Phonetic and phonological instruction delivered in a cooperative learning setting significantly improved ELLs' pronunciation of target English sounds over six weeks¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The CL group's pre-test to post-test performance difference was statistically significant (t(19) = -15.985, p = .0000), with means rising from 4.90 to 5.85. → Hsuan-Yu Chen (Jack) & Jaya S. Goswami 2011

Evidence¶

Hsuan-Yu Chen (Jack) & Jaya S. Goswami 2011¶

Hsuan-Yu Chen (Jack) & Jaya S. Goswami. (2011). Structuring Cooperative Learning in Teaching English Pronunciation. English Language Teaching, 4(3). https://doi.org/10.5539/elt.v4n3p26

q2 · i? · causal · r1

Paired-samples t-test on the 19-student CL group's pre-test (M = 4.90, SD = 3.58) and post-test (M = 5.85, SD = 3.87) pronunciation scores of seven target consonants difficult for Spanish speakers. The researchers concluded instruction in a cooperative learning setting had a statistically significant effect.

"The results showed that there was a statistically significant diff erence in performance between pre-test and post-test scores in the CL group, with t(19) = -15.985, p = .0000."

Discussion¶

Related Claims¶

• Phonetic and phonological instruction delivered in a conventional setting also significantly improved ELLs' pronunciation of target English sounds — related
• Cooperative learning and conventional instruction produced no statistically significant difference in pronunciation improvement among Spanish-speaking ELLs in a six-week quasi-experiment — related
• Profy practice shows larger observed pronunciation-intelligibility improvement than elicited imitation, with non-overlapping pre/post confidence intervals — related
• Combining pronunciation instruction with monitor-strategy training greatly improves pronunciation accuracy in adult English majors — related