Mobile Assisted Peer Response for Taiwanese College Students' Pronunciation Learning

• Main Authors: Wei-Jyun, Lin, 林維均
• Other Authors: Mei-Hua, Chen
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/30002456212969198875

碩士 === 東海大學 === 外國語文學系 === 104 === For years, mobile technology has been applied in different fields of language learning. However, studies focusing on learning pronunciation are rare. Mobile instant messaging (MIM) plays an increasingly important role in human communication and social interaction, especially among college students. With this in mind, the current study aimed to explore the effects of mobile assisted peer response (MAPR) activities on pronunciation learning. Specifically, the researcher adopted LINE, a popular MIM, among college students in Taiwan. Sixteen college students enrolled in an English pronunciation course served as the participants. Student pairs were asked to do peer response activities using LINE to accomplish the weekly pronunciation assignments. They recorded assignments through LINE voice messaging, shared recordings on LINE chatting groups, listened to their partner’s recordings, and commented on their partner’s work through LINE text messaging. The pronunciation focuses included vowels, consonants, word stresses, and ‘-s’ and ‘-ed’ endings. Pre- and post-tests were designed to compare the participants’ pronunciation performance. Moreover, the background questionnaire and the perception questionnaire were used to collect the participants’ perceptions concerning doing MAPR activities in pronunciation learning. The results indicated that the participants’ pronunciation performances were significantly improved after the treatment. It was also found that the low-proficiency participants improved their pronunciation much more than the high-proficiency ones did. Comparing the participants’ performance on the four pronunciation focuses, it was found that the participants’ pronunciation performance was largely improved in ‘-s’ and ‘-ed’ endings, and least improved in vowels. It suggested that MAPR activities could be effective in facilitating pronunciation learning, especially for the less competent learners. Furthermore, it could be said that LINE is an appropriate instructional technology for use in MAPR activities. The results of two questionnaires proved that the participants could use little time on MAPR activities to complete their weekly assignments. Also, the participants had positive attitudes toward MAPR activities in pronunciation learning. In conclusion, the current study not only found that the participants improved their pronunciation, but also possessed the positive perceptions of engaging in MAPR activities to facilitate pronunciation learning.