Effects Of Epronounce In The Learning Of Pronunciation
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Date
2013-11
Authors
Por, Fei Ping
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The purpose of this study was to design and develop three presentation modes of epronounceTM, and to investigate their effects in the learning of pronunciation among students with different levels of visualisation and language anxiety. The three presentation modes were Text + Sound + Phonetic Symbols (TSP), Text + Sound + Phonetic Symbols + Mouth Movements (TSPM), and Text + Sound + Phonetic Symbols + Face Gestures (TSPF), which were the independent variable of this study. The moderator variables were visualisation levels and language anxiety levels, while the dependent variable was the achievement scores of posttest. The pretest scores were used as covariate in this study. The Style of Processing (SOP) Questionnaire and Foreign Language Classroom Anxiety Scales (FLCAS) were employed to measure different levels of visualisation and language anxiety respectively, and the Pronunciation Competence Test was used as pretest and posttest to evaluate the pronunciation performance. The sample consisted of 329 Primary Five students (aged 11) from three different schools in Penang, Malaysia. Analyses of covariance (ANCOVA) and pairwise comparisons were conducted to examine the main effects as well as the interaction effects. There were three main hypotheses with thirteen sub-hypotheses tested. The findings of this study showed that by using epronounceTM, the students attained significantly different achievement scores in the three presentation modes with TSPF mode yielded the highest achievement scores.
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Keywords
Epronounce , PRONUNCIATION