Republic of the Philippines

BULACAN STATE UNIVERSITY

Bustos Campus
College of Education
Bustos, Bulacan

EmoPhonics: Instructional Material in Enhancing English Language Proficiency

A Research Paper presented to the

Faculty of College of Education
Bulacan State University- Bustos Campus

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in English minor in Mandarin

By:
Bartolome, John Felix
Cruz, Sharlene
De Guzman, Aeron Kyle
Domingo, Felipe Dominic
Veneracion, John Amiel

James Daniel Dinio

RESEARCH ADVISER

April 2024
Abstract

Language learning has increasingly utilized game-based approaches to

enhance learner engagement and skills. While prior studies have shown both positive
and negative outcomes, gaps persist in understanding specific applications and
effectiveness. This study aims to address these gaps by investigating the effectiveness
of a game-based learning approach in improving English pronunciation and fluency
among first year BSED English students at Bulacan State University Bustos Campus.

Through a quantitative descriptive research method, involving 67 students, the

study examines the impact of EmoPhonics, a game-based learning approach, on
pronunciation skills. Pre- and post-tests were administered using adapted
pronunciation assessment rubrics. Results revealed a significant improvement in
pronunciation skills among participants, suggesting the efficacy of the EmoPhonics
intervention. Drawing from theories such as game-based learning, gamification, and
the Facial Feedback Hypothesis, the study underscores the importance of integrating
phonetic and game-based elements in language learning to enhance proficiency and
engagement. Literature reviews and related studies further support the significance of
motivation, personality considerations, and the role of phonetic games in language
learning. Evaluation by experts confirmed the effectiveness and suitability of the
EmoPhonics intervention, suggesting its potential for broader application across
subjects and educational settings. Recommendations include extending the
implementation period, exploring its use in other subjects, and emphasizing direct
exposure to the English language for skill improvement. In conclusion, this study
contributes to the understanding of game-based approaches in language learning,
particularly in improving pronunciation skills. By integrating phonetic and game-
based elements, the EmoPhonics intervention offers a promising avenue for
enhancing language proficiency among learners.

Introduction
Language learning has witnessed the growth of using innovative tools and materials
that aims to enhance the learner's language skills. Game-based approaches involve the
incorporation of game elements, game thinking, and game mechanics in non-game contexts to
foster user engagement. Despite the relevance of the game-based learning, this topic still
needs to be studied in a particular reason that studies related to this topic produced positive
and negative outcomes.

Game-based approaches involve the incorporation of game elements, game thinking,

and game mechanics in non-game contexts to foster user engagement (Tu et al., 2014). By
integrating intrinsic and extrinsic motivational components, games create an environment
where learners are more motivated to participate in target activities. In contrast, (Smiderle et
al., 2020.) stated that they have found evidence that gamification affected users in distinct
ways based on their personality traits.

However, despite the availability of high technology and internet, this may still be a
problem for those who are not privileged enough to have gadgets and internet. Also, previous
studies proposed that there has been problems on their outcomes such as having gamification
affected users in distinct ways based on their personality traits.

This study is trying to pursue the relevance of knowing the correct pronunciation of
the International Phonetic Alphabet (IPA) and how to correctly pronunciation the words by
only reading the phonetic transcription of the words. The importance and reason why this
study is conducted is to help the English major students strengthen their foundation while
they are still starting to master the English language. This may also contribute to their four
macro skills such as reading, writing, speaking and listening.

The general objective of this study is to investigate the answers on how to increase
the passing rate of first-time takers of the Licensure Examination for Professional Teachers
(LEPT) in Bulacan State University - Bustos Campus. With this reason, the researchers have
come up with a game-based learning approach that emphasizes on enhancing the
pronunciation and fluency in English speaking skills.

