found that regular exposure to English videos
significantly improved Chinese students' pronunciation accuracy and fluency. These
findings suggest that videos offer a unique advantage in pronunciation learning.

2.1.4. Why are Videos Effective?

The effectiveness of video instruction for pronunciation can be attributed to several key
factors. Firstly, videos provide contextualized language input. Unlike static text or
audio recordings, videos present spoken language within a natural context, such as a
conversation, news report, or movie scene. This contextualization allows learners to
observe how pronunciation interacts with body language, facial expressions, and the
overall flow of spoken communication.

Secondly, videos offer valuable visual cues. Learners can not only hear the correct
pronunciation of words and sentences but also observe the speaker's mouth
movements, tongue placement, and facial expressions. This visual reinforcement can
significantly aid in understanding how specific sounds are produced and facilitate the
development of proper muscle memory. This is particularly beneficial for Vietnamese
speakers struggling with unfamiliar sounds in English.

Thirdly, the abundance of educational videos available online allows for a personalized
approach. Learners can target specific pronunciation difficulties by finding videos
focusing on individual sounds, common pronunciation errors made by Vietnamese
speakers, or even specific vocabulary sets. This targeted approach can significantly
improve efficiency and accelerate progress compared to more general language
learning methods.

Pronunciation is the cornerstone of effective language acquisition and communication.

While Vietnamese speakers face unique challenges due to the inherent differences
between their native language and English, English videos hold immense potential as a

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tool to overcome these obstacles. By providing a combination of auditory and visual
learning, contextualized language input, and valuable visual cues, video instruction can
empower Vietnamese speakers to achieve clear and

2.2. Theoretical framework

2.2.1. Multimedia Learning Theory (Mayer, 2009)

This theory proposes that learning is optimized when information is presented through
multiple channels, such as auditory and visual. Videos inherently fulfill this principle
by combining spoken English with visual elements like speaker movements and facial
expressions. Learners can simultaneously hear the correct pronunciation and observe
the speaker's articulation. This dual-coding approach facilitates a deeper understanding
of how sounds are produced and reinforces learning through memory pathways
associated with both sight and sound.

2.2.2. Dual Coding Theory (Paivio, 1986)

This theory suggests that the human mind processes information through two distinct
coding systems – verbal and visual. Videos cater to both these mechanisms. Learners
not only hear spoken English (verbal code) but also see the speaker's articulation
(visual code). This combined approach strengthens the memory trace for the
pronunciation patterns, leading to better retention and recall.

2.2.3. Benefits for Vietnamese Learners

Video instruction holds particular promise for Vietnamese learners of English due to
their specific challenges.

Visual Cues is the first one which is caused by observing the speaker's mouth and
tongue placement in videos can help Vietnamese learners overcome difficulties in
producing unfamiliar sounds in English. The visual reinforcement aids in
understanding the correct articulation and facilitates the development of proper muscle
memory for pronunciation.

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Contextualized Learning plays an improtant role because videos often present
pronunciation within a natural context, such as conversations or news reports. This
contextualization allows learners to understand how pronunciation interacts with
intonation, body language, and the overall flow of spoken communication. This holistic
approach aligns with the way language is used naturally and can benefit learners
aiming to achieve fluency.

2.2.4. Future Research

This study lays a theoretical foundation for investigating the effectiveness of video
instruction in improving pronunciation for Vietnamese learners of English. Further
research is needed to explore the following:

First of all, conducting controlled studies can compare the efficacy of video instruction
with traditional pronunciation learning methods. This can provide quantitative data on
the effectiveness of videos in improving pronunciation accuracy and fluency.

Secondly, investigating learner preferences for specific video styles or content can
inform the development of targeted instructional materials that cater to individual
needs and learning styles.

Finally, exploring ways to integrate interactive elements and pronunciation feedback

mechanisms into video instruction can create a more engaging and personalized
learning experience.

2.2.5. Conclusion

This paper proposes that video instruction presents a promising approach to improve
pronunciation for Vietnamese learners of English. Grounded in Multimedia Learning

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Theory and Dual Coding Theory, video instruction offers a rich, multi-sensory learning
environment that caters to both auditory and visual learning styles. Examining the
specific challenges faced by Vietnamese learners strengthens the rationale for
exploring video instruction as a valuable tool to enhance their pronunciation and
communication skills in English. Future research needs to investigate the effectiveness
of video instruction through empirical studies and explore ways to optimize this
approach for language learning.

3. Proposed Research Methodology

3.1. Research Approaches

This study will employ a mixed-methods approach, combining quantitative and
qualitative data to provide a comprehensive understanding of the effectiveness of using
English videos for pronunciation training.

3.2. Population and Sample

The population for this study includes students aged 4-6 at an English center in Hanoi.
A sample of 20 students will be selected and divided into a control group (10 students)
and an experimental group (10 students).

3.3. Research Methods

Participants

The participants were 20 ESL learners aged 4-6 from PoPoDoo English, an English
center in Hanoi, Vietnam, divided into two equal groups (n=10). All participants were
beginners with no prior formal English language instruction.

