Aspects Of Pronunciation Research Articles

Integrating Digital Technology into Project-Based Learning: Its Impact on Speaking Performance

This research is aimed at investigating the implementation of project-based learning (PBL) using a voice recorder, Orai application, and web as material sources. It is conducted to determine the impact of combining PBL and digital tools on speaking performance. The participants were 80 students who took English subject in State Polytechnic of Malang, Electronic Engineering study program. Five aspects of speaking performance were observed to determine which ones are affected by the strategy. The research methodology employed was quasi-experimental with pre-test and post-test. Participants were selected via random sampling. The research sample consisted of two classes with the total sample of 80 students. Data analysis was done through hypothesis testing of the speaking performance data. The results showed that infusing digital technology into project-based learning can significantly improve speaking performance in the aspects of grammar, comprehension, and vocabulary, but does not significantly affect the fluency and pronunciation aspects. Advice and recommendations to the faculty and teacher candidates were discussed further.

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

Personality as a correlate of pronunciation attainment: The case of formal setting with explicit pronunciation-focused instruction

The paper reports a study examining which Big Five personality traits correlate with pronunciation attainment of students who had been offered systematic long-term explicit pronunciation-focused instruction. The participants were 47 English majors just finishing their one-year course of practical English phonetics at the University of Wrocław, Poland. The five personality traits were measured with the use of a Polish version of Goldberg’s instrument, i.e. IPIP-BFM-50 (Struś, Cieciuch, Rowiński, 2014). The personality traits were then correlated with the students’ pronunciation proficiency represented by their (1) phonological competence, (2) pronunciation of selected vocabulary, and (3) accuracy in pronunciation operationalised as correct production of selected segments, rhythm, and consistency in using a chosen native English accent (RP or GA) when reading aloud a short passage with focus on its meaning. All of the judged aspects of pronunciation were explicitly drawn attention to and practised during the course of phonetics. The results of correlation analyses revealed that Openness to experience and Conscientiousness were significantly and positively linked to pronunciation attainment, with the former showing moderate and large effect sizes, and the latter, small and moderate effect sizes.

A Study on the Use of Interactive Web Pages in Enhancing Speaking Skill among English Majored Students

This research paper investigates the effectiveness of interactive web pages as a supplementary tool for enhancing speaking skills among non-English majored students. By using survey research design with 122 students of English at The Banking Academy of Vietnam, the findings reveal some interesting results. Fluency aspect was believed the most beneficial aspect that interactive web pages can bring for students (M=4.01). Meanwhile, pronunciation obtained the least contribution to the improvement of speaking ability (M=2.69). However, further analysis indicated that the contributions of speaking aspects varied according to years of study. The mean of pronunciation aspect for Year1 (M = 3.57, SD = 0.58) was significantly larger than for Year 2 (M = 2.80, SD = 0.62), p < .001 and was significantly larger than for Year 3 (M = 2.21, SD = 0.38), p < .001. The result shows that students of year 1 believed that pronunciation was most enhanced through the use of interactive web pages (M=3.57) compared to M= 2.80; M=2.21 for year 2 and year 3 students respectively. The finding also reveals that the habits of using interactive web pages varied according to duration of study, i.e. first year students used pages to enhance speaking ability the least (M= 1.91) while the second year students use the most, M=4.33. The findings indicate that interactive web pages can significantly contribute to improving speaking skills among English majored students, providing valuable insights for educators and curriculum developers.