Review of Related Theory

Game-based learning theory. It is derived from Piaget's cognitive development

theory. Piaget posits that children's development is accomplished through the process of
assimilation and adaptation. According to Piaget, games serve as a means for children to learn
new things, form and expand knowledge and skills, and combine thinking and action.
 Gamification learning theory. It is an approach that integrates game design elements
and principles into non-game contexts, such as education and training, to enhance
engagement, motivation, and learning outcomes. By incorporating game mechanics like
points, badges, leaderboards, and challenges, gamification makes learning more interactive,
enjoyable, and effective. This approach leverages the psychological aspects of gaming to
encourage participation, problem-solving, and skill development.

Attention Restoration Theory. Advocates argue that traditional learning spaces, like
classrooms with printed materials, have fewer distractions, resulting in improved
concentration and learning compared to digital environments with frequent notifications and
multitasking. This theory suggests that traditional materials may receive greater attention than
digital-based learning methods.

Situated Learning Theory. Social interaction and collaboration are essential

components of situated learning. Learners become involved in a “community of practice”
which embodies certain beliefs and behaviors to be acquired. As the beginner or novice
moves from the periphery of a community to its center, he or she becomes more active and
engaged within the culture and eventually assumes the role of an expert.

The Facial Feedback Hypothesis. It is a theory proposed by James - Lange in which

it shows an awareness that emotions are a basic part of the human experience, and expressing
those emotions appropriately can be a part of improving one’s mental health. We can show
our emotions in many ways, but one of the quickest and most common ways is through facial
expressions. With this, it explains that emotion plays a major part in communication.
Emophonics is a way to integrate an emotion and phonetics in a row. In which it shows a
crucial role in pronunciation as it infuses speech with the underlying feelings and intentions in
nuances that can significantly help the listeners to distinguish the speaker’s mood, attitude,
and the context of the conversation. Incorporating emotion and phonetics to improve
language proficiency will definitely help an individual to have a proper pronunciation while
showing different emotions.

Review of Related Literature

Dashtestani (2022) states that participants believed that Digital Game Based Learning
could be very effective for adolescents, effective for young learners, moderately effective for
young adults, and slightly effective for adults. He also adds that regarding the language
learning skills, it was perceived that the implementation of gamebased learning could be very
effective for teaching vocabulary and pronunciation, and effective for teaching speaking,
listening, and grammar; however, the participants believed that digital games could be
slightly effective for teaching reading comprehension and writing.

On the other hand, Kondal, 2015 defined that motivation is a very significant and
effective element in the realm of learning language. Thus, the language teachers should
discover, realize and pay attention to the personality of their learners. However, they should
be aware of motivation, its high importance, and its types. They should also realize and be
aware of the character as well as the personality of each learner. According to that specific
personality type, teachers should identify and recognize the form of motivation that relates to
that personality and highlight it in their teaching process. They can have practical, productive,
and effective teaching in the ESL classroom, in addition to a positive outcome in their
teaching setting. When the learners are motivated, the teacher could and would discharge their
responsibilities in the best way possible (Kondal, 2015)

In addition, phonetics of emotion about the acoustic - phonetic properties of the

emotional facets of human vocalization. Conventionally, these properties are studied as
correlates of a person’s internal states arising from reactions to the environment, where the
internal states are defined by influential psychological theories of emotion. From this
perspective, the acoustic properties of emotional vocalization are devised to actively influence
the listeners in ways that may benefit the speaker. (Yi Xu, 2023)

Review of Related Studies

This subjection presents the related studies that contribute to assessing students
pronunciation skills. Accordingly, the student’s pronunciation skills in using English as a
second language in a classroom setting has a significant role in the communication process
and in their oral proficiency. Therefore, the researchers use the following studies to support
the needs and goals of this research.

