Language Learning & Technology
http://llt.msu.edu/vol13num3/tannerlandon.pdf
October 2009, Volume 13, Number 3
pp. 51-65
Mark W. Tanner (an Assistant Professor in the Linguistics and English Language Department at Brigham Young University)
Melissa M. Landon (MA in TESOL from Brigham Young University. A full-time mother and part-time researcher)
Brigham Young University
SUMMARY OF THE ARTICLE
Aim of the research - This study is intended to empirically evaluate a self-directed, computer-assisted technique that uses oral readings (Cued Pronunciation Readings -CPRs) to improve students' perception and production of pausing, word stress and sentence-final intonation. It focuses on the influence of self-directed readings on learners' perception and production skills.
Methodology - A 13-week experimental study was performed with 75 ESL learners divided into control and treatment group. The treatment group was exposed to 11 week of self-directed computer assisted practice using Cued Pronunciation Readings (CPRs). In the quasi-experimental pre-test/post-test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week 13). ESL learners listen to (150-300-word) passages recorded by Non-Native speakers (NNs), mark the location of an individual suprasegmental feature (e.g. pausing or syllable stress), practice the reading orally with the appropriate feature marked and then record themselves reading the passage. Researchers analyzed the treatment 's effect on the learners' perception and production of key suprasegmental features (pausing, word stress and sentence-final intonation) and the learners' level of perceived comprehensibility.
The subject / sample - 75 ESL learners enrolled full-time in a university ESL program participated in the study. They were all of intermediate-level proficiency and ranged in age from 17 to 54 (mean age = 25 years).
The findings of the research - The treatment had a significant effect on the learners' perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment (based from qualitative findings - 82% of the students felt that as a result of the treatment, they could understand English conversation more easily and had increased their knowledge of English pronunciation, 79% said the CPRs enable them to communicate effectively, they had more confidence when speaking English in public, they could speak more fluently and correctly in English, 64% felt that because of the readings, they could more easily recognized their own pronunciation errors).
REACTION
Does the research interests you?
Yes, it is interesting since it is a research of how non-native speakers of English can improve the language command by using computer-assisted materials. Since I myself is a non-native speaker of English, this research really catch my interests because based from the findings of this research, it is proven that computer-assisted media can improve the learners command as well as comprehension of English language.
When I was learning Applied Phonetics and Phonology in Semester 3, I realized that appropriate pausing, intonation, word and sentence stress are very important to make a conversation comprehensible. In this course, I had the experience to analyze different types of speech production from native speakers of English as well as non-native speakers of English. From here, I learned that a comprehensible conversation is clear with appropriate pause, stress and intonation but not the fastest conversation. These factors (pausing, intonation, word and sentence stress) effect the emphasis of what the speaker is trying to say. Therefore, it is important for English language learners especially non-native speakers of English to improve in these aspects and that is why this research really interests me.
Do you think the research well conducted?
In my opinion, the research was well conducted. This is because the researchers took 3 and a half months in conducting the research to get a valid result. Besides that, the research participants are not just the sample of 75 ESL learners but also include the native speakers of English who acts as judges, error-analyzers and evaluator of the task done by the sample/subjects in this research. The findings attained from this study is presented in two forms, quantitative results as well as qualitative results.
What is / are the implication(s) of the research in the teaching and learning of ESL (in the general and Malaysian context).
In general, this research serves as an eye-opener to teachers as well as students of English language that computer-assisted materials proved its effectiveness in improving students' proficiency, command of the language as well as confidence in using the language. For those who still have doubt about using technology in classroom setting/language learning, this is the time to change the false perception. This research shows that students enjoy technology usage in teaching and learning of ESL.