Application of Speech Therapy Techniques in Teaching Russian language to Spanish-speaking Students

Currently, there is an increase in Spanish-speaking students studying at Russian universities. Therefore, the problem of developing approaches, methods and means to minimize the difficulties associated with the adaptation of foreign speakers to learning remains relevant. However, issues related to the use of speech therapy techniques for teaching Russian as a foreign language remain insufficiently studied. The purpose of the study is to study the effectiveness of using speech therapy techniques to teach Russian as a foreign language to Spanish-speaking students. The article describes the practice of using speech therapy techniques when Spanish-speaking students study Russian as a foreign language, as well as the influence of this approach to teaching the Russian language on the indicators of psychological adaptation of these students. Research methods. Fifty-three Spanish-speaking first-year undergraduate students participated in the study. The students were interviewed, during which they found out their level of Russian language proficiency, as well as what difficulties they encountered while studying. During speech therapy diagnostics using the methods of T. F. Fotekova and T. V. Akhutina studied the state of the pronunciation side of speech; To study psychological adaptation, we used the scale for assessing the level of reactive and personal anxiety by Ch. D. Spielberg, Yu. L. Hanina. To correct speech pronunciation disorders, speech therapy work was carried out using the principles of universal design when building a university education system. Research results. During the diagnostics, specific auditory-pronunciation difficulties were identified among Spanish-speaking students, which negatively affected their communication with classmates and teachers and psychological adaptation. After speech therapy work, Spanish-speaking students showed an improvement in the sound pronunciation aspect of speech, foreign language phonemic hearing and rhythm and intonation design of phrases. A decrease in the level of situational anxiety was also observed. Conclusion. Speech therapy work at the stage of adaptation of Spanish-speaking students to study at a university helps to reduce auditory-pronunciation difficulties, situational anxiety, and reduce manifestations of maladjustment.

Generative AI as Writing or Speaking Partners in L2 Learning: Implications for Learning-Oriented Assessments

The advent of generative AI (GenAI) technology has impacted second language (L2) learning and assessment, offering new opportunities for learners to practice and improve their skills. One approach gaining interest is employing GenAI tools as writing or speaking partners to provide personalized, real-time feedback and assistance to learners. These interactions allow learners to practice their writing and speaking skills while receiving assessment information on various aspects of language, including grammar, vocabulary, and pronunciation. Considering the potential of GenAI tools to enrich assessment and learning experiences, it is worth examining recent research on the use of this technology for this purpose. This paper reviews the literature on the use of GenAI as writing and speaking partners through the lens of the Learning-Oriented Assessment (LOA) framework (Purpura, 2024; Turner & Purpura, 2016) to explore how assessment data from GenAI tools could be leveraged to further learning.

Common Pronunciation Errors among Vietnamese Learners of English from Phonological Perspectives

This study investigates the phonological challenges encountered by Vietnamese learners of English and explores the strategies employed to address these challenges. A mixed-methods approach was employed, comprising a quantitative survey administered to 152 participants and semi-structured interviews conducted with a subset of 7 participants. Quantitative analysis of survey data revealed perceived difficulty levels for various phonological aspects of English pronunciation, with reconciling spelling and pronunciation emerging as the most challenging aspect. Qualitative interviews provided deeper insights into learners' experiences, highlighting additional phonological challenges such as distinguishing between vowel sounds and mastering intonation patterns. Participants reported employing a range of strategies, including regular practice, utilization of resources, and participation in interactive learning experiences, to address pronunciation difficulties. The implications of this research are twofold. Firstly, it contributes to a comprehensive understanding of the complexities surrounding English pronunciation learning among Vietnamese learners. Secondly, the identified strategies offer valuable insights for language teaching and support. Educators can tailor their teaching approaches to address the specific phonological challenges highlighted in this study, fostering more effective English pronunciation acquisition among Vietnamese learners. Additionally, the findings underscore the importance of providing diverse learning resources and opportunities for interactive practice to enhance pronunciation skills. These implications not only enrich our understanding of language acquisition processes but also have practical implications for educators, curriculum developers, and language learners alike.