A study conducted by Conte Jr. in 2023 at Pangasinan State University is about the
effect of game-based learning, specifically the game "Larong Akademiko (L-Akad) para sa
Pilipino", on the learning performance of first year college students. The purpose of the study
is to determine the acceptability and effectiveness of the card game as it is integrated into
learning in the academe. The main goal is to assess whether the educational game could assist
first year college students in enhancing their learning performance and promoting game-based
learning in the academic setting.
 The strengths of the study include the use of a descriptive research method to determine
the acceptability of the educational game developed, as well as the administration of a post-
test and a questionnaire to measure the participants' improvement in learning performance
after playing the educational card game. The study also indicates that the post-test scores of
the students were significantly higher than the average pretest scores, suggesting that the
game-based learning approach aroused student interest and enhanced learning motivation and
effectiveness.

The findings of the study indicate that the game "Larong Akademiko (L-Akad) para
sa Pilipino" had a positive impact on the learning performance of first year college students.
The post-test scores of the students who participated in the game were significantly higher
than their average pre-test scores, suggesting that the game-based learning approach
effectively enhanced their learning performance. This indicates that the educational card
game was well-accepted and effective in improving the students' understanding of the subject
matter.

Lastly, a study conducted by Alisherovna in 2023 focuses on the role of phonetic games
in the formation of phonetic skills in students, particularly in the context of learning a foreign
language. The purpose of the study on the role of phonetic games in the formation of phonetic
skills in students is to explore the significance of phonetic games in the development of
correct pronunciation and phonetic skills in the initial stage of learning a foreign language.
The study aims to highlight the educational, developmental, and psychological functions of
phonetic games, emphasizing their role in making the process of learning a foreign language
more interesting, exciting, and relaxed for the students.

The study emphasizes that phonetic games contribute to the consolidation and
improvement of pronunciation skills, as well as the development of mental cognitive
processes such as thinking, memory, perception, and attention. Additionally, the study
highlights the various functions of phonetic games, including their educational,
developmental, entertainment, communicative, psychological, and motor-speech functions.

Methods and Techniques

This study used a quantitative descriptive research method to understand the oral
performance of first-year BSED English students. This method involves gathering and
analyzing data on various aspects of pronunciation. It aims to provide a detailed overview of
students' oral proficiency. However, it doesn't allow for manipulating variables or drawing
causal conclusions. Additionally, the study employed correlational research, specifically
through game-based learning, to assess the relationship between this method and oral
proficiency. The adapted rubrics from Pronunciation Assessment were utilized for evaluation.
While this approach helps explore connections between variables, it doesn't establish
causality.

Population and Sample

The study focuses on 67 first-year English major students aged 18-19. This age range targets
late adolescence, a critical period for language learning. Universal sampling ensures a
homogeneous sample, minimizing confounding factors.

Sampling Design

A universal sampling method is used in the study, in which the researchers selected all the
members in a population as respondents. The study participants were the first year college
students of Bulacan State University who are taking up Bachelor of Secondary Education
Major in English Minor Mandarin.

Research Instrument

Pre-test and post-test is the instrument for this study. The researchers used a researcher-
completed pronunciation test adapted from Keith Speaking Academy (2021). as our pre-
assessment and post-assessment tool The standardized test consists of eleven sentences about
pronunciation.

Data Gathering Procedure

The researchers sought authorization from the research teacher, adviser and the campus dean
of the university by sending a request letter for a survey and a sample of the study instrument
to be administered. The letter included the objectives of the study to see the relationship of
implementing the EmoPhonics in enhancing the pronunciation skills of the first year BSED
English learners at Bulacan State University-Bustos Campus. For the second step, after
seeking the necessary permission to carry out the study, the researchers started the pre-test.
The researchers administered the pre-test to the two sections of BSED English learners with
the total sixty seven (67) learners from Bulacan State University- Bustos Campus during the
borrowed time of their instructors. After conducting the pre-test, the researchers validated the
material in three (3) professional in the field of English with the use DepEd Non Print
material validation. The researchers implemented their material “Emophonics” to the
respondents. After the intervention, the researchers gave them the Post-test to see if there was
any change in their score after the implementation.

