A Semi-Autonomous Pronunciation Learning Framework: Integrating Motivation and Skill Development Through Online Video Tasks
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This study designs and evaluates the My Vocabulary Database (MVD) activity, a semi-autonomous, ICT-enhanced out-of-class assignment for pronunciation courses that integrates individual learning (video-based vocabulary extraction, speech-style shadowing) and collaborative learning (cloud sharing, peer evaluation). Addressing the limited out-of-class second language (L2) exposure in EFL contexts, the MVD framework targets Self-Determination Theory needs—competence through brief instructor feedback and relatedness via peer monitoring. Implemented with Japanese university English majors, the study examined perceived outcomes for listening, pronunciation, and vocabulary, the motivational role of recording submissions and feedback, and the effects of collaborative elements. Data were collected through online surveys and analyzed using descriptive statistics and chi-square tests. Survey results indicated high perceived effectiveness: nearly all participants reported gains in listening, vocabulary, and pronunciation, expressed strong appreciation for concise feedback, and showed over 99% intention to continue video-based study. Findings suggest that combining learner autonomy (personal choice), competence (supported through concise instructor feedback), and relatedness (peer/instructor interaction) sustains motivation and supports habit formation. Overall, structured ICT tasks that blend individualized practice with social accountability foster engagement and autonomy more effectively than either approach alone, reinforcing the value of integrating diverse elements within the Self-Determination Theory framework to promote lifelong L2 learning.
Abstract
This study designs and evaluates the My Vocabulary Database (MVD) activity, a semi-autonomous, ICT-enhanced out-of-class assignment for pronunciation courses that integrates individual learning (video-based vocabulary extraction, speech-style shadowing) and collaborative learning (cloud sharing, peer evaluation). Addressing the limited out-of-class second language (L2) exposure in EFL contexts, the MVD framework targets Self-Determination Theory needs—competence through brief instructor feedback and relatedness via peer monitoring. Implemented with Japanese university English majors, the study examined perceived outcomes for listening, pronunciation, and vocabulary, the motivational role of recording submissions and feedback, and the effects of collaborative elements. Data were collected through online surveys and analyzed using descriptive statistics and chi-square tests. Survey results indicated high perceived effectiveness: nearly all participants reported gains in listening, vocabulary, and pronunciation, expressed strong appreciation for concise feedback, and showed over 99% intention to continue video-based study. Findings suggest that combining learner autonomy (personal choice), competence (supported through concise instructor feedback), and relatedness (peer/instructor interaction) sustains motivation and supports habit formation. Overall, structured ICT tasks that blend individualized practice with social accountability foster engagement and autonomy more effectively than either approach alone, reinforcing the value of integrating diverse elements within the Self-Determination Theory framework to promote lifelong L2 learning.