The Effect of Motor Learning Theory to Speech of an ESL Student: A Single-Subject Study

Abstract

Purpose : The purpose of the current research was to explore whether a motor learning theory-based protocol that emphasized specific practice structures and feedback schedules would be more effective in improving English pronunciation of a nonnative English speaker.<BR>Methods : The protocol consisted of six sessions over a five-week period and trained eight sets of stimuli that included 10 items for each set.<BR>Results : Results revealed improvement in the participant’s English pronunciation abilities. The one-way repeated analysis of variance showed statistically significant mean differences among pre-treatment, treatment, and post-treatment. Both intelligibility and naturalness during pre-treatment to treatment and pre-treatment to post-treatment measures was significant. Treatment to post-treatment scores were not significant for both intelligibility and naturalness. The participant yielded better intelligibility and naturalness scores after the treatment and once treatment was removed, suggesting that the use of motor learning principles may be a possible intervention method for managing or improving an accent in nonnative speakers.<BR>Conclusions : The study indicated significant differences between the three treatment groups in speech intelligibility and speech naturalness, but not substantial enough to reach a generalization effect as there was a small sample size. Further research is needed to examine significant differences. Given the single-subject design, the findings are unable to reach a generalization effect. Future investigations in a broad-spectrum of nonnative English-Second language speakers are needed to further validate these findings.