Minimal Pair Bingo: Enhancing English Pronunciation among Japanese ESL Students

Abstract

The current study examined the effectiveness of integrating minimal pair bingo into oral English instruction for Japanese ESL students at Cebu Doctor's University (CDU) in the academic year 2017-2018. The study examined various sub-problems, encompassing the pretest and post-test performances of both the control and experimental groups and the notable disparities observed between these performances. Furthermore, the study investigated the noteworthy gap in both groups' pretest and posttest performances. The study utilized a quasi-experimental methodology, incorporating rubrics to assess and evaluate the participants' performances. The research consisted of a sample size of fifty (50) students who were registered in English as a Second Language (ESL) courses. The participants were divided into two distinct categories: the control group and the experimental group. The assessment tool utilized for the pretest and posttest evaluations was the minimal pair pronunciation instrument. The findings suggest that many students in both subject groups exhibited moderate performance levels during the pretest. Both groups improved their performance, as indicated by the scores obtained in the post-assessment. A notable disparity is observed in the post-test outcomes between the control and experimental groups. A significant difference is evident in the pretest and posttest performance of the control and experimental groups. The subject that employed rigorous minimal pairs discussions as a pedagogical strategy in their oral English courses enhanced their overall performance. The study's outcomes underscore the potential effectiveness of incorporating minimal pair bingo as a valuable enhancement to oral English instruction for Japanese learners. By leveraging minimal pairs, educators can provide a concise method for explaining distinctions between similar English sounds, enabling learners to focus on specific sound refinements.