A study on voice recordings and feedback through BBS in teaching and learning pronunciation
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The purposes of this study are: to investigate the university students’ perspectives on using voice recordings and bulletin board system (BBS) and their perspectives on feedback in teaching and learning pronunciation. 128 university students in participated in 16-week classes. The data for this research were collected throughout 2 semesters. Data sources included weekly voice recordings, tag-line critiques on BBS, weekly journal entries, and the questionnaire. The results are as follows: 1) The majority of learners were interested in and all were satisfied with using multimedia; 2) the learners considered using multimedia and giving and receiving feedback to be positive; 3) the learners found individual work interaction to be difficult yet helpful multimedia resources were considered neither highly difficult nor helpful; 4) ‘Th,’ ‘R,’ ‘intonation expanding,’ ‘L’ and ‘authentic speech’ were considered to be difficult pronunciation features; 5) The learner perspectives on difficult pronunciation features displayed a pattern of high usefulness followed by improvement and low value in easiness, and activities with suprasegmental features were more positive than segmental features; and 6) the only area showing significant difference between gender was in motivation for voice recording where the females responded more positively than males. Therefore, based on the findings, it seems that using voice recordings and promoting interaction through BBS can help learners in learning English pronunciation.
Abstract
The purposes of this study are: to investigate the university students’ perspectives on using voice recordings and bulletin board system (BBS) and their perspectives on feedback in teaching and learning pronunciation. 128 university students in participated in 16-week classes. The data for this research were collected throughout 2 semesters. Data sources included weekly voice recordings, tag-line critiques on BBS, weekly journal entries, and the questionnaire. The results are as follows: 1) The majority of learners were interested in and all were satisfied with using multimedia; 2) the learners considered using multimedia and giving and receiving feedback to be positive; 3) the learners found individual work interaction to be difficult yet helpful multimedia resources were considered neither highly difficult nor helpful; 4) ‘Th,’ ‘R,’ ‘intonation expanding,’ ‘L’ and ‘authentic speech’ were considered to be difficult pronunciation features; 5) The learner perspectives on difficult pronunciation features displayed a pattern of high usefulness followed by improvement and low value in easiness, and activities with suprasegmental features were more positive than segmental features; and 6) the only area showing significant difference between gender was in motivation for voice recording where the females responded more positively than males. Therefore, based on the findings, it seems that using voice recordings and promoting interaction through BBS can help learners in learning English pronunciation.
참고문헌 (14)
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