Combining pronunciation instruction with monitor-strategy training greatly improves pronunciation accuracy in adult English majors¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-test scores improved significantly over pre-test in both vocabulary reading and sentence reading after instruction plus monitor training. → Qian Liu & Zunwei Fu 2011 q2 i? The difference between the experimental and control groups was significant in both post-tests though not at pre-test. → Qian Liu & Zunwei Fu 2011 (2)

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 · r2

Quasi-experiment with 30 juniors in the experimental group; paired samples tests on vocabulary reading (T2) and sentence reading (T3) against pre-test (T1), with the article reporting "considerable improvement in both T2 and T3". Table 4 prints t = 14.429 and t = 12.882, both sig. .000; no effect size is printed.

"The results showed that its mean of T2 was 8.1677 and that of T3 was 7.533. As can be seen from table 4, the learners in this group had achieved considerable improvement in both T2 and T3, with that of T2 the most significant."

Qian Liu & Zunwei Fu 2011 (2)¶

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 · r2

Independent samples tests comparing the experimental and control groups on T2 and T3; Table 5 prints t = 13.309 (T2) and t = 10.747 (T3), df = 58, sig. .000. No effect size is printed, so impact is null.

"Though the performances of these two groups were judged to be similar in T1, the differences between them proved to be significant in both T2 and T3."

Discussion¶

Related Claims¶

• The control group showed no significant improvement in pronunciation accuracy without instruction or monitor training — related
• Pronunciation gains from instruction plus monitoring are smaller in spontaneous speech than in vocabulary and sentence reading — related
• Instruction plus monitor training produced positive transfer of pronunciation knowledge to uninstructed words — related
• Phonetic and phonological instruction delivered in a cooperative learning setting significantly improved ELLs' pronunciation of target English sounds over six weeks — related
• Practice level (word, sentence, real-life dialogue) showed no significant correlation with pronunciation post-test performance, though students scored highest on dialogues — related