Social Science and Human Research Bulletin

This article examines changes in selected English pronunciation performances during a Phonics-oriented programme involving 20 children aged four to five at Son Ca Kindergarten, Thanh Hoa Province, Vietnam. A classroom action research design comprised two four-week cycles and sixteen scheduled 45-minute lessons between July and September 2026. The evidence includes paired results from a teacher-rated 25-item oral task, a dated attendance register, programme-level participation and pronunciation ratings, and the teacher's written reflections. Across the class, mean scores increased from 34.4 to 76.0 on a 100-point scale, a gain of 41.6 points; all 20 children recorded higher post-test scores, and 14 reached at least 70 points, compared with none at baseline. Action-stage ratings classified eight children as highly intelligible, nine as partially intelligible and three as low. Following concerns about uneven engagement, limited practice and reliance on imitation, the teacher reported placing greater emphasis on articulatory guidance, revision and group games in Cycle 2. The findings document improved performance on repeated familiar prompts but do not establish an effect uniquely attributable to Phonics, because the study lacked a comparison group, an intermediate cycle assessment, independent scoring and item-level records. Practical implications concern structured oral practice, responsive feedback and stronger documentation in preschool pronunciation research.

Phonics-oriented instruction, English pronunciation, preschool learners, classroom action research, Vietnam.

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