TSL 641 : ARTICLE REVIEW
TSL 641
Computer-Assisted Language Learning
CALL
ARTICLE REVIEW
prepared by : Jackie Majin
for : Ms. Jenny Pang , IPG Gaya.
for : Ms. Jenny Pang , IPG Gaya.
Title:
“The Effects of Computer-Assisted Pronunciation Readings (CRPs) on ESL Learners’ Use of Pausing, Stress, Intonation and Overall Comprehensibility”
Journal :
Language Learning & Technology
October 2009, Volume 13, Number 3 (pg.51-65)
Authors :
Melissa Landon holds an MA in TESOL from Brigham Young University. She is currently a full-time mother and part-time researcher. Her research interests include assessment and pronunciation instruction.
Mark Tanner is an Assistant Professor in the Linguistics and English Language Department at Brigham Young University. His research interests include pronunciation pedagogy and comprehensibility research, self-directed learning, and second language teacher education.
Source:
Landon,M. & Tanner,M. (2009). “The Effects of Computer-Assisted Pronunciation Readings (CRPs) on ESL Learners’ Use of Pausing, Stress, Intonation and Overall Comprehensibility”. Retrieved February 28, 2010, from http://llt.msu.edu/vol13num3/tannerlandon.pdf
SUMMARY
a.) Aim
This article aimed to analyze a self-directed, computer-assisted technique that uses oral readings to improve learners’ perception and production of pausing, word stress, and sentence-final intonation in English. The oral reading technique studied here is referred to as CPR (Cued Pronunciation Reading). On the other hand, this research also examines the treatments effects of the learners’ perception and production of prosodic features towards their overall level of intelligibility and perceived comprehensibility. Intelligibility refers ‘to the extent to which a listener actually understand an utterance’, while perceived comprehensibility is ‘a listener’s perception of how difficult it is to understand an utterance’.
b.) Methodology
The research is an experimental study, which adopted both quantitative and qualitative method. The qualititative data is obtained through speech perception and production tasks, which covers some exercise on pauses, stresses and intonation. Thus the data collection consist of a sequence of seven computerized tasks, five spontaneous speech task , one perception task and one controlled production task, in order. The quantitative data is obtained through survey. Treatment group participants completed a brief follow-up survey regarding their experience using the CPRs.
c.) Samples
This research was conducted within 13 weeks, by which participants voluntarily completed the CPR tasks as extra-credit tasks outside the normal class time. The samples of the study are 75 ESL learners from various non-native speakers in a university ESL program. The samples are divided into two groups, the treatment groups and the control groups. Intermediate-level ESL learners were selected for this study because their normal curriculum involved computer-based learning tasks and this prior experience would enable them to complete the cued pronunciation readings independently.
d.) Findings
The findings of the research prove that through CRP, the treatment group becomes more aware of the oral reading production, correct pauses, stress and intonation. The CRPs also help them learn a great deal about English pronunciation, learn to speak more fluently and correctly, have a more self-confidence when speaking in public.
REACTIONS
This research is very interesting to me because it gives me clear insight on how CALL (computer-assisted language learning) empowers ESL learners, especially in the area of reading and speaking. It is important to notice that the treatment participants received no feedback other than the answer keys provided in the CRP, thus the feedback is immediate and more accurate. In this sense, learners will gain more autonomy when it comes to the improvement of speaking and reading skills. Thus, in my opinion, the resurgence of the CRP makes “drilling and practice more fun, motivating, and student-centered” rather than the traditional drill and practice which too much “teacher-centered, boring, and exhausting”. This is due to the fact that the teaching of pronunciation, stress, intonation, and pause in speaking and reading always require drill and practice. Thus the CRP changes the nature of learning by providing positive attitude and new perspective on learning prosodic features. Students are more motivated to complete self-directed, computer-assisted pronunciation tasks if the tasks are available for them to do at a time and location of their choosing.
Even though the findings of the research suggest that the CRPs have positive effects on language learning, in my opinion there are major drawbacks in term of its’ procedure. Where time constraint was a major issue in completing the research, it is noticed that learners’ extensive treatments might caused exhaustion. Since, the treatments is conducted outside the normal curriculum, it was not convenient for the participants to complete the reading tasks, since they were spending several hours a day studying English. This might affect their attention span and motivation during the research timeframe. Secondly, I think that teachers’ interventions are still required. I noticed that the research lacks of teachers’ involvement. It is more convenient if learners receive specific feedback on their final recordings to let them know what prosodic mistakes they continued to make.
This research provides us with some insight of the present English curriculum in Malaysian ESL context. We might wonder on what impacts CPRs might have if the readings were integrated into the ESL curriculum. Thus, it is important that we explore and apply this method in the teaching of reading and speaking.CPRs provide more opportunity for students to practice speaking and reading, due to its’ nature which is self-directed and motivating. In my personal view, this method is also beneficial for teachers, especially those who do not feel comfortable teaching pronunciation or who cannot fit into their curriculum. Self-directed, computer-assisted CPRs can provide an effective way to help students improve their ability to perceive, predict and produce prosodic features inside or outside the class. However, teachers’ regular feedbacks on specific errors produced by ESL learners in the CPRs are still required. In Malaysian context, errors might be influenced by the first-language interference, thus regular intervention by teachers are very much encouraged to make learners more aware of this.
However, in order to implement this method, Malaysian schools should be provided with proper facilities – computer lab, adequate computers for language learning and proper maintainace. In this sense, generally not many schools in Malaysia have this privilege, especially in the rural areas. Technology has not become a choice for most English teachers and the traditional method of ‘telling, drilling and providing exercise” is still highly preferable. A research conducted by Robinson Joseph Samuel and Zaitun Abu Bakar shows that little effort was made to integrate technology in the teaching of English. The major findings also highlight the teachers’ negative attitude and the physical constraint such as poor supervision and inadequate infrastructure facilities. Thus, it is good if these problems can be overcome for the students’ benefits and to speed-up the language learning among ESL learners in Malaysia.
THE END
posted by Jackie Joel at
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