Non-English-majored Freshmen's Investigating Perspectives and Attitudes towards English Intonation through Podcast Integration in a Vietnamese University

Abstract

Intonation is a significant aspect of mastering effective communication but is often underemphasized in language education, particularly for non-English-majored students. This study aims to examine the background knowledge and perceptions of students regarding intonation before and after the utilization of podcasts. The study involves 120 first-year students at a Vietnamese university who are currently enrolled in a listening-speaking course. During five-week intervention, the students are exposed to activities that are based on podcasts. Data is collected through pre- and post-intervention questionnaires to evaluate the changes in their attitudes towards English intonation and podcast usage. The findings reveal that before the intervention, students possessed a limited understanding of intonation. However, after the intervention, participants expressed positive attitudes and improvements in English intonation, highlighting the potential of integrating podcasts as an additional resource during English lessons. Also, the research recommends that future research be conducted to explore the long-term impacts of podcasts on language development, especially speaking skills.