The Effect of Using Phonetic Websites on Iranian EFL Learners’ Word Level Pronunciation (original) (raw)
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The present research investigated the effect of a Computer Assisted Language Learning (CALL) program on improving EFL students' pronunciation. This research sought to explore ways to develop and improve English pronunciation learning by using another tool in addition to teacher-directed learning. The pronunciation improvement of students exposed to multimedia English lessons was compared with the pronunciation improvement of students not exposed to multimedia ones. Thirty six students from two classes sharing a similar social and educational background approved by a background questionnaire and a language proficiency test took part in the research. Then eighteen students in each class at the elementary level of proficiency were randomly assigned into either experimental or control groups. Next, the two classes were administered a pronunciation test. For a period of five weeks in ten sessions the educational software Tell Me More was offered to the experimental group. After ten s...
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's Faculty of Languages, Literature, and Arts in Kenitra, Morocco. Dr. Anasse has dedicated a significant amount of time in academic research, teaching, and mentoring. Her contributions to the field have brought her widespread acclaim, making her an important member of the university's faculty. Brahim Mrissa : Brahim Mrissa is a Ph.D. student at the English Studies Department at Ibn Tofail University. He is particularly interested in computer-based language learning, syllabus design, and assessment. In addition to his academic pursuits, Brahim is an enthusiastic ESL teacher.
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This article is a study carried out to investigate the effect of CAPT on vocabulary pronunciation of Vocational school EFL students and to find out the students' attitude toward CAPT. The participants are 22 students in vocational school in Minab, Iran. The experimental group received the computer instruction and practice pronunciation of vocabulary thirty minutes during ten weeks by software. At the end of the instruction in order to identify general students' attitudes toward CAPT a questionnaire was administered to the experimental group. The results revealed that using lingoes as instructional tool improved the students' pronunciation skill in the experimental group and students in experimental group had positive attitudes toward using lingoes software.
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Computer-assisted pronunciation teaching has been shown to have favourable learning outcomes for language learners, which brought about the emergence of increasing body of research on this topic. Despite some attempted review studies, no systematic review of the line of the relevant literature has hitherto been observed. This study seeks to fill in this gap by reviewing the research on computer-assisted pronunciation teaching in L2 classes published between 2010 and 2021 May. 26 studies were scrutinized in terms of their contexts and participants, technology used, pronunciation aspect analysed, research design and focus, data collection tools and theoretical framework. The results showed that most of the studies were conducted with EFL/ESL learners at university level. Computer-assisted pronunciation training (CAPT) and Automatic Speech Recognition (ASR) programs were utilized more than other technological tools. Quantitative design was the dominant research method, which was follow...
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Journal of The Faculty of Education- Mansoura University, 2024
The purpose of this research was to examine the impact of using a computer assisted program on developing pronunciation skills of primary stage EFL pupils. The research adopted the quasi-experimental design using thirty 5 th year primary stage pupils to be the study participants. The computer assisted program was used in teaching the experimental group in the second term of the academic year (2022-2023). The instruments of the research were an EFL pronunciation tests (pre-post) and an analytical scoring rubric. The data of the research were analyzed statistically. Results showed that there were statistically significant differences between the pre-post instruments (EFL pronunciation test) in favor of the post one. The results showed that the use of the computer assisted program had a significant impact on developing EFL pupils` pronunciation skills. In conclusion, the research recommended implementing the computer assisted program inside the classroom. It was also suggested that further research should be conducted related to using computer assisted program for developing other language skills such as listening.