Design

A quasi-experimental pre-test post-test design was employed. Both groups completed a

standardized pronunciation pre-test to assess baseline pronunciation ability. Following
the pre-test, the experimental group received video-integrated instruction for six weeks,

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while the control group continued with their regular curriculum, which did not
explicitly focus on pronunciation.

3.3.1. Data Collection Instruments

 Pre-tests and Post-tests: Both groups completed the standardized speaking

skills assessment (PoPoDoo Smart English test B1) at the beginning and end of
the study to assess pronunciation improvement.
 Surveys/Questionnaires: Students in the experimental group completed a short
survey after the intervention to gather their perceptions and attitudes towards
using videos for pronunciation learning.
 Teacher Interviews: Semi-structured interviews were conducted with the
teachers of both groups to gain insights into their observations and experiences
regarding the use of videos in the experimental group.

3.3.2 Procedure

Experimental Group

This study investigated the effectiveness of using English videos to improve the
pronunciation ability of students at a PoPoDoo English center in Hanoi, Vietnam. The
experiment lasted for six weeks.

 Sample Size: The study involved two groups of students: the Experimental
Group (n=10) and the Control Group (n=10) enrolled in English language
courses at the PoPoDoo English center.
 Selection Criteria: Participants were chosen based on the following criteria:
o Age range: 4-6 years old
o English proficiency level: Pre-starter as determined by a placement test
o Prior experience with English pronunciation programs: Minimal or none
 Matching: To ensure comparability, the groups were matched on age, English
proficiency level, and prior learning experience.

Materials

 Pre-test: Both groups completed the PoPoDoo Smart English test B1, a
standardized speaking skills assessment, at the beginning of the study to
establish a baseline for pronunciation ability.
 Video Selection: The video "ABC Alphabet Songs - Learn the Alphabet" by
Bounce Patrol was chosen for its clear pronunciation by native speakers,
engaging content for young learners, and use of songs to teach letter sounds.

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  Video Length: The video is approximately 2 minutes long, ensuring it holds
students' attention while providing sufficient practice.
 Subtitles: The video does not have subtitles, but the teacher provided additional
support for letter recognition.
 Variety of Accents: The video features both male and female voices, exposing
students to different English accents.

Intervention

For six weeks, the Experimental Group received two 20-minute classes daily focused
on speaking and listening activities that incorporated English videos.

Video Integration

During the six-week intervention period, the experimental group participated in 20-
minute sessions, twice a week, that incorporated the "ABC Alphabet Songs Learn the
Alphabet" video by Bounce Patrol. The video segments focused on individual letters,
following a specific instructional sequence:

 Letter Introduction: The teacher would visually present the written form of the
target letter.
 Video Integration

 Video Segment: A short segment (approximately 30 seconds) of the Bounce

Patrol video featuring the target letter would be played. This segment would
showcase the letter being used in words within the context of the song.
 Pronunciation Practice: Students would then repeat the sound and name of the
letter together, imitating the pronunciation from the video. The teacher would
provide corrective feedback if necessary.
 Song Engagement: Students were encouraged to participate in singing along
with the relevant portions of the song, further reinforcing pronunciation and
letter recognition.

Control Group

The Control Group continued with their regular English language instruction program
for six weeks. Their curriculum included materials for pronunciation practice, such as
minimal pair drills and picture-word matching exercises, but did not explicitly
incorporate videos. The voices used in their materials were from the PoPoDoo
application and presented with static pictures.

Post-test

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The same speaking skills assessment used in the pre-test (PoPoDoo Smart English test
B1) was administered to both groups at the end of the six weeks to evaluate
pronunciation improvement.

Surveys

After the intervention, students in the experimental group completed a short, age-
appropriate survey with pictures and simple questions. The survey aimed to gather their
perceptions and attitudes towards using videos for pronunciation learning.

Post-Intervention Survey on Using Videos for Pronunciation Learning

Participant Information Number

Age

4 years old 5

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 Participant Information Number

5 years old 8

6 years old 7

Gender

Boys 11

Girls 9

Questions Responses

Did you like watching the videos?

Yes 18

A little 2

No 0

Do you think the videos helped you say words better?

Yes 17

Maybe 3

No 0

Which videos did you like the most?

Cartoons 10

Animal Videos 7

Songs 3

Do you feel happy speaking English after watching the videos?

Yes 19

A little 1

No 0

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 Questions Responses

Did the videos help you know how to say the words by watching the people
talk?

Yes 16

A little 4

No 0

Were the videos fun to watch?

Yes 18

A little 2

No 0

Do you want to keep watching videos to learn English?

Yes 19

Not sure 1

Teacher Interviews

Semi-Structured Teacher Interview

Teacher Kate (Experimental Group)

Interviewer: Thank you for taking the time to speak with us today. Can you start by
sharing your observations on the effectiveness of video integration in your class?

Teacher Kate: Absolutely. I found that integrating videos into our lessons significantly
enhanced the students' pronunciation skills. The children were able to mimic the
sounds and intonations they heard in the videos, which led to noticeable improvements
in their speech. The visual cues, like lip movements and facial expressions, provided
context that was very helpful for them.

