Persian ITAs and Speech Comprehensibility: Using CAPT for Pronunciation Improvement

Abstract It has been shown in the past that International Teaching Assistants (ITAs) struggle with phonological and communication issues in the classroom (Pickering, 1999; 2001). This issue leads to misunderstandings between ITAs and undergraduate students, frustrating them both as well as the parents of the students and the departments. However, studies have shown that with the right training, ITAs can focus on suprasegmental features, improving their speech comprehensibility and intelligibility (Gorusch, 2011). This study investigates the effect of Computer Assisted Pronunciation Teaching (CAPT) via tutorial videos and visual feedback on the improvement of ITAs’ speech comprehensibility. Across 5 US universities, 60 Persian ITAs, a video group (n=20), a visual feedback group(n=21), and a control group (n=19), completed an oral production pretest and recorded five diagnostic sentences plus spontaneous speech files. Over the next six weeks, all groups received in-person non-CAPT instruction, but the video group received and watched extra eight tutorial videos designed to target suprasegmental features and the feedback group was exposed to Praat visual feedback. Participants were also paired with a pronunciation tutor who provided instruction and feedback once a week. A perception posttest was administered, and the same 5 sentences with the spontaneous talk were once again recorded. The pre-and post-treatment sentences were then rated by 169 undergraduate students for comprehensibility. The findings of this study provide a greater understanding of how explicit instruction of pronunciation through CAPT can improve the speech comprehensibility of ITAs. The number of international people in academic and professional contexts is rising, it is necessary to guide them through appropriate instruction to improve their communication quality. The results of this study suggest that even short intervention programs that include targeted in-person tutoring, tutorial videos, and visual feedback may improve ITAs’ communications. Results also imply the need for pronunciation support for ITAs in their respective academic institutions

The Impact Of Rosetta Stone On Students’ Pronunciation For English Subject

The Objective of the study was to ascertain how Rosetta Stone in English class affected students’ ability to pronounce English. This methodology employed a quasi-experimental pretest-posttest design with 30 samples split into two groups. The technique used was non-probability sampling. Pronunciation test technique was employed for data collecting. To compare Pronunciation abilities before and after using Rosetta Stone, data analysis used a t-test. The findings demonstrated that the t-Stat statements derived from the material discussed had value. A key element of Pronunciation is the students’ capacity to pronounce the words and sentences that are practiced by imitating the application. The findings of this study have significance for students’ knowledge of how to pronounce the words and sentences correctly and influence their level of pronunciation. The findings demonstrated that the t-test-table value was (1,699 1,331), indicating that Rosetta Stone gave a significant effect on treatment class on students’ pronunciation. This result finding recommend other researcher to use the Rosetta Stone as an alternative media used for future

INTEGRATING “ENGLISH PRONUNCIATION” APP INTO PRONUNCIATION TEACHING: HOW IT AFFECTS STUDENTS’ PARTICIPATION AND LEARNING

This study aimed to find out whether the integration of the English Pronunciation app in pronunciation class at Mandalika University of Education (UNDIKMA) can increase students’ participation and self-learning. This study made use of quasi-qualitative design. Forty-eight first-year English department students from two groups of learning involved in this research, aged between 19 to 21. Each group, group A and group B, comprised of 24 students. Both groups received instruction using the English pronunciation app. Data was collected using class observation and interviews. In conducting observation, the observer chose to take the role of participant-observer in that the researcher immersed with the students during the observation activities. One volunteer assistant was employed to work with the researcher. It was intended to increase the accuracy of the data collected. In regard to the interview process, the researcher used individual and group interviews where one interviewer/researcher interviews a group of students. The result of the study indicates that the integration of the English Pronunciation app in teaching pronunciation increased the students’ participation (engagement, attitude, and conduct). In addition, the app brought a positive effect to the establishment of independent learning to a significant number of students

Investigating Students’ Motivation on the Use of Rosetta Stone in Learning English Pronunciation

English as a Foreign Language teaching and learning has made extensive use of the integration of multimedia language such as Rosetta Stone. Therefore, this research aims to find out Junior High school students' motivation in learning pronunciation by using the Rosetta Stone in three dimensions of selfdetermination theory in terms of autonomy, competence and relatedness. The quasi-experimental pretest-posttest design with 30 samples divided into two groups was used in this methodology. The experimental group received face-to-face instruction using Rosetta Stone, while the control group only received instruction using the drilling technique. Furthermore, the result of statistical analysis showed a significant difference between the groups in terms of total support for the experimental group. As a result, Rosetta Stone inspired students to participate in the pronunciation class, and they are enthusiastic and satisfied with the use of Rosetta Stone in the classroom

EFL Students’ and Teachers’ Perceptions Towards the Use of ICTs to Enhance Pronunciation: A Case Study at Luis Roberto Bravo High School

