Abstract
This chapter reports a study on EFL learners' perspectives on online pronunciation instruction (OPI), aiming to understand their perceptions and the impact of online platforms on pronunciation development. Data were collected via a survey questionnaire and subsequent online interviews following 10-hour explicit pronunciation instruction sessions, involving 40 Kurdish EFL learners. Through comprehensive descriptive and thematic analyses of the survey and interviews, the findings highlight positive attitudes toward OPI. Moreover, the results indicate learners' favourable reception of OPI, recognizing its specificity and crucial role in pinpointing areas for improvement. Overall, this research underscores the positive reception of online methodologies that incorporate technology (i.e., high variability phonetic training (HVPT), offering valuable insights to enhance language instruction in virtual environments. The results of this study are discussed in terms of implications and pedagogical recommendations for online L2 pronunciation teaching and learning.
Top1. Introduction
Pronunciation plays a pivotal role in effective communication, serving as the cornerstone of language proficiency. Accurate pronunciation not only enhances one's overall language skills but also facilitates clear and meaningful interaction (Derwing & Munro, 2015; Levis et al., 2022; Levis, 2021; Vančová, 2019). As we navigate an increasingly interconnected world, the ability to communicate across borders and cultures becomes imperative. However, achieving accurate pronunciation can be a challenging task for language learners, and this is where technology-assisted pronunciation instruction (henceforth PI) comes into play. In an L2 learning setting, pronunciation is the most noticeable aspect and is easily detected among EFL/ESL learners and non-native speakers. Therefore, regarding PI, it is recommended for both teachers and learners to establish a realistic objective, which focuses on enhancing intelligibility rather than striving for flawless native-like pronunciation (Derwing & Munro, 2005). For that reason, in the last two decades, there has been a great interest in researching L2 pronunciation and PI (Derwing & Munro, 2015; Derwing & Rossiter, 2002; Gordon, 2023; Lee & Thomson, 2022; Lyster, 2004; Lyster & Mori, 2006; Pennington, 2021).
In recent years, the field of English as a Foreign Language (EFL) instruction has witnessed a significant shift towards online learning platforms and tools, especially after the pandemic- COVID-19 (Chau & Bui, 2023; Gonzalez-Torres et al., 2022; Hendrawaty et al., 2021). While these advancements hold great promise, they present challenges and issues that need careful consideration. In this context, it is crucial to explore the importance of pronunciation and delve into the multifaceted landscape of technology-assisted PI which has gained particular attention (Al-Jarf, 2022; Alkhalaf, 2021; Meilani et al., 2021). With the advancement of technology and the increasing availability of internet resources, EFL learners now have access to a wide range of online platforms, apps, and software that claim to improve their pronunciation skills. However, numerous learners recognize the significance of pronunciation in achieving effective communication and express eagerness to leverage Computer-Assisted Pronunciation Training (CAPT) apps and systems. A considerable portion of these tools is designed for self-study, lacking robust quality control mechanisms to assess their effectiveness in pronunciation learning. The allure of technological innovation often captures attention, momentarily overshadowing potential shortcomings in pedagogical rigour. Nevertheless, this novelty is unlikely to sustain motivation over the long term (Pennington & Rogerson-Revell, 2019; Rogerson-Revell, 2011; Rogerson-Revell, 2021). As Pennington and Rogerson-Revell (2019) stated, “One of the difficulties is that there is no obvious fit between language learning pedagogies and the affordances of digital technologies” (2019, p. 238).
Key Terms in this Chapter
Online Instruction: It refers to the delivery of educational content, courses, or training through digital platforms or the Internet. It involves using various online tools, resources, and interactive technologies to facilitate learning, often allowing students to access and engage with educational materials remotely, providing flexibility and convenience in the learning process.
High Variability Phonetic Training (HVPT): A technique used in language learning that exposes learners to a wide range of pronunciations of specific sounds or words, aiming to enhance their ability to understand and produce those sounds accurately.
Computer-Assisted Pronunciation Training (CAPT): A method of teaching pronunciation that involves using computer-based tools, software, or applications to aid learners in improving their pronunciation skills.
Explicit Pronunciation Instruction: This involves directly providing learners with detailed explanations, demonstrations, and targeted exercises to improve their accuracy in articulating sounds in a second language.
Pronunciation Instruction (PI): Teaching and guidance focused on improving the way words and sounds are spoken or articulated, enhancing an individual's ability to produce sounds accurately and comprehend spoken language effectively.
Pronunciation Accuracy: It is the precision with which an individual articulates sounds in a language, reflecting how closely their spoken words align with the standard pronunciation.
Learners' Perceptions: The thoughts, opinions, and understandings that learners have about a particular subject or experience, often regarding their learning process, teaching methods, or materials used in their education.
Second Language (L2) Instruction: It refers to the process of teaching and learning a language that is not the native language of the learner. This instruction typically includes formal language education, such as classes, courses, or self-guided study, to help individuals acquire proficiency in a second language.