Abstract
This article reported the introduction of action research into an intensive English class for English major freshmen at a college in China. Sixty-one students (three boys and fifty-eight girls) participated in the study, which investigated the effects of action research on their pronunciation development of linking. Through a recording test and a questionnaire, students’ proficiency in English linking was identified. The test and the questionnaire were administered before the intervention. Based on the analysis results, a refined four-step process of planning, strategies, action and self-reflection was proposed, aiming to develop the students’ proficiency of linking. A three-week teaching action was carried out. With the help of online platform, online videos, timely feedback in class both from the teacher and peers, reflective journals in the process of the instruction and an interview conducted after it showed that action research had a clear positive effect on the development of students’ proficiency in English linking.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
