The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility
Year: 2009
Type: article
Study design: Clinical Trial
Abstract: With research showing the benefits of pronunciation instruction aimed at suprasegmentals (Derwing, Munro, & Wiebe, 1997, 1998;Derwing & Rossiter, 2003;Hahn, 2004;McNerney and Mendelsohn, 1992), more materials are needed to provide learners opportunities for self-directed practice.A 13-week experimental study was performed with 75 ESL learners divided into control and treatment groups.The treatment group was exposed to 11 weeks 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).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.Results from the statistical tests revealed that the treatment had a significant effect on learners' perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment.
Source: Language learning & technology
DOI: 10.64152/10125/44191
Authors: Mark Tanner, Melissa Landon
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2145507390