Interpersonal audio discussions with feedback and self-assessment elicit a statistically significant increase in introductory L2 learners' perceived pronunciation ability¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i1 small
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Between the first and final VoiceThread activity, students' perceived pronunciation ability improved significantly (Z = -2.321, p < .05), with the mean self-assessment score rising from 4.00 to 4.58. → Lepore 2014

Evidence¶

Lepore 2014¶

Lepore, C. E. (2014). Influencing Students' Pronunciation and Willingness to Communicate through Interpersonal Audio Discussions. Dimension 2014. http://www.voicethread.com

q2 · i1 · design · r2

Wilcoxon signed-rank test on self-assessment forms from 36 consenting students in three sections of second-semester French, comparing Part 1 peer-comparison ratings after VT1 and VT3. The article reports "a statistically significant change in perceived ability" and a mean score improvement from 4.00 after VT1 to 4.58 after VT3.

"The test revealed that between the first and final VT activity, the audio discussion activities elicited a statistically significant change in perceived ability in regards to pronunciation skills (Z = -2.321, p < .05)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it
• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Students reported significantly less difficulty with comprehensibility and accuracy of pronunciation between the first and final audio discussion activity — related
• Participation in interpersonal audio discussions produced no statistically significant changes in overall willingness to communicate, though most students reported unchanged or increased WTC — related
• Self-reported strength and weakness rankings shifted over the semester: comprehensibility remained the most-cited strength, fluency declined as a weakness, and accuracy weakness rankings stayed unchanged — related
• Individual WTC variables (confidence, motivation, perceived performance, anxiety) correlate positively with overall WTC throughout interpersonal audio discussion activities — related
• WTC decreases as class size increases on both talk-time and turns of talk — related
• Resource scarcity and large class sizes limit individualized pronunciation feedback in Bangladeshi classrooms — related
• English pronunciation self-efficacy is strongly and positively associated with willingness to communicate in English among Chinese EFL learners — related