2017 | 15 | 4 | 325-352
Article title

Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

Title variants
Languages of publication
This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
Physical description
  • National Yunlin University of Science and Technology, Taiwan
  • Akyol, Tugce. 2013. A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia - Social and Behavioral Sciences 70. 1456-1462.
  • Atli, Isil. and Bergil, Ayfer. Su. 2012. The effect of pronunciation instruction on students’ overall speaking skills. Procedia - Social and Behavioral Sciences 46. 3665-3671.
  • Ballou, Janice. 2008. Open-ended question. Encyclopedia of Survey Research Methods 43. 548-550.
  • Celce-Murcia, Marianne, Brinton, Donna M. and Janet M. Goodwin. 1996. Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Chang, Vincent., & Jian, Hua-Li. 2008. A preliminary study of lexical stress in Taiwan English homographs. Speech Prosody. 519-522.
  • Chavangklang, Pitchayapa. 2013. Enhancing final consonant pronunciation skill of the first year students at Nakhonratchasima Rajabhat University through E-learning. Procedia - Social and Behavioral Sciences 91, 437-443.
  • Cheng, Robert. 1997. Taiwanese and Mandarin structures and their developmental trends in Taiwan I. Taipei: Yuan-Liu Publishing Company.
  • Chung, K. 2006. The phonetics and phonology of Taiwan English. National Science Council.
  • Gilakjani, Abbas. Pourhosein. 2012. A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science 2(3). 119-128.
  • Godwin-Jones, Robert. 2011. Emerging technologies mobile apps for language learning. Language Learning & Technology 15(2). 2-11.
  • Hahn, Laura D. 2004. Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly 38(2). 201-223.
  • Herbert, Julie. 2002. PracRESOL: It’s not what you say, but how you say it! In J. C. Richards, & W. A. Renandya (eds.), Methodology in language teaching: An anthology of current practice, 189. New York: Cambridge University Press.
  • Hismanoglu, Murat., & Hismanoglu, Sibel. 2010. Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia Social and Behavioral Sciences 2(2). 983-989.
  • Kadyte, Vaida. 2004. Learning can happen anywhere: A mobile system for language learning. Learning with Mobile Devices. 73-78.
  • Ladefoged, Peter. 2006. A course in phonetics. Boston: Thomson Higher Education.
  • Liao, Posen. 2012. Academic English oral presentation. Taipei: Jong Wen Books Co., Ltd.
  • Moreno, Ana Ibáñez., & Vermeulen, Anna. 2015. Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: A case study. Procedia-Social and Behavioral Sciences 178. 132-138.
  • Ou, Shu-chen. 2010. Taiwanese EFL learners’ perception of English word stress. Concentric: Studies in Linguistics 36(1). 1-23.
  • Por, Fei. Ping., Mustafa, Zarina., Osman, Shuki., Phoon, Hooi. San., & Fong, Soon. Fook. 2012. Design and development of multimedia pronunciation learning management system for non-native English speakers. Procedia-Social and Behavioral Sciences 64. 584-593.
  • Rahimi, Mehrak., & Miri, Seyed. Shahab. 2014. The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences 98. 1469-1474.
  • Shih, Ru-Chu., Lee, Chunyi., & Cheng, Tsai-Feng. 2015. Effects of English spelling learning experience through a mobile LINE APP for college students. Procedia-Social and Behavioral Sciences 174. 2634-2638.
  • Sung, Yao-Ting., Chang, Kuo-En., & Yang, Je-Ming. 2015. How effective are mobile devices for language learning? A meta-analysis. Educational Research Review.
  • Yang, James H. 2012. A socio-phonological analysis of Taiwan English from the perspective of world Englishes. Taiwan Journal of Linguistics 10. 115-142.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.