Research Article
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Year 2024, Volume: 10 Issue: 1, 21 - 41, 30.06.2024
https://doi.org/10.47216/literacytrek.1487243

Abstract

References

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  • *Bassetti, B., Cerni, T., & Masterson, J. (2022). The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics, 43, 683–705. https://doi.org/10.1017/S014271642200008X
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  • *Chen, H. C., & Tian, J. X. (2022). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments, 30(10), 1918-1931. https://doi.org/10.1080/10494820.2020.1753217
  • *Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111(3), 102953. https://doi.org/10.1016/j.system.2022.102953
  • *Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5-6), 861-884. https://doi.org/10.1080/09588221.2021.1952272
  • De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26(4), 331-350.
  • De Bot, K., & Mailfert, K. (1982). The teaching of intonation: Fundamental research and classroom applications. TESOL Quarterly, 16(1), 71-77. https://www.jstor.org/stable/3586564
  • *Dekaney, E. M. (2003). The effect of computerized versus classroom instruction on the phonetic pronunciation of English. JRME, 51(3), 206-217. https://doi.org/10.2307/3345374
  • Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Deterding, D., & Kirkpatrick, A. (2006). Emerging South‐East Asian Englishes and intelligibility. World Englishes, 25(3-4), 391-409. https://doi.org/10.1111/j.1467-971X.2006.00478.x
  • *Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning, 35(8), 1869-1889. https://doi.org/10.1080/09588221.2020.1839504
  • Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277). York Press.
  • Flege, J. E., Munro, M. J., & MacKay, I. R. (1995). Effects of age of second-language learning on the production of English consonants. Speech communication, 16(1), 1-26. https://doi.org/10.1016/0167-6393(94)00044-B
  • *Fouz-González, J. (2017) Pronunciation instruction through Twitter: The case of commonly mispronounced words, Computer Assisted Language Learning, 30(7), 631-663. https://doi.org/10.1080/09588221.2017.1340309
  • *Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2): 150–169. https://doi.org/10.1017/S0958344018000174
  • *Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • *Galante, A., & Thomson, R. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1), 115-142. https://doi.org/10.1002/tesq.290
  • *Gilakjani, A. P., & Rahimy, R. (2019). Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24, 1715–1740. https://doi.org/10.1007/s10639-018-09851-6
  • *Gilakjani, A. P., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the teacher’s role. Education and Information Technologies, 25, 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
  • Gilbert, J. B. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4th ed.). New York: Cambridge University Press.
  • *Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. http://dx.doi.org/10.1016/j.system.2016.06.007
  • *Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. Research Perspectives on Practice, 52(1), 94–109. https://doi.org/10.1177/0033688220986919
  • Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference (pp. 194–206). Iowa State University. https://www.iastatedigitalpress.com/psllt/article/15215/galley/13704/view/
  • *Hua, C. (2022). Effects of mixed instruction on Chinese EFL learners’ perception of phonemic contrasts. International Review of Applied Linguistics in Language Teaching, 60(2), 315-337. https://doi.org/10.1515/iral-2018-0243
  • *Ibarrola, A. L. (2011). Imitating English oral texts: A useful tool to learn English pronunciation? Porta Linguarum, 16, 49-63.
  • Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35(2), 193–216. https://doi.org/10.1177/0265532217703433
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
  • Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–494.
  • *Jiang, Y., & Chun, D. (2023). Web-based intonation training helps improve ESL and EFL Chinese students' oral speech. Computer Assisted Language Learning, 36(3), 457-485. https://doi.org/10.1080/09588221.2021.1931342
  • Johnson R. B., Christensen L. (2017). Validity of research results in quantitative, qualitative and mixed research. In R. B. Johnson, & L. Christensen (Eds.), Educational research: Quantitative, qualitative, and mixed approaches (pp. 306–310). Sage Publications.
  • Joshi, A. (2016). Comparison between Scopus & ISI Web of Science. Journal Global Values, 7(1), 1-11.
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The effectiveness of L2 pronunciation instruction: A critical systematic review of the intervention studies

Year 2024, Volume: 10 Issue: 1, 21 - 41, 30.06.2024
https://doi.org/10.47216/literacytrek.1487243

Abstract

Pronunciation instruction studies have taken considerable attention in the field of foreign language teaching and research in recent years. For this systematic review, only the intervention studies indexed in SSCI were included. A literature search up to April 2024 was conducted using the Web of Science and relevant meta-analytic studies. Fifty-five interventions met the eligibility criteria based on the PRISMA 2020. This review is twofold: to examine the effects of English L2 pronunciation instruction and to identify the methodological status of these studies in terms of treatment formulation, design, sampling type/size, treatment duration, and outcome measures. Results showed that pronunciation instruction treatments positively affected L2 users’ pronunciation performance. Regarding research methodology, the studies employed mostly pre- and post-tests, with at least one experimental group having relatively few delayed tests. The most common participant group was undergraduate students with pre-intermediate and intermediate levels. The participants' performance tended to be measured through technological tools in recent years. The suprasegmental features of speech that occurred with greater frequency compared to the mere segmental features. These studies also tended to include native speakers’ ratings in the assessment phase of the instruction. The findings of this study are assumed to provide insights and recommendations for future research studies in L2 pronunciation.