Evaluating the BBC’s L2 approach to teaching English consonants online: A digitally oriented pedagogic phonetic analysis

The vast majority of online L2 teaching platforms have always remained preoccupied with digitalising demonstrable pedagogic practices that facilitate the learners’ comprehension of linguistic input on the digital screen. This is particularly observable in the field of L2 phonetics where instructors’ performance (vocalic, facial, and bodily) typically reflects such pedagogic practices based on their theoretical knowledge of the field. However, it is not always the case that instructors’ pedagogic-phonetic performance can demonstrate or stage this form of phonetics knowledge, even with the ubiquitous presence of Internet ‘digital gadgets’ that are technologically enabled by L2 teaching platforms online. As a corollary to this problem, the present study continues and develops previous research conducted by the author on a pedagogic-phonetic critique of the BBC’s Internet-based L2 teaching of English vowels. A synthetic methodology of Bernstein’s model of Pedagogic Recontextualising Field (PRF) and Moinuddin’s theoretical notion of ‘digital gadgets’ is utilised as DPRF to demonstrate how the BBC’s online L2 teaching of English consonantal pronunciations, though digitally transforming text-theoretic phonetics descriptions, has partially failed to employ crucial aspects of pronunciation pertaining specifically to voicing and manner of articulation. The research data comprises 22 video-based screenshots drawn from the BBC Learning English website with materials archived for public use. Informed by the above synthetic methodology of DPRF, the present study concluded that the BBC’s online teaching of English consonants has set up what can be described as a partial digital PRF; this has been ascribed to the proven hypothesis that the BBC-based website proffers a restricted space for digitally recontextualising ‘visible’ practices associated with consonantal pronunciation to the exclusion of phonetically productive aspects of L2 teaching segmental units of English consonants. As such, these aspects are recommended to be incorporated into the phonetic-pedagogic practices afforded by the BBC’s digital PRF (DPRF).

Analisis Kesulitan Membaca Permulaan Siswa Sekolah Dasar

Early reading difficulties in elementary school students are an important problem in the educational process. The aim of this research is to determine the factors that influence initial reading difficulties, as well as the types of difficulties students face in initial reading based on several related studies. Various factors such as the environment, psychology, and internal maturity of students can be the main causes of reading difficulties. Types of difficulties include a lack of understanding of letters, difficulty pronouncing words, and limitations in reading sentences or paragraphs. This research uses qualitative methods through literature study. The data analysis technique used in this research is content analysis. The results illustrate the various difficulties experienced by students, including difficulties in recognizing letters, difficulties in pronouncing, and difficulties in reading words, syllables, sentences, as well as aspects of incorrect pronunciation. solving initial reading difficulties includes the important role of teachers in providing learning that suits students' needs, parental support in providing motivation, as well as creating a social environment that supports the process of learning to read. By overcoming initial reading difficulties, it is hoped that elementary school students can develop their reading skills effectively to support better academic development

STUDENTS’ PRONUNCIATION SKILL ON THE ABILITY OF SUPRASEGMENTAL AND SEGMENTAL ASPECTS IN ENGLISH PRONUNCIATION

This article investigates the correlation between students' overall pronunciation proficiency and their competence in both suprasegmental and segmental aspects of English pronunciation. The study aims to shed light on the interplay between these two fundamental elements and their collective influence on students' pronunciation skills. Employing the qualitative approach, the research draws upon data collected from a diverse language background of the learners, exploring the intricacies of suprasegmental features such as stress, intonation, and rhythm, alongside the segmental elements involving individual sounds, phonemes, and their combinations. The research reveals nuanced insights into the challenges students face in mastering these pronunciation aspects and identifies potential factors contributing to any observed discrepancies. It also delves into the pedagogical implications of addressing both suprasegmental and segmental aspects concurrently in language instruction. The findings contribute to the ongoing discourse on effective pronunciation teaching methodologies and underscore the importance of a holistic approach that integrates suprasegmental and segmental elements to enhance overall pronunciation competence. The research presented herein serves as a valuable resource for enhancing the understanding of the intricate relationship between suprasegmental and segmental aspects in pronunciation, ultimately contributing to the improvement of language teaching and learning practices.