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Interviewer: That’s great to hear. How did the students engage with the video
activities?

Teacher Kate: The students were highly engaged with the video activities. They
seemed to enjoy watching the videos, and I noticed that their attention was sustained
throughout. They particularly liked the cartoons and animal videos, which kept them
entertained and made learning fun. The interactive elements, such as singing along
with songs, also helped in maintaining their interest.

Interviewer: Were there any challenges or limitations you encountered while using the
videos?

Teacher Kate: One challenge was ensuring that all students were equally benefiting
from the videos. Some students needed more support to understand the content and
follow along. Another limitation was the availability of age-appropriate and
educationally relevant videos. While most of the content was engaging, finding videos
that perfectly matched our curriculum goals sometimes required extra effort.

Teacher Julie (Control Group)

Interviewer: Thank you for joining us today. Could you please share your observations
on the traditional methods used in your class compared to what you know about the
video integration in the experimental group?

Teacher Julie: Of course. While traditional methods like flashcards and repetition drills
have their merits, they don’t seem to capture the students' interest as effectively as
videos. I've noticed that students in the experimental group seemed more enthusiastic
and engaged in their learning process.

Interviewer: Based on your interactions with the students from the experimental group,
how did they respond to video-based learning?

Teacher Julie: From what I've observed and heard, the students were very receptive to
video-based learning. They were excited to talk about the characters and stories they
watched, which shows a high level of engagement. They seemed to remember and use
new vocabulary and pronunciations more readily than those who did not have access to
the videos.

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Interviewer: What do you think were the main challenges the experimental group
teachers faced with video integration?

Teacher Julie: I think one of the main challenges would be managing the technical
aspects, such as ensuring the videos played without interruptions and aligning the
content with the learning objectives. Additionally, making sure that all students were
able to follow along and understand the material might require additional support and
differentiated instruction.

3.3.3. Data Analysis

The results of the post-intervention survey reveal that the vast majority of children
aged 4-6 responded positively to using videos for pronunciation learning. An
impressive 90% of the participants enjoyed watching the videos, indicating a high level
of engagement and enjoyment. This positive reception is critical as it suggests that
videos can be a highly effective tool for young learners who often benefit from
engaging and visually stimulating content.

Regarding the impact on pronunciation, 85% of the children believed that the videos
helped them improve their pronunciation skills. This significant majority highlights the
effectiveness of video-based learning in enhancing young learners' ability to articulate
words more accurately. However, 15% of the participants were unsure about the extent
of their improvement, which may suggest that additional support or varied instructional
methods could be beneficial for some students.

The types of videos that resonated most with the children were also noteworthy.
Cartoons emerged as the most popular choice, with 50% of the children preferring
them. This preference underscores the appeal of animated content for young learners,
likely due to its entertaining and often humorous nature. Animal videos followed at
35%, suggesting that content featuring animals can capture children's attention and aid
in learning. Songs were the least preferred but still appreciated by 15% of the
participants, indicating that musical elements can also play a role in language
acquisition for some children.

An overwhelming 95% of the children reported feeling happy speaking English after
watching the videos. This high level of confidence is a promising indicator that video-
based learning can positively influence young learners' willingness to use a new
language. Additionally, 80% of the participants found visual cues, such as watching
people talk, to be helpful in learning pronunciation. This finding supports the idea that

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visual context and lip movements are crucial components in the language learning
process for young children.

Furthermore, 90% of the children found the videos fun to watch, reinforcing the notion
that enjoyable learning experiences are more likely to keep young learners engaged.
Only 10% of the participants felt neutral about the videos' entertainment value,
suggesting that nearly all children found the content enjoyable.

Finally, an overwhelming majority of 95% expressed a desire to continue using videos

to learn English, with only 5% being unsure. This strong endorsement indicates that
video-based learning is not only effective but also preferred by the children, making it
a valuable tool for sustained language development.

In conclusion, the survey results demonstrate that videos are a highly effective and
engaging medium for teaching pronunciation to young children. The high levels of
enjoyment, perceived improvement in pronunciation, and the desire to continue using
videos for learning highlight the potential of multimedia tools in early language
education. These findings support the integration of videos into language learning
curriculums to enhance pronunciation accuracy and fluency among young learners.

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4. Findings and Discussion

4.1. Findings

4.1.1. Pronunciation Accuracy and Fluency

4.1.2. Student Engagement and Attitudes

4.2. Discussion

4.2.1. Impact of Video-Based Learning on Pronunciation

4.2.2. Comparison with Traditional Learning Methods

5. Conclusion

5.1. Summary of Findings

5.2. Implications for Teaching Practice

5.3. Limitations of the Study

5.4. Recommendations for Future Research

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References

Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford
University Press.
Li, L., & Ren, S. (2020). The Effectiveness of Video-based Pronunciation Instruction
in EFL Settings: A Meta-analysis. TESOL Quarterly, 54(4), 957–982.
https://doi.org/10.1002/tesq.557
Bounce Patrol. (2017). ABC Alphabet Songs - Learn the Alphabet.
PoPoDoo Smart English level B

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