Student Engagement With Teacher Feedback in Pronunciation Training Supported by a Mobile Multimedia Application

Abstract

This study focused on students’ experience with a mobile multimedia application for a pronunciation course. An app was used for after-class pronunciation practice, through which the instructor gave out multimodal feedback to students. Student engagement with teacher feedback in the app was investigated from multiple data sources. Data collected in the form of the instructor’s response and analytics gathered through the mobile system revealed that students demonstrated a high level of engagement in the app, behaviorally, cognitively, and emotionally. Specifically, the instructor observed more submissions from and interactions with students compared with previous classes. Records of student-teacher interactions suggested that students reacted positively and actively to multimodal feedback from the teacher and expressed willingness to use the app for future learning. Questionnaire results further confirmed that a large number of the students perceived the app to be useful for practicing pronunciation tasks, as it made it easy for them to interact with the teacher, receive course materials, and submit recordings. Interviews among selected students revealed more details about students’ experiences and views. Some students reported accessing their peers’ readings and feedback from the teacher as a way of informing their own learning, which is made possible by the app. This study provides implications to enrich pronunciation instruction practice to maximize student engagement, which ultimately contributes to positive learning experiences and gains.