Ethical Considerations

The researchers considered ethical principles in conducting this EmoPhonics effectiveness

study including obtaining administrator approval and ensuring voluntary, informed student
participation with consent, maintaining confidentiality through anonymous data coding,
designing non-harmful game activities, not impacting learning/assessment, evaluating
students objectively per pronunciation criteria without bias or distortion, and incorporating
protections for student welfare, rights and privacy into the research design and procedure.

Presentation, Analysis, and Interpretation

The following discussions below present the result of the experiment. Tables were used in
introducing data to facilitate understandable discussion of the result.

The Evaluation of Experts to the Intervention material

Criteria Sub-mean Maximum Score Interpretation

Factor A 38.33 40 Very Satisfactory

Factor B 16 16 Very Satisfactory

Factor C 22.33 24 Very Satisfactory

Table 1: Summary of Evaluation of the Experts

Table 1 displays the evaluation results of 3 experts who validated the researchers
material. They provide rating on the content and organization of the product using a 4 point
Likert scale. The material received a mean score of 38.9 in Factor A, a perfect score of 16 in
Factor B, and 22.33 in the Factor C, indicating a very satisfactory rating.

An experts comprehensive evaluation yielded highly a favorable score regarding the

educational material’s effectiveness in clearly communicating its intended instructional
purpose and pedagogical applications, suggesting its considerable potential to serve as a
substantive and valuable resource for learning.
 Section Population Mean Median Mode Standard Minimun Maximum Range
Number Deviation Score Score
BSED 34 3.514 3.45 3, 0.50398 2.36 4.54 2.18
1B 3.45
3.27
3.90
4
BSED 33 3.560 3.54 3.36 0.3366 3 4.35 1.35
1H
Table 1: Interpretation of Pre-test data

The table above shows that out of sixty seven (67) students, only twenty three
students (23) or thirty four point three percent (34.3%) of the population achieve the mean
score of (4.01) indicating that the words are easy to understand with a particular accent.
Understandable. On the other hand, a total of thirty nine students or fifty eig ht point two
(58.2%) achieve the mean score of 3.08. Lastly, five students (5) or seven point five percent
(7.5%) of the population got a mean score of 2.73 indicates that unclear pronunciation. The
words are difficult to understand.

The data shows that the BSED 1B respondents more likely to pronounce the word incorrectly
in the pre assessment with the total mean is number 11 (mean 3.2), number 6 (mean3.3), and
number 3 (mean 3.4). While on the other hand the respondents had a total mean score of
3.758 in number 8, 3.756 in number 2, and 3.72 in number. 1.

Section Population Mean Median Mode Standard Minimum Maximum Range

Number Deviation Score Score

BSED 34 3.963 4 3.72 0.2614 3.36 4.63 1.27

1B

BSED 33 4.003 4 4.18, 0.3140 3.45 4.54 1.09

1H 3.72

Table 2: Interpretation of Post-Test scores of BSED 1B and BSED 1H

Table 2 presents the Post-test scores of BSED 1-B and 1-H students in Bulacan
State University- Bustos Campus revealing that the section of BSED 1B with a total students
of 34, eighteen (18) or fifty two point ninety four percent (52.94%) of the students got a mean
score of 4 and up. On the other hand fifteen (15) or forty four point eleven percent (44.11%)
obtained a score of 3.5 up to 3.9 which interpret that the students pronunciation is easy to
understand with a particular accent and understandable. Moreover only one (1) or two point
ninety four percent (2.94%) of the population wherein the words are still unclear and difficult
to understand.

In BSED 1H with a total students of 33, nineteen (19) or fifty seven (57.57%)
got an interpretation of clearly understandable with a certain accent, while 13 or thirty nine
(39.39%) with an interpretation of the words or easy to understand with a particular accent.
On the other hand 1 or three (2.94%) still have unclear pronunciation and the words are
difficult to understand. After the Implementation of EmoPhonics, the data shows that
students score increased moderately.

