Mediation type (self-access CAPT, collaborative CAPT, or MP3) produced no statistically significant difference in posttest reading performance across pronunciation, intonation, timing, or overall ratings¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-way ANOVA on pretest-to-posttest progress found no significant effect of mediation type on any rating component (all p-values > 0.05). → Tsai Pi-hua 2015

Evidence¶

Tsai Pi-hua 2015¶

Tsai Pi-hua. (2015). Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan. TOJET: The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077659

q2 · i? · causal · r1

Quantitative analysis of 90 Taiwanese college students (30 per group) rated by four blind raters on pronunciation, intonation, timing, and overall performance; the ANOVA on progress scores found "all p-values > 0.05" across the three mediation conditions. No effect size was printed.

"a one-way ANOVA involving Time (pretest, posttest) and mediation type (self-access, collaboration and MP3) did not reveal any significance of mediation in the practice of Part I of Cinderella (with all p-values > 0.05)"

Discussion¶

Related Claims¶

• All three groups improved over ten weeks, with intonation gains preceding gains in timing and segmental pronunciation — related
• In learning-log reflections, the Collaborative CAPT Group reported the most gains and strategies while the MP3 Group reported the most difficulties — related
• Whether individual or peer practice works better with ASR-based pronunciation training is unsettled: one study found individual work best, a meta-analysis found peer practice gave larger effects — related
• The Self-Access CAPT Group reported the highest frequency of self-monitoring of language learning but more difficulties and fewer strategies than the Collaborative Group — related