Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam

Martin Benedict Andrew(1*), Le Hong Tran(2),

(1) Capable New Zealand, Otago Polytechnic, New Zealand
(2) Academy of International Studies, Vietnam
(*) Corresponding Author



Studies about the learning value of group presentations in ESL and EFL have become increasingly common, particularly in relation to spoken fluency. However, few studies have explored their impact on students’ intelligible pronunciation. In a Vietnamese context, recent changes in teaching and learning strategies set by the government have shifted attention to students’ ability to communicate effectively in today’s increasingly globalized environment. This inevitably turns the spotlight on pronunciation, an aspect of EFL long ignored in Vietnam. Qualitatively describing a case where group presentations were a key mode of teaching, learning and assessment for 17 second-year students majoring in English for Political Discipline at the Institute of International Studies in Hanoi over the course of one semester, this study suggests that monitored and transcribed group presentations may be one rational answer.
The study investigates the impacts on participants’ pronunciation of sounds and word stress and considers their attitude towards this method. The results reveal that students acknowledged the benefits of group presentations and experienced improvements in pronunciation, confidence and range of political vocabulary. These changes were diverse depending on each participant’s attitude. The article concludes with reflective evaluations of the lessons and explores the pedagogical implications for future projects on implementing research into presentations among Vietnamese students of foreign languages.


language learning; presentations; phonology; speaking; Vietnam

Full Text:



Andrew, M. (2006). Speaking about film and learning about speaking: Teaching speaking through film study. The TESOLANZ Journal, 14, 16-31.

Baranowski, M., & Weir, K. (2011). Peer evaluation in the political science classroom. PS: Political Science & Politics, 44(04), 805-811.

Beckman, M. E., & Edwards, J. (1994). Articulatory evidence for differentiating stress categories. Papers in laboratory phonology III: Phonological structure and phonetic form, 7-33.

Brown, T., & Morrissey, L. (2004). The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self-efficacy and anxiety 1. Innovations in Education and Teaching International, 41(3), 255-271.

Çakır, İ., & Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110.

Carr, P. (2012). English phonetics and phonology: an introduction. John Wiley & Sons.

Center for Applied Linguistics (n.d.). Indochinese refugee education guides #7. Adult education series: English Pronunciation exercises for speakers of Vietnamese. Washington, DC: National Indochinese Clearinghouse.

Chou, M. H. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30(4), 272-285.

Dang, T. K. A., Nguyen, H. T. M., & Le, T. T. T. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: An example from Vietnam. Current Issues in Language Planning, 14(1), 52-72.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318.

Girard, T., Pinar, M., & Trapp, P. (2011). An Exploratory Study of Class Presentations and Peer Evaluations: Do Students Perceive the Benefits? Academy of Educational Leadership Journal, 15(1), 77.

Hincks, R. (2010). Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes, 29(1), 4-18.

Hwa-Froelich, D., Hodson, B. W., & Edwards, H. T. (2002). Characteristics of Vietnamese phonology. American Journal of Speech-Language Pathology, 11(3), 264-273.

Hall, S. (1997). Integrating Pronunciation for Fluency in Presentation Skills. Paper presented at the Annual Meting of the Teachers of English to Speakers of Other Languages (31st, Orlando, FL, March 1-15,1997).

Izumi, S., & Bigelow, M. (2000). Does output promote noticing and second language acquisition?. TESOL Quarterly, 34(2), 239-278.

King, J. (2002). Preparing EFL learners for oral presentations. Dong Hwa Journal of Humanistic Studies, 4, 401-418.

Lee, E., & Park, M. (2008). Student Presentation as a Means of Learning English for Upper Intermediate to Advanced Level Students. Journal of Pan-Pacific Association of Applied Linguistics, 12(1), 47-60.

London, J. D. (Ed.). (2011). Education in Vietnam. Institute of Southeast Asian Studies.

Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.

Osburne, A. G. (1996). Final cluster reduction in English L2 speech: A case study of a Vietnamese speaker. Applied Linguistics, 17(2), 164-181.

Pavlenko, A. (Ed.). (2011). Thinking and speaking in two languages (Vol. 77). Multilingual matters.

Thanh Pham, T. H., & Renshaw, P. (2015). Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices. Assessment & Evaluation in Higher Education, 40(1), 45-59

Prichard, C., & Ferreira, D. (2014). The Effects of Poster Presentations and Class Presentations on Low‐Proficiency Learners. TESOL Journal, 5(1), 172-185.

Santry, P. A. (1992). The way South Vietnamese pronounce English (Doctoral dissertation, Victoria University, Melbourne).

Schnettler, B. (2006). Orchestrating bullet lists and commentaries. A video performance analysis of computer supported presentations. Video Analysis, Frankfurt am Main: Lang, 155-168.

Tuan, T. A., & Storch, N. (2007). Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal, 38(1), 104-124.

Vietnamese Pronunciation Problems – Speak English Like A Native (2015). Retrieved from

Article Metrics

Abstract view : 717 times | PDF view : 69 times


  • There are currently no refbacks.

License URL:




Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.