All three groups improved over ten weeks, with intonation gains preceding gains in timing and segmental pronunciation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive progress means showed the largest improvement in intonation (total mean 0.86), followed by timing (0.64) and pronunciation (0.20). → Tsai Pi-hua 2015

Evidence¶

Tsai Pi-hua 2015¶

Tsai Pi-hua. (2015). Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan. TOJET: The Turkish Online Journal of Educational Technology, 14(4). https://eric.ed.gov/?id=EJ1077659

q2 · i? · causal · r1

Descriptive statistics on pretest-to-posttest score mean differences for the three groups (N=30 each) reading Part I of Cinderella; the article reports the ordering of gains descriptively, with no inferential test or effect size for this ordering.

"Table 3 shows that the degree of improvement in intonation precedes that of timing and segmental pronunciation. This result is encouraging for the integration of CAPT software into prosody instruction."

Discussion¶

Related Claims¶

• Mediation type (self-access CAPT, collaborative CAPT, or MP3) produced no statistically significant difference in posttest reading performance across pronunciation, intonation, timing, or overall ratings — related
• Pre-K children receiving explicit nursery rhyme instruction significantly improved their nursery rhyme completion scores over ten weeks — related
• Explicit pronunciation instruction improves controlled production of targeted sounds and prosody, with smaller and less certain gains in spontaneous speech — related
• Gains were largest in stress and pronunciation, smallest in speech-sound articulation, and about 10% of experimental students showed no progress — related