Improvement In Pronunciation Research Articles

ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills

This study explores ESL learners' perceptions of using high-variability phonetic training (HVPT) through YouGlish to improve pronunciation skills. Data were collected through an online questionnaire completed by 70 upper-intermediate level ESL learners and semi-structured interviews with 20 learners. The collected data were analyzed statistically and thematically. The results revealed that the majority of learners had significantly positive attitudes towards using this online tool. They reported that YouGlish assisted them in accurately learning how to pronounce words and phrases from a variety of accents, including Australian, British, and American. Additionally, while learners had positive perceptions of using HVPT and YouGlish for pronunciation improvement, they emphasized the critical role of teachers in providing explicit corrective feedback and additional clarifications. Furthermore, the participants also reported some drawbacks of YouGlish. This study offers both theoretical and pedagogical implications for language learning and teaching.

The Application of Elsa Speak Software in English Teachingat Can Tho University of Technology – A Case Study

This paperdelves into the effectiveness of the Elsa Speak software in improving English pronunciation and speaking-listeningskills among English-majored freshmen and sophomores at Can Tho University of Technology (CTUT). The study was conducted with63 students ina three-month experimental usage phase (where students learned the basics in class and practiced at home using ELSA). The results showed that during this phase, students using ELSA Speak had noticeable improvements in pronunciation and communication confidence. ELSA Speak helps students recognize and correct their pronunciation errors, thereby improving the quality of their speaking and listening skills. However, challenges such as dependence on technology and the necessity of skills to use the software were also noted. Our study concludes that integrating assistive technology such as ELSA Speak into the curriculum can have positive effects and should be considered for widespread application.

Integrasi Dan Penerapan Teori Signiant-Signified Saussure Dalam Pembelajaran Mufradāt

Learning Arabic mufradat, strategies, methods, and approaches are often less meaningful and only a formality for students. This research describes integrating Saussure's signifier-signified theory into Arabic vocabulary learning. The process in this research uses library research, which is a method of collecting data then understanding the data and studying theories from various sources of articles, and books by the research. The results of this study show that Saussure's signifiant-signified theory in the application of the principles of the relationship between the signifier and signified includes four aspects, including a) written sign (sign in the form of writing, b) oral-audio sign (sign in the form of sound), c) visual sign (sign in the form of pictures), d) object sign (a sign of a concrete object). Implementation in learning should be done sequentially, starting from the written sign as an introduction to the vocabulary and its meaning, oral-audio sign as an improvement of pronunciation, visual sign as strengthening mastery of mufradat, and object sign as contextual use of mufradat.

A Study on the Improvement of Pronunciation of AI Vocal Voice Synthesis based on Phonological Characteristics

A Study on the Improvement of Pronunciation of AI Vocal Voice Synthesis based on Phonological Characteristics

Effects of Foreign Language Learning Mobile Applications on the Success of Fourth-Grade Students

The purpose of this research is to investigate the effect of mobile applications on fourth grade English language learners' academic achievement. This explanatory sequential mixed methods research includes quantitative and qualitative research methods. Quantitative data were collected from 208 students and qualitative data were collected from 24 teachers, students, and parents. The results of this research show a significant positive relationship between the frequency of app use and academic performance in English class. Findings from qualitative interviews with students, parents, and teachers shed light on the ways in which these applications facilitate vocabulary acquisition, pronunciation improvement, exam preparation, and exposure to illustrative cases. The findings underscore the importance of incorporating technology into language learning to enhance skills and achieve better outcomes, and encourage further research into the effectiveness of language learning applications in different settings.

تنمية مهارة الكلام من خلال تطبيق الطريقة السمعية الشفوية في المدرسة الإبتدائية الإسلامية "القسمي" جومبانج

Developing speaking skills is an important aspect of education at the Madrasah Ibtidaiyah Al-Qosimy Jombang. This research aims to investigate the effectiveness of implementing sam’iyyah syafawiyah methods in improving students' speaking skills at the madrasah. This research method uses a qualitative approach with a classroom action research design. The research participants were sixth grade students of the Madrasah Ibtidaiyah Al-Qosimy Jombang. Data was collected through observation, interviews and document analysis. The results showed that the application of sam’iyyah syafawiyah methods improved students' speaking skills. Students show improvements in pronunciation, comprehension, and expression when speaking. They also show increased confidence in communicating. The implication of this research is the importance of applying sam’iyyah syafawiyah methods in teaching to improve students' speaking skills at the Madrasah Ibtidaiyah Al-Qosimy Jombang.