Pre- Test Post-Test Number of Mean t p df

Mean Mean Students Difference

3.5379 3.9834 67 0.445 -11.244 .001 66

Table 3: Interpretation of Pre-Test and Post-Test scores

Table 3 presents the comparison of pre-test and post-test scores of BSED 1B and 1H.
The BSED 1B is composed of 34 first year English major students while the BSED 1H
consists of 33 students with a total number of 67 students. The mean scores of the pre-test
scores of the students is 3.5379, while the post-test scores is 3.9835. Thus, the two mean score
show 0.4455 differences.

After computing the p-value of the two-tail in the paired T-test, it resulted in 0.001
and is less than 0.05, which similarly means that the null hypothesis is rejected while the
alternative hypothesis is accepted. In simple words, the EmoPhonics enhances the ability of
students to be more fluent speaker in pronouncing a word in Post test assessment.

The findings of the study affirmed that the study had serve its purpose. First, to
determine the oral proficiency level of the chosen respondents before implementation of the
material. Second, to ascertain the level of oral proficiency level of the students after the
implementation of the instructional material. It also discover the significant difference
between the pre-test and post-test scores of the first year English major students.

Conclusion

Based on the results of the research study, the following conclusions were made about the
study’s subject: “EmoPhonics: Instructional Material in Enhancing English Language
Proficiency”
The study found out that many students are somehow competent in using the English
language with the mean score of 3.51 among BSED 1B Students and 3.56 for the BSED 1H
students. However, some students need assistance indicating the need for an intervention
program to enhance their level of proficiency in English language.

The findings discovered that after implementing the instructional material in three days, the
level of oral proficiency/ pronunciation of the respondents had a moderately positive effects
in their pronunciation data

The result shows a little change or a modest increase when comparing the pre-test and post-
test of the respondents. With the pre-test average score of 3.51 for BSED 1-B students and
3.56 for BSED 1-H students. Compared with their post-test average score of 3.94 for BSED
1-B students and 4.00 for BSED 1-H students.

Recommendation:

1. The researchers suggest integrating an engaging instructional material in teaching to

enhance the learning experience of learners during discussion period. Teachers can
give hands-on practice to have a better understanding of the lesson.

2. To enhance the improvement of students' English proficiency further, the researchers

recommend extending the duration of the implementation period and increasing the
frequency of exposure to the instructional materials.

3. To further capitalize on the modest improvements observed, it is recommended to

incorporate multimodal learning strategies. This could include visual aids, kinesthetic
activities, and auditory exercises that complement the EmoPhonics approach. By
engaging multiple senses, students may find it easier to remember pronunciation
patterns and apply them in real-life communication scenarios. Additionally, providing
opportunities for peer-to-peer learning and feedback can create a more dynamic and
supportive learning environment, fostering continuous improvement in pronunciation
skills.
The Pronunciation test is adapted from Keith Speaking Academy (2021)

1. The Sounds /ɪ/ and /i:/

You can sit on this seat

2. The Sounds /aʊ/ and /əʊ/

Now I know how you knew

3. Consonant Groups

I like comfortable clothes

4. Commonly Confused Words

I need a receipt for this recipe book

5. Silent Letters

There is a subtle difference between the schedules on Wednesday and Tuesday

6. Consonant groups: The Sound /sks/

He always asks about specific tasks.

7. The Sounds /s/ and /ʃ/

She says sociable people love society

8. Consonant Groups

Many women are enthusiastic entrepreneurs

9. Consonant Groups

I am not exaggerating the expected extinction of the black rhino

10. The Sounds /ɔ/ and /ɜ:/

‘Walk’ and ‘Work’ are the weirdest words in the World

11. The Sounds /θ/ and /ð/

Although he thought he was thorough throughout, he went through it too quickly

The criteria below is adapted from the Pronunciation assessment by Rachmawati and
Cahyani 2020 “The Use of Youtube Videos in Improving Non English Department
Students’ Pronunciation Skills”
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