References

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  • *Bassetti, B., Cerni, T., & Masterson, J. (2022). The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics, 43, 683–705. https://doi.org/10.1017/S014271642200008X
  • *Cakir, I. (2012). Promoting correct pronunciation through supported audio materials for EFL learners. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1801-1812.
  • *Chen, H. C., & Tian, J. X. (2022). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments, 30(10), 1918-1931. https://doi.org/10.1080/10494820.2020.1753217
  • *Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111(3), 102953. https://doi.org/10.1016/j.system.2022.102953
  • *Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5-6), 861-884. https://doi.org/10.1080/09588221.2021.1952272
  • De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26(4), 331-350.
  • De Bot, K., & Mailfert, K. (1982). The teaching of intonation: Fundamental research and classroom applications. TESOL Quarterly, 16(1), 71-77. https://www.jstor.org/stable/3586564
  • *Dekaney, E. M. (2003). The effect of computerized versus classroom instruction on the phonetic pronunciation of English. JRME, 51(3), 206-217. https://doi.org/10.2307/3345374
  • Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Deterding, D., & Kirkpatrick, A. (2006). Emerging South‐East Asian Englishes and intelligibility. World Englishes, 25(3-4), 391-409. https://doi.org/10.1111/j.1467-971X.2006.00478.x
  • *Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning, 35(8), 1869-1889. https://doi.org/10.1080/09588221.2020.1839504
  • Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277). York Press.
  • Flege, J. E., Munro, M. J., & MacKay, I. R. (1995). Effects of age of second-language learning on the production of English consonants. Speech communication, 16(1), 1-26. https://doi.org/10.1016/0167-6393(94)00044-B
  • *Fouz-González, J. (2017) Pronunciation instruction through Twitter: The case of commonly mispronounced words, Computer Assisted Language Learning, 30(7), 631-663. https://doi.org/10.1080/09588221.2017.1340309
  • *Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2): 150–169. https://doi.org/10.1017/S0958344018000174
  • *Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • *Galante, A., & Thomson, R. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1), 115-142. https://doi.org/10.1002/tesq.290
  • *Gilakjani, A. P., & Rahimy, R. (2019). Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24, 1715–1740. https://doi.org/10.1007/s10639-018-09851-6
  • *Gilakjani, A. P., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the teacher’s role. Education and Information Technologies, 25, 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
  • Gilbert, J. B. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4th ed.). New York: Cambridge University Press.
  • *Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. http://dx.doi.org/10.1016/j.system.2016.06.007
  • *Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. Research Perspectives on Practice, 52(1), 94–109. https://doi.org/10.1177/0033688220986919
  • Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference (pp. 194–206). Iowa State University. https://www.iastatedigitalpress.com/psllt/article/15215/galley/13704/view/
  • *Hua, C. (2022). Effects of mixed instruction on Chinese EFL learners’ perception of phonemic contrasts. International Review of Applied Linguistics in Language Teaching, 60(2), 315-337. https://doi.org/10.1515/iral-2018-0243
  • *Ibarrola, A. L. (2011). Imitating English oral texts: A useful tool to learn English pronunciation? Porta Linguarum, 16, 49-63.
  • Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35(2), 193–216. https://doi.org/10.1177/0265532217703433
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
  • Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–494.
  • *Jiang, Y., & Chun, D. (2023). Web-based intonation training helps improve ESL and EFL Chinese students' oral speech. Computer Assisted Language Learning, 36(3), 457-485. https://doi.org/10.1080/09588221.2021.1931342
  • Johnson R. B., Christensen L. (2017). Validity of research results in quantitative, qualitative and mixed research. In R. B. Johnson, & L. Christensen (Eds.), Educational research: Quantitative, qualitative, and mixed approaches (pp. 306–310). Sage Publications.
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Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Articles
Authors

Oktay Yağız 0000-0001-7076-7774

Fatma Kaya 0000-0002-7140-1915

Rabia Ötügen 0000-0003-1468-6894

Publication Date June 30, 2024
Submission Date May 21, 2024
Acceptance Date June 20, 2024
Published in Issue Year 2024 Volume: 10 Issue: 1

Cite

APA Yağız, O., Kaya, F., & Ötügen, R. (2024). The effectiveness of L2 pronunciation instruction: A critical systematic review of the intervention studies. The Literacy Trek, 10(1), 21-41. https://doi.org/10.47216/literacytrek.1487243

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