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Using internet resources in the development of English pronunciation: the case of the past tense -ed ending
Computer Assisted Language Learning ( IF 5.964 ) Pub Date : 2021-05-04 , DOI: 10.1080/09588221.2021.1907416
Mariusz Kruk 1 , Mirosław Pawlak 2, 3
Affiliation  

Abstract

The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, podcasts, movie clips) that students could use autonomously on the development of pronunciation of the English regular past tense -ed ending. The sample consisted of 45 Polish secondary school learners. Participants were divided into three groups, two treatment and one control. The intervention spanned two weeks. The lessons in treatment group 1 were conducted by means of online resources and those in treatment group 2 were carried out in a traditional way (i.e., without autonomous recourse to computer-assisted pronunciation teaching). The students in the control group did not receive any instruction related to the pronunciation feature in question over that time. The data were gathered by means of perception and production tests administered before (pretest) and after (immediate and delayed posttests) the treatment, and subjected to quantitative analysis. The results, supported by the participants’ evaluation of the two types of pedagogic intervention, indicate that although the effects of the experimental treatments proved to be comparable, the use of online resources produced more durable gains and was more favorably evaluated by learners. This provides a rationale for using computer technology as a tool for enhancing traditional teaching of English pronunciation in secondary school.



中文翻译:

互联网资源在英语发音发展中的应用:以过去时-ed结尾为例

摘要

本文介绍了一项准实验研究的结果,该研究旨在确定以教师设计的基于 Internet 的资源(即网站、播客、电影剪辑)的应用形式进行的干预对学生的影响。可以自主使用英语常规过去时的发音发展 - ed结尾。样本由 45 名波兰中学学生组成。参与者被分为三组,两组是治疗组,一组是对照组。干预持续了两周。治疗组 1 的课程通过在线资源进行,治疗组 2 的课程以传统方式进行(即不自主求助于计算机辅助发音教学)。对照组的学生在那段时间没有接受任何与所讨论的发音特征相关的指导。通过在治疗之前(预测试)和之后(立即和延迟的后测试)进行的感知和生产测试收集数据,并进行定量分析。结果得到参与者对两种教学干预的评价的支持,表明尽管实验治疗的效果被证明具有可比性,但在线资源的使用产生了更持久的收益,并且更受学习者的评价。这为使用计算机技术作为加强中学英语发音传统教学的工具提供了理由。

更新日期:2021-05-04
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