The control group showed no significant improvement in pronunciation accuracy without instruction or monitor training¶

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? Paired comparisons of the control group's post-test scores with its pre-test were not significant for either vocabulary or sentence reading. → Qian Liu & Zunwei Fu 2011

Evidence¶

Qian Liu & Zunwei Fu 2011¶

Qian Liu & Zunwei Fu. (2011). The Combined Effect of Instruction and Monitor in Improving Pronunciation of Potential English Teachers. English Language Teaching, 4(3). https://doi.org/10.5539/elt.v4n3p164

q2 · i? · causal · r1

Control group (n = 30) paired samples tests of T2 vs. T1 and T3 vs. T1; Table 3 prints t = 1.795, sig. .083 and t = .372, sig. .712. No effect size is printed; equivalence was not tested.

"Paired samples test signified that the difference between each pair was not significant (see table 3). Therefore, it was clear that the participants in the control group showed little improvement in pronunciation accuracy in both T2 and T3."

Discussion¶

Related Claims¶

• Combining pronunciation instruction with monitor-strategy training greatly improves pronunciation accuracy in adult English majors — related
• Pronunciation gains from instruction plus monitoring are smaller in spontaneous speech than in vocabulary and sentence reading — related
• Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone — related
• Instruction plus monitor training produced positive transfer of pronunciation knowledge to uninstructed words — related