Learning styles and gamification in English classes at higher education

Student learning styles and gamification benefit academic performance. This case study aimed to identify the language learning experiences of students with different learning styles in a gamified learning class. Nine participants between 19 and 32 years old were interviewed in an English II semi-school course at the Faculty of Administration of a higher education institution in central Mexico. The results indicated a high preference for the visual and dependent styles, positive perceptions towards gamification, a change of attitude towards learning English, and improvement in vocabulary, listening comprehension, and pronunciation. It is concluded that gamification and students' learning styles increase their inclination to learn English.

Sound pronunciation correction in patients after glossectomy. Сomparative prospective study

The purpose of the study was to compare the effectiveness of correction of sound pronunciation in patients after glossectomy without reconstructive surgery and glossectomy with reconstructive surgery. Material and Methods. The study included 56 patients with histologically verified stage III –IV oral cavity and oropharyngeal cancer. All patients were divided into two groups: those undergoing reconstructive surgery after glossectomy and those not undergoing reconstructive surgery after glossectomy. Data on the dynamics of sound pronunciation correction were assessed during the rehabilitation period, as well as 6 and 12 months after completion of speech therapy. The parameters were scored from 0 to 4, where 0 indicated no speech sound disorders, and 4 indicated maximum disorders. Results. All patients showed absolute (4 points) speech sound disorders after surgery. Speech rehabilitation in patients, who underwent reconstructive surgery after glossectomy, resulted in a significant improvement in the pronunciation of posterior lingual sounds: [K], [G], [K’], [G’], whistling (lingual-dental) sounds: [S], [S’], [Z ], [Z’], front-lingual sounds: [T], [Т’], [D], [D’] and hissing sounds: [Sh, [Zh] (p<0.05). In patients, who underwent glossectomy without reconstructive surgery, a statistically significant improvement in sound pronunciation was observed only after correcting posterior lingual hard sounds: [K], [G] (p<0.05). Conclusion. The results obtained highlight the importance of reconstructive surgery after glossectomy to achieve better results of functional restoration and improve the quality of speech function of patients.

Effects of English Classes using AI Chat-bot on Improvement of English Pronunciation and Vocabulary Abilities of Elementary Students

Effects of English Classes using AI Chat-bot on Improvement of English Pronunciation and Vocabulary Abilities of Elementary Students

Pedagogical Practices of Speaking Skill Instruction in Secondary Schools

Effective speaking skills are crucial in language education as they enhance communication and boost confidence in various social and professional settings. The research attempts to identify the various techniques, methods, and strategies employed by secondary level English teachers in teaching speaking skills at secondary level. The study employed descriptive survey design with a quantitative approach to investigate speaking skill instruction in Lumbini province, Nepal. The target population included 480 secondary-level English teachers with a minimum of five years of teaching experience. Stratified simple random sampling ensured representation from community and institutional schools. Data collection utilized a structured questionnaire with 45 open-ended questions, distributed electronically to ensure anonymity. Findings revealed disparities in time allocation for speaking instruction between community and institutional schools. Most teachers allocate one or two periods per week, with institutional schools dedicating more time. Emphasis on fluency, accuracy, or both varies, with a majority focusing on both aspects. Learner-centered techniques are favored for engaging students, with role play and prepared talks common activities. Motivational techniques include questioning, classroom discussions, and role assignment. Preferred pronunciation improvement techniques involve imitation and recording exercises. Materials like pictures and newspapers are frequently used, while audio devices are favored for teaching. Testing techniques focus on oral questions and picture description. Preferred teaching techniques include picture describing and dialogue/interview/prepared talks. Effective classroom environment and management emphasize well-managed classrooms and limited student numbers. Overall, practices in institutional schools show a greater emphasis on learner-centered approaches and varied activities compared to community schools.

