Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process

Meritan, Camille

doi:10.3390/languages6040182

Cited by 3 publications

(1 citation statement)

References 62 publications

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“…Multiple studies have concluded that self-reflection is an indispensable element in the language learning process. Meritan's (2021) research indicates that self-reflection has been shown to be advantageous in the context of language development, specifically with regard to pronunciation. Furthermore, El-Badri and Abu-baker (2021) provided evidence that the most efficacious approach to enhancing one's understanding of English text is through the practice of self-reflection.…”

Section: Metacognition and Self-reflection In Language Learningmentioning

confidence: 99%

Using Online Media for Extensive Listening Practices: Students’ Self-Reflections from the Extensive Listening Logbook

Yusra,

Hanifa

2023

Komposisi

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Despite the fact that technology and online media’s great contributions on extensive listening practices, students who are unaccustomed to such activities would find the practice challenging. The current study investigated 20 first-semester university students undertaking extensive listening practices which were recorded into logbooks. The researchers aimed to map out students’ reflections on challenges and satisfaction towards the media and listening practices under a descriptive qualitative research, utilizing document analysis. Results of data analysis shows that the freedom of choice given to students while undertaking extensive listening activities through online media brought positive responses on the overall students’ satisfaction on the listening practice. Nevertheless, the unsorted levels of difficulty, unfamiliar words, foreign accents, and speed of speech from the media became the barriers mostly encountered in understanding the language contents. Furthermore, unsatisfactory listening experiences were also reported by a few students. Thus, it is advisable that teachers who implement extensive listening practices to offer help for learners to be more aware of their current and future potential to make sure learning more efficiently. It is highly expected that through frequent interactions with the listening inputs from various sources, students would enhance their metacognitive strategies to have better control of their learning.

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Section: Metacognition and Self-reflection In Language Learningmentioning

confidence: 99%

Using Online Media for Extensive Listening Practices: Students’ Self-Reflections from the Extensive Listening Logbook

Yusra,

Hanifa

2023

Komposisi

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Depth of Processing in L2 Learning

Leow

2024

The TESOL Encyclopedia of English Language Teaching

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There has been a recent uptick in several process‐oriented studies (e.g., Adrada‐Rafael, 2017; Leow, Thinglum, & Leow, 2022) that have employed concurrent data elicitation procedures (e.g., think aloud protocols) to explore how deeply L2 learners process, that is, depth of processing (DoP), L2 data. This chapter provides a succinct report of the origin of DoP, its theoretical and empirical presence in (I)SLA, and pedagogical implications for the instructed setting,

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Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception

Hua

2023

Language Teaching Research

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Studies have reported comparable effectiveness of teacher assessment and learner assessment in promoting second-language (L2) writing skills (Vuogan & Li, 2022; Yu & Lee, 2016). However, whether learner assessment is equally helpful in enhancing L2 pronunciation learning remains underexplored. Addressing this gap, this pretest–posttest quasi-experimental study examined the effects, validity and reliability, and learners’ perception of peer assessment and self-assessment in L2 English pronunciation. The participants, 183 English majors at a university in China, were divided into three groups, each receiving one type of assessment for the segmental and suprasegmental modules of a pronunciation course. The participants’ performances were examined by pre- and post-intervention reading tasks and assessment forms, and their perceptions by a questionnaire survey. Repeated-measures ANOVA tests of the reading task results revealed similar performances by the three groups on segmentals and suprasegmentals. Cronbach’s alpha tests of scores in the assessment forms across the weeks showed high validity and reliability for peer assessment but marginal validity and acceptable reliability for self-assessment. Repeated-measures one-way ANOVA tests and a paired-samples t-test of the questionnaire survey results revealed high confidence in evaluating others’ and own pronunciation but a general preference for teacher assessment, which was perceived to be more effective than the other two types. These findings suggest that L2 English learners can be more self-reliant in pronunciation learning and should be encouraged and guided to be so.

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Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process

Cited by 3 publications

References 62 publications

Using Online Media for Extensive Listening Practices: Students’ Self-Reflections from the Extensive Listening Logbook

Using Online Media for Extensive Listening Practices: Students’ Self-Reflections from the Extensive Listening Logbook

Depth of Processing in L2 Learning

Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception

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