Using shadowing to improve intermediate students' intonation in English communication: an action research project at an english center in hanoi = Sử dụng phương pháp Shadowing nhằm cải thiện ngữ điệu trong giao tiếp tiếng Anh cho học sinh ở trình độ trung cấp: Nghiên cứu hành động tại một trung tâm tiếng Anh ở Hà Nội

Abstract

This thesis explores how the Shadowing Technique, specifically Voice Acting activity, can help students get better at using the right intonation when speaking English as a second language. The study involves 12 students in Hanoi, Vietnam, aged 20 to 30, who are learning English at an intermediate level. Using action research, specifically Deming's model (1986), the research aims to investigate how a project focusing on voice acting could improve the way students speak English. In this project, we combined theories about learning skills, giving students lots of practice and exposure to improve how they say words and sentences. The project had stages like choosing scenes, doing voice acting, and getting assessed on their performance. Pre- and post-project assessments by two qualified evaluators, who are native English speakers trained in teaching and have certificates in English as a Foreign Language (EFL), coupled with student feedback, provide a comprehensive analysis. The findings suggested a noticeable positive trend in how students utilized tones, particularly when conveying emotions such as happiness, sadness, and anger. Student feedback reflects a positive experience, highlighting the collaborative nature of the project and its overall impact on language proficiency. Challenges in scene selection and adult learner dynamics are identified, offering insights for future refinements.