La pronunciación es un componente importante para una comunicación efectiva en cualquier idioma. Sin embargo, la pronunciación ha sido descuidada en el proceso de enseñanza-aprendizaje en aulas de inglés como lengua extranjera (ILE). Las tecnologías dela información y comunicación (TICs) se han convertido parte de la enseñanza del Inglés para fomentar la práctica de la pronunciación. Es así que esta investigación busca analizar las TICs implementadas en aulas de ILE para la práctica de la pronunciación, las desventajas y ventajas de usar las TICs y las percepciones de estudiantes y docentes sobreel uso de las TICs para mejorar pronunciación. Considerando el contexto educativo de Latinoamérica, Luis Roberto Bravo, una institución educativa latinoamericana, fue tomada como muestra para el presente estudio. Los participantes fueron dos profesores de ILE y 78estudiantes; adicionalmente, los instrumentos para la recolección de datos fueron encuestas, las cuales fueron entregadas a todos los participantes, y entrevistas, las cuales fueron respondidas por los docentes. Los resultados del estudio mostraron que la TIC más utilizada fue la computadora. Las ventajas de usar las TICs fueron la variedad de información que se le puede dar a los estudiantes, especialmente el oír a hablantes nativos,y la introducción de características segmentales y suprasegmentales, las cuales se consideraron relevantes para enseñar pronunciación. Por otro lado, la falta de conocimiento,la falta de capacitación, la falta de tiempo, y la infraestructura fueron los inconvenientes encontrados al implementar las TICs en la unidad educativa LRB. Finalmente, el último hallazgo mostró que docentes y estudiantes tenían percepciones positivas respecto al uso de las TIC para mejorar la pronunciación, ya que fomentaba la motivación y la práctica de lapronunciación.Pronunciation is an important component of effective communication in any language. However, pronunciation has been neglected in the teaching-learning process of English as a foreign language (EFL) classrooms. Information and communications technologies (ICTs) have become part of English instruction in order to foster the practice of pronunciation. Thus, this research aims to analyze the ICT tools implemented in EFL classrooms in order to practice pronunciation, the drawbacks and advantages of using ICTs,and teachers' and students' perceptions of the use of ICTs to enhance pronunciation. Considering the educational context of Latin America, Luis Roberto Bravo (LRB), a Latin American high school, was taken as a sample for the present study. The participants were two EFL teachers and 78 students; additionally, the data collection instruments were surveys, which were delivered to all the participants, and interviews, which were answered by the teachers. The results of the study showed that the ICT most used was the computer.The advantages of using ICTs were the variety of input that can be given to students, especially listening input of native speakers, and the introduction of segmental and suprasegmental features, which were considered relevant to teach pronunciation. On the other hand, the lack of knowledge, lack of training, lack of time, and inadequate infrastructure were the drawbacks encountered when implementing ICTs at LRB high school. Finally, the last finding showed that teachers and students had positive perceptions regarding the use of ICTs to enhance pronunciation since it encouraged motivation and thepractice of pronunciation0000-0002-9330-462

Whaddya call that again? Materials for teaching connected speech

In order to examine the phenomena of connected speech and the place technology has in its instruction, I must first examine the developments in speaking and listening instructor that have contributed to this area of research, instruction, and learning. The literature review, then, will present (a) an overview of current speaking instruction trends, (b) an overview of current listening instruction trends, (c) an explanation of connected speech and its features, (d) an overview of technology and computer-assisted language learning (CALL), and (e) an overview of technological interventions in connected speech instruction. Through my findings, I hope to explore the following research questions: 1. How do instructors and learners feel about pronunciation, listening, and connected speech instruction? 2. How do instructors and learners feel about using technology to mediate the above instruction? 3. What do instructors and learners think of a number of activities developed in light of RQs 1 and 2? 4. How does the research literature reflect the topics of pronunciation, pronunciation with suprasegmentals, and suprasegmentals with technology? 5. How can a series of pedagogical materials support the technology-mediated instruction of connected speech

A mixed-method approach to exploring the collaborative practice of prosody features in computer-assisted pronunciation training (CAPT): A case study of Algerian undergraduate EFL students

Computer-assisted pronunciation training (CAPT) represents an alternative environment for English as a foreign language (EFL) learners to practice pronunciation in a stress-free environment through a self-paced process with immediate and personalized feedback. However, despite emerging evidence on the effectiveness of collaboration with technology, much of the previous research on CAPT has focused on the individual practice employing quantitative measurements that provided learning results yet did not fully explain the learning process. This study, therefore, attempts to explore collaborative CAPT of prosody through a quasi-experimental design employing a mixed-method approach. Such inquiry is especially important in the Algerian EFL classroom where pronunciation instruction focuses mainly on phonemes while prosody features are sidelined due to the lack of teacher training and practice materials. To do this, 18 Algerian adult EFL learners enrolled in pronunciation training sessions once a week for six weeks to practice syllable stress, sentence stress, and intonation using the CAPT system Tell Me More. Participants were randomly assigned to a control group receiving no treatment and two experimental groups, a collaborative CAPT group in which students practiced in pairs, and an individual CAPT group where students practiced individually. Participants' pronunciation output was recorded through read-aloud activities before and after the intervention and analyzed in terms of prosodic quality and overall comprehensibility. The training sessions were video recorded, and participants’ perceptions were documented in learning logs and semi-structured interviews, all of which were analyzed thematically. Although the pronunciation learning results did not show significant learning development in participants' prosodic quality and overall comprehensibility, the qualitative results showed a promoted independent and engaging practice environment in collaborative CAPT as opposed to a teacher reliant and monotonous individual CAPT. Such results highlighted the potential advantages and challenges of collaborative CAPT of prosody for EFL teachers interested in integrating this technology