Embedding Artificial Intelligent Applications in Higher Educational Institutions to Improve Students’ Pronunciation Performance

This study investigates the integration of Elsa Speak, an Artificial Intelligence (AI) application, into higher education to enhance the pronunciation skills of English Foreign Language Learners (EFLL) at a Jordanian university. Grounded in a comprehensive literature review, this study adopts a mixed-methods approach, utilizing a pre-post-test-controlled group design with a sample of 12 students. The seven-week intervention employing Elsa Speak demonstrates a significant improvement in pronunciation skills, supported by statistical analyses and positive student perceptions gathered through questionnaires. The findings contribute to the broader discourse on AI in education, highlighting the practical impact of such applications on language learning, specifically pronunciation improvement in higher education. The study advocates the continued exploration and strategic integration of AI tools, such as Elsa Speak, into language education practices.

Enhancing Speaking Skills Through Role Play and Multimedia Technology

This study explores and evaluates the effectiveness of integrating roleplay methods and multimedia technology in improving students' English-speaking skills in the hospitality industry. Using an action research approach, this study was conducted among third-semester by totalling sampling 30 students majoring in travel business at Prasetiya Mandiri Polytechnic Bogor. This research method includes three cycles of action: planning, action, observation, and reflection. In the planning stage, roleplay scenarios relevant to real situations in the hospitality industry are designed and combined with multimedia technologies such as video tutorials then participate in roleplay activities integrated with these multimedia elements. The results showed that integrating role play and multimedia technology significantly improved students' speaking skills. Students become more confident in using English, can communicate more effectively, and show improvement in pronunciation, intonation, and proper use of vocabulary. This study concludes that the integration of Role play with multimedia technology is a practical approach to improving English-speaking skills among hospitality students.

The Effectiveness of Speech-Ace Website on Students’ Pronunciation

Effective communication is the core of an EFL program. Therefore, having good pronunciation is crucial to achieve effective communication and to avoid misunderstanding. Speech-Ace is a tool that helps to enhance pronunciation in the form of a website. This study aims to discover the effectiveness of Speech-Ace on English Education Department student's pronunciation. Qualitative approach with case study method was used in this study, the data were gathered through pronunciation tests and interviews. The result showed that there was improvement in student's pronunciation after the implementation of Speech-Ace website. Students were helped by the feedback from the Speech-Ace website in enhancing their pronunciation skills. However, the study's generalizability is limited by the small sample size of 30 students. Further research with a larger and more representative population could strengthen the validity of the findings.

Using Adobe Connect application in an EFL context: Does it have an effect on learners' speaking skills

The main aim of the present study was to explore the impact of Adobe Connect on Iranian English as a foreign language (EFL) learners' speaking skills. Furthermore, the study investigated whether the learners' attitudes to language learning changed after using Adobe Connect. For that purpose, 100 upper-intermediate EFL students were chosen through the convenience sampling method. The selected students were randomly assigned to two classes. The experimental group applied the Adobe Connect application; however, the conventional teacher-fronted instruction was used for the control group. The results showed that the Adobe Connect class considerably outperformed in speaking skills in comparison to the control group. This demonstrated that the Adobe Connect application is effective in improving learners' speaking skills. The findings suggest that Adobe Connect has a positive impact on enhancing learners' speaking skills. The platform's interactive features promote engagement and collaboration, leading to improvements in fluency, accuracy, pronunciation, and confidence. The results also revealed that there was a difference in attitude change between the participants in experimental and control classes. Adobe Connect has enhanced EFL learners' attitudes toward language learning as well as speaking skills. Thus, it can be suggested that the Adobe Connect application is an effective online instrument that can be used by EFL teachers.

