The Development of Pronunciation Skills in Linking Sounds through the Use of Shadowing Technique and Game-Based Learning among Grade 5 Students

Abstract

Currently, English language learners, particularly those who speak English as a second language, often face difficulties with linked sounds. This is due to the contrasting nature of the Thai language, which typically emphasizes distinct word boundaries, subsequently impeding both listening and speaking skills. This study aimed to: 1) To compare students' development in linking sound pronunciation before and after instruction, 2) To investigate students' satisfaction with the integration of the Shadowing technique and game-based learning, and 3) To explore the problems and obstacles encountered in pronunciation. The sample consisted of 13 Grade 5 students from an opportunity expansion school in Samut Sakhon Province, selected through purposive sampling. The research instruments included pre- and post-instruction pronunciation tests, a satisfaction questionnaire, and semi-structured interviews. The results revealed that the mean post-test score for linked sound pronunciation (M = 46.46, SD = 20.74) was higher than the pre-test score (M = 41.00, SD = 11.02). However, statistical analysis indicated a p-value of 0.1150 showing no statistically significant difference in students ' linked sound pronunciation development between the pre- and post-instruction phases. Regarding satisfaction, students expressed a high level of satisfaction overall (M = 3.94, SD = 0.45), indicating that learning through games rendered the learning process enjoyable and effectively reduced anxiety. The findings of this study can be applied to enhance the teaching and learning of English speaking and pronunciation skills in classroom contexts.