Abstract

This study explores collaborative and individual computer-assisted prosody training (CAPT) through a quasi-experimental design. Eighteen adult Algerian EFL learners were recruited and randomly assigned into a control group receiving no treatment and two experimental groups, a collaborative CAPT group where the participants practiced in pairs, and an individual CAPT group where the participants practiced on their own. The two experimental groups enrolled in six CAPT sessions using Tell Me More to practice syllable stress, sentence stress, and intonation. A mixed-methods approach was employed to evaluate the outcomes of the study. To measure the effects of the training on participants’ prosodic accuracy and overall comprehensibility, samples of their’ pronunciation were collected via read-aloud activities before and after the intervention. Moreover, four sessions were video recorded and thematically analyzed to generate insights about the amount and type of required support in each group. Although the pronunciation test results revealed no significant learning differences between the two access modes, the qualitative findings showed that collaborative CAPT promoted an independent and engaging practice environment as opposed to the teacher reliant individual CAPT. Based on these insights, the study presents several recommendations for teachers intending to engage their students in collaborative or individual CAPT.

摘要

本研究通过准实验设计探索协作和个人计算机辅助韵律训练 (CAPT)。招募了 18 名成年阿尔及利亚 EFL 学习者，并随机分配到一个不接受治疗的对照组和两个实验组，一个是参与者成对练习的协作 CAPT 组，另一个是参与者自己练习的个人 CAPT 组。两个实验组参加了六个 CAPT 课程，使用 Tell Me More 来练习音节重音、句子重音和语调。采用混合方法评估研究结果。为了衡量培训对参与者韵律准确性和整体可理解性的影响，在干预前后通过朗读活动收集了他们的发音样本。而且，四个会议被录制视频并进行主题分析，以产生关于每个组所需支持的数量和类型的见解。尽管发音测试结果显示两种访问模式之间没有显着的学习差异，但定性研究结果表明，与依赖教师的个人 CAPT 相比，协作 CAPT 促进了独立且引人入胜的练习环境。基于这些见解，该研究为打算让学生参与协作或个人 CAPT 的教师提出了几项建议。定性研究结果表明，与依赖教师的个人 CAPT 相比，协作 CAPT 促进了独立且引人入胜的实践环境。基于这些见解，该研究为打算让学生参与协作或个人 CAPT 的教师提出了几项建议。定性研究结果表明，与依赖教师的个人 CAPT 相比，协作 CAPT 促进了独立且引人入胜的实践环境。基于这些见解，该研究为打算让学生参与协作或个人 CAPT 的教师提出了几项建议。