In the process of English language acquisition by Vietnamese learners, speaking skills and pronunciation, in particular, tend to be the competencies most arduous to acquire. We assume that learners' weaknesses in speaking performance might be partially conditioned by the lack of confidence to express oneself verbally due to pronunciation difficulties. The objective of our article is to describe selected pronunciation issues of South Vietnamese speakers of English that we identified in our preliminary research in the form of a case study carried out on the students at the English Department of the Hong Bang International University in Ho Chi Minh City. We described the case study in great detail in the article by Slówik & Doan published in Vietnamese. Our task here was to utilize the findings of our case study and confirm whether it is possible to support our conclusions using data from computer speech analysis with the help of the software PRAAT. In order to do so, we had to compose a sub-corpus of 6 speakers of South Vietnamese English (3 males, 3 females, all in their early 20 s and born in Ho Chi Minh City). The results discussed in this article can be utilized for the purposes of applied linguistics or ELT education when working with (South) Vietnamese learners.
The paper aims to address the significant factors that affect the motivation to acquire English language skills of Vietnamese undergraduate students. This descriptive research study is mainly based on the survey using both questionnaires and interviews, conducted with 288 students at the Department of English Language of Hong Bang International University in Ho Chi Minh City. The findings show that both intrinsic and extrinsic factors play obvious impacts on the student's learning motivation, behavior, and performance. The major extrinsic factors include the teacher's role, the course atmosphere, the learning environment, the expectations from students' parents, the rates of incomes revealed in the job market, and the socio-educational environment. The intrinsic factors mainly include student's language competency, student's type of personality, and personal interests. Based on the findings of the study, the paper also proposes necessary implications to enhance the students' motivation of learning, aiming for increasing their success in the study program. In theoretical aspects, the study highlights the role of culture in shaping the student's motivation of learning. The study also attempts to differentiate types of learning motivation in terms of their time span, such as short-term, long-term, and lifelong motivation.
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