PRONOUCIATION BASED SECOND LANGUAGE LERNERS’ USE

The current study is an attempt to examine the extent of the students ‘applying of some aspects of English pronunciation relating to vowels, consonants, stress, connected speech and homophones. The sample of the study is 23 students enrolled in the seventh and eighth semesters in the English Department in Almarj Faculty of Education during the academic year, 2022. The aim of this study is to discover the extent of applying the aspects of vowels, consonants, stress, connected speech and homophones when speaking in English language. Data were collected through using a recording oral test, which consists of some questions relating to the topic of the study, that was applied to the whole sample of the study. Date were analyzed according to the assessment criteria posited in the study. The results of the study revealed that the majority of the participants showed a low level of performance when using the basic elements of English pronunciation. Some recommendations were offered to help both the teacher and the students in improving and highlighting the quality of learning and teaching the basic components of English pronunciation.

THE EFFECTIVENESS OF PEER FEEDBACK THROUGH INSTAGRAM ON TENTH-GRADE STUDENTS’ SPEAKING SKILLS IN AN EFL HIGH SCHOOL

In the flow of learning objectives (ATP), students are required to master speaking skills, especially in the aspects of pronunciation, fluency, and accuracy. Students need help getting it, and one of the causes is the need for more effective learning media. This research aims to find out the effectiveness of peer feedback through Instagram on tenth-grade students' speaking skills at SMAN 1 Gamping. This research was carried out at SMAN 1 Gamping and used quantitative methods with a quasi-experimental design. Class X B is the control class that is treated with traditional peer feedback. In contrast, class X C is the experimental class that is treated with peer feedback through Instagram. The instrument used was a test (speaking skill) with the following research steps: pre-test – treatment – post-test. The hypothesis test used is the t-test with = 5% (0.05). The paired sample t-test proves that peer feedback through Instagram is effective in improving tenth-grade students' speaking skills at SMAN 1 Gamping. The independent sample proves that traditional peer feedback is superior and is more recommended for implementation.

EFFORTS TO IMPROVE THE SHOW AND TELL METHOD ON SPEAKING SKILLS IN CLASS V STUDENTS

StudyThis aims to: 1) improve speaking skills through learning activities and 2) improve speaking skills using the show-and-tell method for fifth-grade students at SD Negeri 12 Selat Penuguan. This type of research is classroom action research. The subjects in this research were class V students at SD Negeri 12 Penuguan Strait for the 2022/2023 academic year, totaling 32 students. The research design refers to classroom action research according to Kemmis which includes 1) planning 2) action implementation 3) observation and 4) reflection. The data collection methods used in this method are: 1) test 2) observation 3) documentation. Descriptive statistical data analysis techniques were used to analyze quantitative data, namely the average value, while the flow model was used for qualitative data analysis. The research results show that the use of the storytelling method can improve learning activities and speaking skills through the show and tell method. This is characterized by increased speaking skills in the aspects of pronunciation, intonation, word choice, sequence, courage, fluency, attitude, and mastery of themes

The Effectiveness of Task-Based Language Teaching in Pronunciation Skills of Elementary Students

This study aims to examine the efficacy of Task-Based Language Teaching (TBLT) in improving the pronunciation abilities of children at the primary level. The research focuses on a significant but relatively unexplored area within language education. The research utilizes a pre-test and post-test approach, leveraging the Azure AI platform for pronunciation evaluation, with a cohort of 7th-grade participants. The Task-Based Language Teaching (TBLT) intervention has been shown to substantially improve several aspects of pronunciation, including accuracy, fluency, completeness, and prosody. The results emphasize the practical implications for language educators and curriculum designers and the need for specific pronunciation teaching, especially at the primary school level. The paper proposes including several assessment methodologies while also recognizing the dependence on the Azure AI platform. The study continues by highlighting the significance of further research, encouraging inquiries into implementing Task-Based Language Teaching (TBLT) in various linguistic settings, with varied groups of learners, and over prolonged periods. This study is a valuable contribution to the existing body of knowledge on language teaching approaches by providing valuable insights into the potential of Task-Based Language Teaching (TBLT) for improving pronunciation skills in primary school.

