Motor learning theory-based approach for teaching English as a second language

Abstract

This study examined the effectiveness of a motor learning theory-based protocol in which feedback that was reduced in frequency, with a four-second delay, coupled with practice, was provided for adult Korean-speaking learners of English. Twelve learners participated in a study composed of a pre-test, an intervention of 12 weekly sessions with a native-speaking experimenter, and a post-test. Seven also participated in a delayed post-test 6 months after the completion of the intervention sessions. The learner output was judged by a panel of 10 native speakers in terms of intelligibility, naturalness, and precision, revealing a significant increase between the pre-test and post-test, and between the pre-test and delayed post-test, indicating the benefits of this intervention for the learners’ acquisition of English pronunciation. The difference between the post-test and delayed post-test, however, was not significant, demonstrating the beneficial effects of this intervention on the long-term retention of English pronunciation.