Using Technology for Pronunciation Teaching, Learning, and Assessment

Pennington, Martha C.; Rogerson-Revell, Pamela

doi:10.1057/978-1-137-47677-7_5

Cited by 30 publications

(21 citation statements)

References 70 publications

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“…SVCMC provides authentic tasks, intensive interaction, and feedback on individual language production by engaging students in interaction challenges with the teacher and their peers and thus may contribute to the phonetic improvement. The outcomes of technology-based teaching /and learning tasks are the high levels of motivation, the availability of multimodal resources, and the enhanced mobility of study (Pennington & Rogerson-Revell, 2019). Besides the results of the current study, evidence that synchronous mode of instruction can be useful for content learning can be found in the study by Kuyath (2008) that chat students performed significantly better on the assignments than email students.…”

Section: Discussionsupporting

confidence: 63%

“…It offers opportunities for teaching, learning, and pedagogy (Battro & Fischer, 2012;Kim, 2020). The digital term refers to technologies such as multimedia environments and devices which can present information in real-time and at high speed (Gallardo-Echenique et al, 2016).The rapid growth in the application of digital technologies, especially the computerized mediated instruction devices such as the Internet and computers, has a significant impact on education, society, and many aspects of daily life (Blake, 2017;Jelfs & Richardson, 2012;McGlinn & Parrish, 2002;Pennington & Rogerson-Revell, 2019). Advances in technology and the digital world led to the emergence of virtual worlds to foster asynchronous (offline) and synchronous (online) communications between the users.…”

Section: Digital Technology Use In Second Language Instructionmentioning

confidence: 99%

“…One of the main advantages of CAPT technology is the opportunity to provide automated feedback; the use of speech technologies can be particularly advantageous for the feedback it reflects on pronunciation. Moreover, a number of the technologies used for teaching and learning pronunciation have certain applications to do research and testing (Pennington & Rogerson-Revell, 2019).…”

Section: Technology Integrated Pronunciation Instructionmentioning

confidence: 99%

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The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

2021

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Within the field of second language acquisition, pronunciation has received relatively little attention. This lack of research can also be seen in the general lack of systematic pedagogical materials for pronunciation training, effectively reinforcing the "marginalized" nature of pronunciation in the second language classroom (Lee, Plonsky & Saito, 2019). Accordingly, the current study investigated the use of synchronous/asynchronous computer-mediated communication as a method of L2 pronunciation instruction for the phonemic and lexical features of pronunciation. Broadly, the current study examined the effectiveness of face-toface, synchronous, and asynchronous voice computer-mediated communication on EFL learners' pronunciation achievement. In so doing, the study utilized an experimental design with 15 participants in the control group and 30 participants in two experimental groups. There were two types of tests in this study: lexical stress test, and phonemic discrimination test. The results showed the positive effect of CMCoriented instruction compared with F-F instruction on EFL learners' pronunciation development; however, not a significant difference was found between the two CMC instructional modes. The Syn group, on the other hand, tended to vary their ABOUT THE AUTHOR Majid Zeinali Nejad is a Ph.D. candidate in TEFL at Islamic Azad University, Maybod branch. His research interests are language assessment, educational linguistics, and language skills.

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Section: Discussionsupporting

confidence: 63%

Section: Digital Technology Use In Second Language Instructionmentioning

confidence: 99%

Section: Technology Integrated Pronunciation Instructionmentioning

confidence: 99%

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The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

2021

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“…Dang (2011) discussed the CALL options for teaching pronunciation including text-to-speech software, which were believed to work well in the context of Vietnam. Research results on the benefits of CAPT (Pennington & Rogerson-Revell, 2019) and positive impact of CAPT for learners (Pearson, Pickering, & Da Silva, 2011) suggest that this is a feasible direction.…”

Section: English Pronunciation Research In Vietnammentioning

confidence: 99%

“…USpell was reported to be very challenging for the teachers, moreover its Android version had been discontinued and the iOS users also had to pay to use the app, but the developer showed no interest in providing free access to participants, therefore alternatives were sought. Dragon Dictation was no longer used for the pre and post tests since the app had not been updated since 2013 and previous research suggested that it works better at recognising native English speakers' speech than that of non-natives (Liakin, Cardoso, & Liakina, 2015;Pennington & Rogerson-Revell, 2019). The ELSA Speak diagnostic test was used instead for the pre and post test: participants read aloud 13 supplied sentences for the speech recognition app to transcribe, resulting in an overall accuracy percentage score, a list of personal pronunciation challenges and specific mistakes.…”

Section: Course Cyclementioning

confidence: 99%

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

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Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners' behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners' efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic. The study also identified five learner profiles-Tasters, Steadies, Players, Hard-workers and Perfectionists-according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Other publications during candidature pertaining to this thesis Refereed Conference Papers • Tran, T. L. N. (2019). Mobile apps and pronunciation training: A self-directed learning approach. In T. Pattison (Ed), IATEFL 2018 Brighton conference selections (pp. 159-161).

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Using Technology to Explore L2 Pronunciation

Chun,

Jiang

2022

Second Language Pronunciation

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Using Technology for Pronunciation Teaching, Learning, and Assessment

Cited by 30 publications

References 70 publications

The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Using Technology to Explore L2 Pronunciation

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