Speaker
Description
While pronunciation is vital for successful oral communication, it remains largely marginalised in general English programmes at Vietnamese universities, where non-majors often suffer from limited instructional time. This mixed-methods study investigates the effectiveness of an eight-week video-based shadowing intervention designed to improve the pronunciation of target codas (/t/, /s/, /n/, /d/, /z/) and consonant clusters (/nt/, /nd/, /st/) among 20 non-English major students at a regional university in Vietnam. The blended pedagogical framework combined 30-minute weekly guided online sessions with autonomous mobile-device practice using subtitled authentic videos. Quantitative analysis of pre- and post-test speech samples, evaluated by two independent raters, demonstrated statistically significant advancements in phonological accuracy. The participants exhibited a steady upward trend in correctly producing single target codas, alongside a moderate but clear improvement in executing complex consonant clusters. Qualitatively, thematic analysis of post-intervention interviews indicated substantial gains in learners’ speaking confidence, fluency, and self-monitoring capabilities. The findings demonstrate that shadowing serves as a highly effective, low-resource pedagogical tool for English as a Foreign Language (EFL) classrooms. The paper concludes with practical pedagogical implications for integrating short, autonomous shadowing tasks into general English curricula to maximize learning outcomes within credit-constrained contexts.
Keywords: pronunciation teaching, shadowing technique, target codas, consonant clusters, non-English majors
Biography
I am currently an English teacher working at a Center for Continuing Education in Vietnam. Teaching in this specific environment has inspired me to look for practical, high-impact ways to help my students improve their real-world communication skills. My main interests in education include communicative language teaching, pronunciation pedagogy, and Mobile-Assisted Language Learning (MALL).
In my daily classes, I always try to find engaging and accessible methods to help learners overcome speaking anxiety and improve their pronunciation. My latest research focuses on how students can use their own mobile devices and subtitled authentic videos to practice speaking more effectively on their own. Through this project, I want to demonstrate how technology can boost learners' confidence and self-monitoring skills. By joining this conference, I hope to share my practical classroom experiences, connect with fellow educators, and find better ways to support my students in their language learning journey.
| Affiliate type | Vietnamese public school |
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