Using Internet Resources in the Development of English Pronunciation: The Case of the Past Tense -ed Ending

Autor/inn/en	Kruk, Mariusz; Pawlak, Miroslaw
Titel	Using Internet Resources in the Development of English Pronunciation: The Case of the Past Tense -ed Ending
Quelle	In: Computer Assisted Language Learning, 36 (2023) 1-2, S.205-237 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruk, Mariusz) ORCID (Pawlak, Miroslaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1907416
Schlagwörter	Pronunciation Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Morphemes; Intervention; Comparative Analysis; Secondary School Students; Grammar; Foreign Countries; Teaching Methods; Internet; Educational Resources; Computer Assisted Instruction; Poland + Suchen Sie Ihr Suchwort? Ausspracheübung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Morphem; Sekundarschüler; Grammatik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Computer based training; Computerunterstützter Unterricht; Polen
Abstract	The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, podcasts, movie clips) that students could use autonomously on the development of pronunciation of the English regular past tense "-ed" ending. The sample consisted of 45 Polish secondary school learners. Participants were divided into three groups, two treatment and one control. The intervention spanned two weeks. The lessons in treatment group 1 were conducted by means of online resources and those in treatment group 2 were carried out in a traditional way (i.e., without autonomous recourse to computer-assisted pronunciation teaching). The students in the control group did not receive any instruction related to the pronunciation feature in question over that time. The data were gathered by means of perception and production tests administered before (pretest) and after (immediate and delayed posttests) the treatment, and subjected to quantitative analysis. The results, supported by the participants' evaluation of the two types of pedagogic intervention, indicate that although the effects of the experimental treatments proved to be comparable, the use of online resources produced more durable gains and was more favorably evaluated by learners. This provides a rationale for using computer technology as a tool for enhancing traditional teaching of English pronunciation in secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01