Computer Assisted Pronunciation Teaching (CAPT) and Pedagogy: Improving EFL learners’ Pronunciation Using Clear Pronunciation 2 Software

Document Type: Research Paper

Authors

Chabahar Maritime University

Abstract

This study examined the impact of Clear Pronunciation 2 software on teaching English suprasegmental features, focusing on stress, rhythm and intonation. In particular, the software covers five topics in relation to suprasegmental features including consonant cluster, word stress, connected speech, sentence stress and intonation. Seven Iranian EFL learners participated in this study. The study lasted for six weeks and both the teacher and the software were involved in teaching suprasegmental features. To measure the learners’ pronunciation and their degree of progress for both pre-test and post-test, the software itself was used. The software has the ability to generate report and score on learners’ performance at the end of any activity. So, the analysis of learners’ performance was based on the software reports on their performance. The results of the study showed that the learners had a significant level of progress in all aspects of suprasegmental features. They learned suprasegmental features effectively and the exercises of the software were helpful for them. The results provide empirical evidences on the value of using Clear Pronunciation 2 software for teaching English pronunciation. This software and the methodology used in this study yield promising results for the field of language teaching and can provide inspiring results in future. 

Keywords


Abdolmaleki, M., & Mohebi, H. (2014). A Diagnostic-remedial Survey of Iranian EFL Teachers’ Knowledge and Practice of Suprasegmental Pronunciation Features. Procedia - Social and Behavioral Sciences, 98, 36–43.

AbuSeileek, A. F. (2007). Computer-assisted pronunciation instruction as an effective means for teaching stress. JALT CALL Journal, 3(1-2), 3-14.

Arslan, R. Ş. (2013). Enhancing Non-Native Prospective English Language Teachers’ Competency in Sentential Stress Patterns in English, Pamukkale University. Journal of Education, 34(II), 183-195.

Celce-Murcia, M., Brinton, D. M., & Goodwin J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.

Chen, A. H. (2014). The effects of employing MYET on college students’ pronunciation skills training in Taiwan. IJBRITISH, 1(3), 43-53.

Delcloque, P. (2000). History of CALL. Retrieved November 20, 2008, from http://www.history-of-call.org/.

Deng, J., Holtby, A., Howden-Weaver, L., Nessim, L., Nicholas, B., Nickle, K., Pannekoek, C., Stephan, S., Sun, M. (2009). English pronunciation research: The neglected orphan of Utopian Goals | 35 Selected Papers from the 1st Annual Conference on Pronunciation in Second Language Learning and Teaching second language acquisition studies. Prairie Metropolis Centre Working Paper Series, WP05-09, Edmonton, AB.

Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia - Social and Behavioral Sciences, 9, 1497-1503.

Gorjian, B., Hayati, A., & Pourkhoni, P. (2013). Using Praat software in teaching prosodic features to EFL learners. Procedia - Social and Behavioral Sciences, 84, 34– 40.

Graff, M. (2006). A study of Rosetta Stone’s effectiveness on improving English pronunciation (Unpublished master’s thesis). California State University Dominguez Hills.

Hayati, M. (2010). Notes on teaching English pronunciation to EFL learners: A case of Iranian high school students. English Language Teaching, 3(4), 121-126.

Huffman, S. (2011). Using mobile technologies for synchronous CMC to develop L2 oral proficiency. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 122-129), Ames, IA: Iowa State University.

Jahromi, S. A. F., & Salimi, F. (2013). Exploring the human element of computer-assisted language learning: An Iranian context. Computer Assisted Language Learning, 26(2), 158-176.

Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103. doi:10.1093/applin/23.1.83.

Kang, O., Rubin, D. O. N., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94, 554–566.

Ketabi, S., & Saeb, F. (2015). Pronunciation teaching: Past and present. International Journal of Applied Linguistics & English Literature, 4(5), 182-189.

Khany, R., & Ghoreyshi, M. (2013). Iranian EFL teachers’ familiarity, attitudes and willingness towards different internet tools and their applications. European Online Journal of Natural and Social Sciences, 2(2), 612-621.

Khoii, R., & Aghabeig, M. (2009). Computer software and the improvement of the elementary EFL students’ listening comprehension. Journal of Teaching English as a Foreign Language and Literature, 1(2), 89-101.

Lacina, J. (2004). Promoting language acquisitions: Technology and English language learners. Childhood Education, 81(2), 113-115.

Lai, C. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), 1-6.

LaRocca, S. (1994). Exploiting strengths and avoiding weaknesses in the use of speech recognition for language learning. CALICO Journal, 12 (1), 102-105.

Liu, Y. (2008). The effectiveness of integrating commercial pronunciation software into an ESL pronunciation class. (Master of Arts), Iowa State University. (11716).

Luo, B. (2014). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 1-26.

Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441- 467.

Pirasteh, P. (2014). The effectiveness of computer-assisted language learning (CALL) on learning grammar by Iranian EFL learners. Procedia - Social and Behavioral Sciences , 98, 1422–1427.

Rafiee, S. J., & Purfallah, S. A. (2014). Perceptions of junior high school teachers toward computer assisted language learning (CALL) within the context of Azarbayjan provinces. Procedia - Social and Behavioral Sciences, 98, 1445–1453.

Reed, M. & Michaud, C. (2011). An integrated approach to pronunciation: Listening comprehension and intelligibility in theory and practice. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 95-104), Ames, IA: Iowa State University.

Mehrpour, S., AlaviShoushtari, S., & HaghighatNezhadShirazi, P. (2016). Computer-Assisted Pronunciation Training: The Effect of Integrating Accent Reduction Software on Iranian EFL Learner’ Pronunciation. CALL-EJ, 17(1), 97-112.Rafieea, S. J., AllahverdiPurfallah, S. (2014). Perceptions of Junior High school Teachers toward Computer Assisted Language Learning (CALL) Within the Context of Azarbayjan Provinces. Procedia - Social and Behavioral Sciences, 98, 1445–1453.

Seferolu, G. (2005). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303–316.

Shooshtari, et al. (2013). A Call for Teaching Pronunciation in Iranian Schools. International Journal of Academic Research in Progressive Education and Development, 2(1), 454-465.

Tanner, M. W., & Landon, M. M. (2009). The Effects of Computer-Assisted Pronunciation Reading on ESL Learners’ Use of Pausing, Stress, Intonation, and Overal Comprehinsibility. Language Learning & Technology, 13(3), 51–65.

Thomson, R. I., & Derwing, T. M. (2014). The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, 36(3), 326–344.

Verdugo, D. (2006). A study of intonation awareness and learning in non-native speakers of English. Language Awareness, 15(3), 141–159.