In Malaysian context, teachers can vary the teaching strategies and method in teaching English language especially in teaching grammar to the students. Based on this research, the students have better perception of pausing, intonation and stress pattern and have better production of the language after the treatment period. It should be implemented in our curriculum as well. Besides that, teacher must be competent, should have basic knowledge of technological aspects and continuously provide feedback to the students in the teaching and learning of English language. Although issues of insufficient technology/computer facilities in school, teachers should find alternatives (I brought my own laptop and speakers to the class to play audio and video materials when I did my practicum last semester) to make the teaching and learning of English language in classroom is a possible.
http://llt.msu.edu/vol13num3/tannerlandon.pdf
October 2009, Volume 13, Number 3
pp. 51-65
Mark W. Tanner (an Assistant Professor in the Linguistics and English Language Department at Brigham Young University)
Melissa M. Landon (MA in TESOL from Brigham Young University. A full-time mother and part-time researcher)
Brigham Young University
SUMMARY OF THE ARTICLE
Aim of the research - This study is intended to empirically evaluate a self-directed, computer-assisted technique that uses oral readings (Cued Pronunciation Readings -CPRs) to improve students' perception and production of pausing, word stress and sentence-final intonation. It focuses on the influence of self-directed readings on learners' perception and production skills.
Methodology - A 13-week experimental study was performed with 75 ESL learners divided into control and treatment group. The treatment group was exposed to 11 week of self-directed computer assisted practice using Cued Pronunciation Readings (CPRs). In the quasi-experimental pre-test/post-test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week 13). ESL learners listen to (150-300-word) passages recorded by Non-Native speakers (NNs), mark the location of an individual suprasegmental feature (e.g. pausing or syllable stress), practice the reading orally with the appropriate feature marked and then record themselves reading the passage. Researchers analyzed the treatment 's effect on the learners' perception and production of key suprasegmental features (pausing, word stress and sentence-final intonation) and the learners' level of perceived comprehensibility.
The subject / sample - 75 ESL learners enrolled full-time in a university ESL program participated in the study. They were all of intermediate-level proficiency and ranged in age from 17 to 54 (mean age = 25 years).
The findings of the research - The treatment had a significant effect on the learners' perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment (based from qualitative findings - 82% of the students felt that as a result of the treatment, they could understand English conversation more easily and had increased their knowledge of English pronunciation, 79% said the CPRs enable them to communicate effectively, they had more confidence when speaking English in public, they could speak more fluently and correctly in English, 64% felt that because of the readings, they could more easily recognized their own pronunciation errors).
REACTION
Does the research interests you?
Yes, it is interesting since it is a research of how non-native speakers of English can improve the language command by using computer-assisted materials. Since I myself is a non-native speaker of English, this research really catch my interests because based from the findings of this research, it is proven that computer-assisted media can improve the learners command as well as comprehension of English language.
When I was learning Applied Phonetics and Phonology in Semester 3, I realized that appropriate pausing, intonation, word and sentence stress are very important to make a conversation comprehensible. In this course, I had the experience to analyze different types of speech production from native speakers of English as well as non-native speakers of English. From here, I learned that a comprehensible conversation is clear with appropriate pause, stress and intonation but not the fastest conversation. These factors (pausing, intonation, word and sentence stress) effect the emphasis of what the speaker is trying to say. Therefore, it is important for English language learners especially non-native speakers of English to improve in these aspects and that is why this research really interests me.
Do you think the research well conducted?
In my opinion, the research was well conducted. This is because the researchers took 3 and a half months in conducting the research to get a valid result. Besides that, the research participants are not just the sample of 75 ESL learners but also include the native speakers of English who acts as judges, error-analyzers and evaluator of the task done by the sample/subjects in this research. The findings attained from this study is presented in two forms, quantitative results as well as qualitative results.
What is / are the implication(s) of the research in the teaching and learning of ESL (in the general and Malaysian context).
In general, this research serves as an eye-opener to teachers as well as students of English language that computer-assisted materials proved its effectiveness in improving students' proficiency, command of the language as well as confidence in using the language. For those who still have doubt about using technology in classroom setting/language learning, this is the time to change the false perception. This research shows that students enjoy technology usage in teaching and learning of ESL.
In Malaysian context, teachers can vary the teaching strategies and method in teaching English language especially in teaching grammar to the students. Based on this research, the students have better perception of pausing, intonation and stress pattern and have better production of the language after the treatment period. It should be implemented in our curriculum as well. Besides that, teacher must be competent, should have basic knowledge of technological aspects and continuously provide feedback to the students in the teaching and learning of English language. Although issues of insufficient technology/computer facilities in school, teachers should find alternatives (I brought my own laptop and speakers to the class to play audio and video materials when I did my practicum last semester) to make the teaching and learning of English language in classroom is a possible.
Ok, 6.4/10
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