Exploring English pronunciation teaching practices at Vietnamese primary schools

Ngan Thi Phuong Phan; Ngoc Thi Nhu Truong; Nhan Tu Nguyen

doi:10.46223/HCMCOUJS.soci.en.15.4.3220.2025

Abstract

Pronunciation is a crucial factor in the success of English conversations. However, understanding pronunciation teaching methods and the challenges teachers face in EFL countries like Vietnam remains limited, with little research conducted in Vietnamese primary schools. The study explores English pronunciation teaching practices in Vietnamese elementary schools. In particular, it examines teachers' methods of teaching pronunciation to primary school students and delves into teachers’ perceptions of pronunciation teaching practices. The study also
highlights challenges elementary school English teachers face, presenting results from three Vietnamese teachers conveniently recruited from three different primary schools in Ho Chi Minh City. The findings indicate that pronunciation instruction has transitioned to a multisensory and interactive approach, departing from traditional methods. The strategies also include repetition, guided pronunciation practice (i.e., drilling, visual and audio aids, communicative activities, songs and rhymes, tongue twisters, using minimal pairs, and pronunciation software), and a
differentiated approach to pronunciation instruction. However, educators recognize challenges related to students’ ongoing language, sound development, and motivation issues. The study offers practical insights into effective teaching strategies for English pronunciation in primary schools in Vietnam, providing actionable guidance for primary school educators.

Keywords

English pronunciation; primary school students; teaching practices; Vietnamese teachers

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DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.15.4.3220.2025

15(4)2025

Exploring English pronunciation teaching practices at Vietnamese primary schools

Abstract

Keywords

Full Text:

References