Speakers
Description
The development of accurate English pronunciation remains a significant challenge for many primary school students in English as a Foreign Language (EFL) contexts.
This study explores primary school teachers’ perceptions of implementing story-based shadowing as a strategy for improving English pronunciation among young learners. Specifically, it examines teachers’ views regarding the effectiveness, practicality, benefits, and challenges of integrating shadowing activities into primary English classrooms. Understanding teachers’ perspectives is essential, as they play a critical role in selecting and applying teaching methods that support language development.
A mixed-methods approach was employed in this study. Quantitative data were collected from 85 primary school teachers through a structured questionnaire, while qualitative insights were obtained from five semi-structured interviews. The combination of these methods provided a comprehensive understanding of teachers’ experiences and attitudes toward the use of story-based shadowing in pronunciation instruction.
Biography
Tran Thi Phuong Thao is an English teacher at Thuan Thanh Primary School, Thua Thien Hue, Vietnam. She is interested in English language teaching methodologies, young learner education, and innovative approaches to enhancing English communication skills among primary school students. Her research interests include pronunciation instruction, technology-enhanced language learning, and learner-centered pedagogy.
Ta Thi Muoi is a freelance English teacher in Gia Lai. She has extensive experience in teaching English to children and adolescents. Her professional interests focus on communicative language teaching, pronunciation development, and creative classroom practices that promote learner engagement and motivation.
Ho Dang Xuan Ngoc is a freelance English teacher in Hue. Her areas of interest include English language education, young learner development, and the integration of innovative teaching techniques into English classrooms. She is particularly interested in practical strategies that support students’ speaking and pronunciation skills.
Together, the authors share a common interest in exploring effective and engaging approaches to English language teaching, with a particular focus on improving pronunciation among primary school learners through story-based shadowing activities.
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