Implementation of Modified Total Physical Response (TPR) Learning Model to Improve Students Learning Achievement in English Speaking

A Teacher and students are the main aspects of English learning. Collaboration in learning must also fill one another. Students not know much about English, even though there were learning targets that had to be achieved. Meanwhile, English is a lesson that should get a lot of practice. The research gap in this study is the focus on the pronunciation aspect because previous studies only focused on speaking in general. The purpose of this study is to find out Total Physical Response (TPR) leaning model can improve students learning achievement in English speaking. Additionally, this study employs the primary technique of total physical reaction (tpr), which is adjusted by fusing it with a communicative learning strategy to increase the study's accuracy, particularly in terms of improving the students who serve as the research subjects. The findings in this study showed that students were very enthusiastic when practicing, only a littles less confident. However, it will be overcome with a sense of habit from each student. The result is that students have felt a lot of difference in mentioning a vocabulary and no longer hesitate in trying to speak English. Based on the hypothesis results, the students' pretest and posttest scores using the T-test, the hypothesis results indicated that there was no significant difference between the posttest results and the standardized English scores after treatment with the modified Total Physical Response (TPR) learning model. The hypothesis result using the T-Test test is 0.073 which is greater than 0.05 in accordance with the decision-making reference.

Javanese language learning assistance through digital media for teachers and students

In the millennial era, our students are already infatuated with digital. Javanese language which is included in the local content of Junior High Schools, students are presented with local languages which have shifted a lot in usage. Students rarely use Javanese which is difficult in the form of pronunciation. The problems are (1) students in reading, writing and speaking Javanese do not understand and find it difficult to apply aspects of pronunciation and phonetics in their use. (2) the lack of interest of millennial students in preserving regional languages. (3) based on observations, today's students are lacking, mastering Javanese is called "ora njawani". And (4) the lack of teaching materials to attract students' interest, especially in the current trend, through digital. Teachers can use digital media Student Pocket Book Products which contain content from the creativity of students and teachers. In addition, students are used to using digital features. The solution to the problem of Servants is to train and assist teachers and students using digital-based learning methods and media and maintain culture. The Jombangan dictionary digital book product is used as a blended learning’s medium media. This book is equipped with a barcode that contains infographic content or Javanese Jombangan YouTube content that can trigger student motivation in applying Javanese. So that students can use digital dictionaries independently and innovatively. This method can help students and teachers learn Javanese pronunciation.

The Implementation of the Hidden Object Interactive Game Using Powerpoint in Improving Students' Vocabulary Mastery

This research aims to find out whether the implementation of the Hidden Object interactive game using PowerPoint can improve students' vocabulary mastery or not. A quantitative pre-experimental research type was used in this study. All seventh-grade students at SMP Negeri 1 Watansoppeng made up the population of this study. The sample was taken by selecting one class randomly as a representative of a cluster (cluster random sampling) of 25 students. The instrument used was the vocabulary test while data collection was carried out using pretest, treatment, and posttest techniques. Descriptive statistical analysis was the technique of data analysis that was applied where the average pretest score of the 25 students in this study was 72.84, and the average posttest score was 87.84. In addition, it is evident that the two-tailed significance value in the pretest and posttest results was 0.000 which denotes that the two-tailed value is less than 0.05 (significant level), and based on decision-making, this indicates that H0 is rejected while H1 is accepted. In addition, the analysis results obtained from each aspect of vocabulary, namely: meaning has a mean pretest and posttest difference of 19.40, spelling, 11.72, pronunciation 3.32, word classes, 1.52 and word use has a mean difference of 43.04. Other results also show that there were four aspects of vocabulary, namely meaning, spelling, pronunciation, and word use which can show that the two-tailed value was less than 0.05 while the value for the two-tailed aspect of word classes was more than 0.05. It is stated that the four aspects of vocabulary other than Word Classes reject H0 while H1 is accepted. This means that there is a significant difference between student scores before and after implementing the Hidden Object interactive game using PowerPoint. Thus, it can be inferred that in general the implementation of the Hidden Object interactive games using PowerPoint significantly improves students' vocabulary mastery. But for each aspect of vocabulary, only word classes had the smallest mean difference and did not have a significant improvement in students' vocabulary while the biggest mean difference was in the word use aspect.