Implementation of Teaching Speaking Using Task-Based Approach in Indonesian Secondary School EFL Classes: The State of The Art

The demand for English proficiency in global communication has led to a heightened focus on language skills, particularly speaking. This study explores the implementation of Task-Based approach in Indonesian secondary school English as a Foreign Language (EFL) classes, specifically emphasizing speaking skills. Drawing from a systematic literature review, the study addresses three key aspects: the practice of teaching speaking using the task-based approach, perceptions of students and teachers towards task-based approach, and the development and evaluation of task-based speaking materials. The findings indicate widespread adoption of task-based approach in various school contexts, showcasing its effectiveness in enhancing students' speaking skills. However, challenges such as time constraints, pronunciation difficulties, and occasional boredom have been noted. Students generally hold positive perceptions, noting improvements in pronunciation, vocabulary, and overall interest in English learning. Teachers, while acknowledging the positive impact, face challenges in finding suitable tasks for diverse student backgrounds and express a need for adequate training. The study also highlights the development of task-based speaking materials, catering to diverse learning styles and instructional goals. Continuous adaptation, teacher training, and the development of contextually relevant materials are essential for its sustained success. The study provides valuable insights for English teachers, curriculum developers, and policymakers seeking to optimize language education in the Indonesian context.

"TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"

This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.

English as Second Language Challenge Faced by Students: Comparative View of Public and Private Sector Students

The present study diagnosed English reading difficulties faced by students among primary school learners in public and private sector schools. To investigate the problem, teachers' perceptions were taken to find out the prevailing situation. A survey study was conducted using a rating scale instrument. Data analysis highlighted significant differences in pronunciation problems, with public school learners encountering more problems. On the other hand, public school learners also experience more problems regarding speed, but the difference between both sectors was not significant. Comprehension problems are comparable between the two groups. Gender-based disparities show that male students in public schools encounter more pronunciation challenges, though overall reading problems are significant for both genders in public schools. Recommendations include targeted programs for pronunciation improvement and enhanced comprehension instruction. This study contributes valuable insights for educators, policymakers, and curriculum developers aiming to address English reading challenges in diverse school settings.

THE POTENTIALS OF UTILIZING KARAOKE ACTIVITIES TO ENHANCE STUDENTS' ENGLISH PRONUNCIATION

Karaoke, a form of entertainment that employs a karaoke machine to present audio, visual, and textual information simultaneously, holds potential for language teaching due to its effective combination of language comprehension and verbal expression. This study investigates the impact of karaoke activities on English pronunciation by engaging 27 English major students in five karaoke-based pronunciation learning sessions. Both pretests and posttests, along with survey questionnaires and interviews, were employed to assess changes in participants' pronunciation competency before and after the treatment. The findings demonstrate positive improvement in participants' pronunciation as a result of karaoke activities.

HAPOVER: A Haptic Pronunciation Improver Device

This research article describes the HAPOVER (a haptic pronunciation improver device), which was produced to help second language learners' pronunciation skills as part of their foreign language learning process. The device comprises eight independent vibration motors connected to the fingers other than the thumb. The developed tactile feedback device was utilized to enhance pronunciation via speech processing and using vibration motor. The acoustic difference between the reference and the participant's recorded pronunciation signal was calculated with the help of Mel Frequency Cepstral Coefficients (MFCC) and Dynamic Time Warping (DTW) and converted into haptic codes that guide the speaker. The article describes the haptic codes' features and the creation method thereof. The device was tested by psychophysical evaluation. The results indicate an 80.74% improvement in word pronunciation with haptic guidance post training. Therefore, the results corroborate that word pronunciation data can be transmitted via tactile codes. © 2024 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC.

Leveraging AI for Vocabulary Acquisition and Pronunciation Enhancement

This paper focuses on how AI technologies can influence vocabulary acquisition and pronunciation improvement in language learning. The researchers conducted a systematic review to explore how EFL learners and teachers adopt or refrain from adopting AI. This review focuses on understanding the benefits and drawbacks of AI integration. Three key research questions guide the investigation: What effect does AI use in tailored vocabulary and pronunciation enhancement has on language learning? What is it that AI would do to enhance learning of a new language, particularly vocabulary and pronunciation? How can educators and learners use these advances to improve language competency and learner autonomy? A number of investigations on AI-enhanced language learning devices on EFL students and teachers are involved in the research. The study, therefore, is an analysis of research articles and previous works combined with open-ended interviews for data collection. The findings demonstrate the potential of AI-based platforms for personalized learning, immediate feedback, and immersive experiences. These innovations can improve the way we teach language and also develop independent learners. The study helps in developing complete language learning policies that promote effective communication on today's interconnected world.