Using Kahoot as a skill improvement technique in pronunciation

Abstract

Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selçuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pre-test, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.

Keywords

• Kahoot application; pronunciation skills

References

1. Aliaga García, C. (2007). The Role of Phonetic Training in L2 Speech Learning. Proceedings of the Phonetics Teaching and Learning Conference (PTLC2007), University College, London. Available at http://www.phon.ucl.ac.uk/ptlc/ptlc2007_web_procindex.html. Avery, P. & Ehrlich, S. (1987). Preliminary Considerations in the Teaching of Pronunciation. London: TESL Center. Bicen, H. & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study, IJET, Vol.13, no.02. Bradley-Bennett, K. (2007). Teaching Pronunciation: An Independent Course Study for Adult English as a Second Language learners. Retrieved from: http://hcot.ir/wp-content/uploads/2014/09/TeachingPronunciation.pdf Brown, D.H. (1997). Principles of Language Learning and Teaching. (3rd ed.) New Jersey: Prentice Hall Regents. Graham, K. (2015). TechMatters: Getting into Kahoot! (s): Exploring a game-based learning system to enhance student learning. LOEX Quarterly, 42(3), 6–7. Retrieved from http://commons.emich.edu/loexquarterly/vol42/iss3/4. Grand, L. (2000). Well Said: Pronunciation for Clear Communication 3rd Edition, Heinle Cengage Learning. Griffiths, B. (2011). Integrating pronunciation into classroom activities. British Council & BBC. Retrieved from http://www.teachingenglish.org.uk/articles/integrating-pronunciation-classroom-activities Hancock, M. & Donna, S. (2012). English Pronunciation in Use: Intermediate Second Edition Self-study and classroom use, CUP. Harmer, J. (2001). The Practice of English Language Teaching. London: Longman. Kapp, K. (2012). The Gamification of Learning and Instruction. San Francisco, CA: Pfeiffer. Kenworthy (1987). Teaching English Pronunciation, Longman handbooks for language teachers, Longman. London and New York. Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. New York: Prentice Hall Regents. Licorish, S.A., George, J.L., Owen, H.E. & Daniel, B. (2017). “Go Kahoot!” enriching classroom engagement, motivation and learning experience with games. In Chen, W. et al. (Eds.), Proceedings of the 36th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education. Martínez-Flor, A., Usó-Juan, E., & Alcón Soler, E. (2006). Towards Acquiring Communicative Competence through Speaking. In Usó-Juan, E., & Martínez-Flor, A. (eds) Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Mouton de Gruyter, 139-157. [DOI:10.1515/9783110197778.3.139] Medina, E.G.L., & Hurtado, C.P.R. (2017). Kahoot! A Digital tool for learning vocabulary in a language classroom. Revista Publicando Vol.4 no.12(1). Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25(1), 51-74. [DOI:10.2307/3586981] Neri, A., Cucchiarini, C., & Strik, H. (2013). Feedback in Computer assisted pronunciation training: when technology meets pedagogy in proceedings of CALL conference “CALL professionals and the future of CALL research”, Antwerp, Belgium. Omar, N.N. (2017). The effectiveness of Kahoot application towards student’s good feedback practice. PEOPLE: International Journal of Social Sciences, Vol 3. no.2. Plump, C. M. & LaRosa, J. (2017). Using Kahoot! In the classroom to create engagement and active learning: A game based technology solution for eLearning novices, Management Teaching Review, 2(2), 151-158. Pourhosein G., (2016) Why is Pronunciation So Difficult to Learn? English Language Teaching 4(3) [DOI: 10.5539/elt. v4n3p74]. Rasekhi Kolokdaragh, V. (2010). ESL/EFL Learners' Perception of Their Pronunciation Needs and Strategies. 41st Annual State CATESOL Conference in Santa Clara, CA, April 23. Rosell-Aguilar, F. (2007). Top of the Pods - In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5) pp. 471–492. Shahzada, G. (2012). Views of the Teachers Regarding the Students' Poor Pronunciation in English Language. Journal of Educational and Social Research, 2(1), 309-316. [DOI: 10.5901/jesr.2012.02.01.309]. Siegle, D. (2015). Technology: Learning can be fun and games. Gifted Child Today, 38(3), 192. Thanasoulas, D. (2002). Motivation and Motivating in the Foreign Language Classroom. The Internet TESL Journal, 8(11), retrieved from October 2016, http://iteslj.org/Articles/Thanasoulas-Motivation.html. Underhill, A. (2005). Sound foundations: Learning and teaching pronunciation (2nd ed.). Oxford, UK: Macmillan. Wang, A. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227. [DOI:10.1016/j.compedu]. Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! Connolly, T. & L. Boyle (red.), Proceedings from the 10th European Conference of Game Based Learning (s. 737-748). Reading, UK: Academic Conferences and Publishing International Limited. Wrembel, M. (2002). New Perspectives on Pronunciation Teaching. In W. Sobkowiak and E. Waniek-Klimczak. Dydaktyka Fonetyki Języka Obcego na Poziomie Licencjackim, Neofilologia II: Zeszyty Naukowe PWSZ, 173-183. Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available: http://www.ameprc.mq.edu.au/resources/classroom_resources/give_it_a_go. Yürük, N. (2019) Edutainment: Using Kahoot! As A Review Activity in Foreign Language Classrooms. Journal of Educational Technology & Online Learning, Volume 2, Issue 2. http://dergipark.gov.tr/jetol. [DOI: 10.31681/jetol.557518].