ANALISIS KETERAMPILAN BERBICARA SISWA KELAS V PADA PEMBELAJARAN BAHASA INDONESIA SDN KARANG TENGAH 06

This study aims to 1) find out the speaking skills of fifth grade students at SDN Karang Tengah 06, 2) find out the factors that influence speaking skills in learning Indonesian for fifth grade students at SDN Karang Tengah 06. This research uses qualitative methods so that the data presented is in the form of analysis, the subjects used in this study amounted to 34 students. Data collection techniques used are observation, interviews, tests, and documentation. The results of the study can be concluded 1) in aspects of speaking skills possessed by VB class students at SDN Karang Tengah 06 they are still lacking in the intonation, courage, and demeanor sections, for aspects of pronunciation, vocabulary and memorization are in the good category but still need to be improved again so that later students can master all aspects of speaking skills well and even very well. 2) the factors that affect students' speaking skills consist of linguistic factors, such as students' lack of knowledge about how to pronounce, intonation, vocabulary or sentences properly and correctly, while non-linguistics such as students' lack of courage when speaking or reciting rhymes in front of the class, lack of students' knowledge about how to have a good attitude when speaking or reciting rhymes in front of the class, and still lack of fluency or mastery of topics owned by VB class students at SDN Karang Tengah 06

Word Stress of Derive word

Due to the fact that pronunciation is a fundamental component of English conversations, it is crucial that it be done correctly. word stress of derived words is one of the important aspects of English pronunciation that affects the understanding and expression of word meanings accurately. The goal of this study is to examine the word stress patterns in words that are English-derived. Although there are variations and exceptions, word stress in derived words typically adheres to a set of rules and patterns. In this study, we examine the word stress patterns in noun to verb, adjective to noun, and verb to noun derivations. Additionally, we looked at how prefixes and suffixes affected stress patterns. The purpose of this study is to advance the field of English pronunciation and provide a better understanding of the stress patterns in derived words. In this study, we collected data and examined stress patterns using a variety of sources, including dictionaries and pronunciation guides. The findings of this study can aid English language learners in getting better at pronouncing words. The findings of this study might help English learners in perfecting their pronunciation abilities and understanding words derived from them more precisely.

The efficacy of the type of instruction on second language pronunciation acquisition

This study investigates the efficacy of the type of instruction (i.e., perception-based vs. production-based) on second language (L2) pronunciation acquisition in an English as a foreign language (EFL) context. To achieve this objective, 60 tertiary-level Jordanian learners of English were recruited and put into two groups (30 learners in each group). Group A received 6 weeks of perception-based instruction on both segmental and suprasegmental aspects of English pronunciation, and Group B received production-based instruction over the same period and on the same aspects of pronunciation. Progress in L2 pronunciation was assessed at three time points (i.e., week 1, week 6, and week 14). Pre-, post- and delayed post-tests were run to achieve the study’s objective. A statistical analysis was conducted to analyse the data. The results show that both groups demonstrated a significant improvement in L2 pronunciation accuracy; in particular, Group A which received perception-based instruction demonstrated higher gains in segmental, syllabic, and prosodic aspects while Group B which received production-based instruction demonstrated more improvement in both global (i.e., comprehensibility) and temporal (i.e., fluency) aspects of pronunciation. However, both groups demonstrated similar gains on the delayed post-test. The findings provide implications for L2 pronunciation learners and teachers on the impact of the type of instruction on the addressed aspects of pronunciation.