Phonetic and phonological instruction delivered in a conventional setting also significantly improved ELLs' pronunciation of target English sounds¶

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 CV group's pre-test to post-test performance difference was statistically significant (t(25) = -13.687, p = .0000), with means rising from 4.93 to 5.88. → 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 25-student conventional group's pre-test (M = 4.93, SD = 3.59) and post-test (M = 5.88, SD = 3.88) pronunciation scores. The researchers concluded phonetic and phonological instruction in a conventional setting had a statistically significant effect on pronunciation proficiency.

"the results showed that there was a statistically significant differ ence in performance between pre-test and post-test scores in the CV group with t(25) = -13.687, p = .0000."

Discussion¶

Related Claims¶

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