Students reported significantly less difficulty with comprehensibility and accuracy of pronunciation between the first and final audio discussion activity¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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? 15 of 36 students (42%) reported less difficulty regarding comprehensibility between VT1 and VT3, reaching significance (Z = -2.120, p < .05). → Lepore 2014 q2 i? One-third (33%) of students noted that efforts in achieving accuracy seemed less difficult between VT1 and VT3 (Z = -2.134, p < .05). → 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 tests on Part 3 of the self-assessment form comparing perceived difficulty of pronunciation-specific tasks between VT1 and VT3 (n = 36). The article also reports a significant decrease in perceived difficulty of accuracy efforts (Z = -2.134, p < .05) for 33% of students.

"The test revealed that 15 of the 36 participating students (42%) reported less difficulty regarding comprehensibility, the ability to speak in a clear and understandable manner that requires little or no interpretation on the part of the listener, and reached significance (Z = -2.120, p < .05)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Interpersonal audio discussions with feedback and self-assessment elicit a statistically significant increase in introductory L2 learners' perceived pronunciation ability — 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
• Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone — related