THE EFFECTS OF THE READING PROGRESS TOOL IN MICROSOFT TEAMS ON IMPROVING PRONUNCIATION OF EFL UNIVERSITY LEARNERS IN VIETNAM: AN EXPERIMENTAL STUDY

Abstract

This study examined the effectiveness of the Reading Progress tool in Microsoft Teams in improving English pronunciation of EFL university students in Vietnam as well as their perceptions of the tool’s implementation. Data was collected from pre-test and post-test pronunciation scores of 84 first-year students, and semi-structured interviews of 9 students at a Vietnamese university. The findings indicated that the use of the tool led to significant improvements in learners’ English pronunciation performance. Additionally, in spite of encountering technical problems, participants expressed positive perceptions of the tool, highlighting its usefulness in enhancing their pronunciation, providing practice opportunities, delivering instant and detailed feedback, and increasing their’ self-awareness of their pronunciation errors. Based on the results, several implications are offered for educators, policymakers and curriculum designers seeking to enhance pronunciation instruction through technology integration.