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VIRTUAL REALITY ASSISTED PRONUNCIATION TRAINING (VRAPT) FOR YOUNG EFL LEARNERS

100%
Alemi M., Khatoony S.
Teaching English with Technology
|
2020
|
vol. 20
|
issue 4
59-81
EN
Technology integration has become increasingly prevalent in language education and technology teaching tools are currently used for English instruction. In line with this trend, it is also believed to be influential in teaching and learning pronunciation. To cast an empirical light on this issue, this study aimed to analyse the influence of Virtual Reality Assisted Pronunciation Training (VRAPT) on pronunciation of young Iranian EFL learners. With respect to this, 18 low-intermediate English language learners (6-12 years old) were invited to take part in the study held in the lab at Sharif University of Technology in Iran. First, their English language pronunciation was measured by a pronunciation pre-test through Speech ace Browser. Next, in a virtual environment, during 10 sessions (each session 90 minutes), the participants received instructions on all of the pronunciation items measured in the test (consists of English vowels like /ɪ/ and /i/ and also vowels of /ʊ/ and /u/) through the Virtual Reality (VR) game administered by a humanoid robot. The results of a paired samples t-test revealed that there was a significant difference between learners’ performance before and after the training sessions. This paper recommends that simulated games within virtual reality could be applied in enhancing pronunciation skills of EFL learners and utilized in helping them to develop native-like pronunciation. It also generates new ways of thinking about VRAPT as an innovative teaching approach and creating an efficient and pleasurable English learning environment.
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THE USE OF ELECTRONIC DICTIONARIES FOR PRONUNCIATION PRACTICE BY UNIVERSITY EFL STUDENTS

75%
Metruk R.
Teaching English with Technology
|
2017
|
vol. 17
|
issue 4
38-51
EN
This paper attempts to explore how Slovak learners of English use electronic dictionaries with regard to pronunciation practice and improvement. A total of 24 Slovak university students (subjects) completed a questionnaire which contained pronunciation-related questions in connection with the use of electronic dictionaries. The questions primarily concerned electronic editions of monolingual learner’s dictionaries, dictionaries intended for native speakers, and specialized (special-purpose) pronunciation dictionaries. The main objective of this small-scale study was to identify the frequency, manner, and types of electronic dictionaries used by the subjects in order to practice and improve their pronunciation. The findings indicate that the subjects of the study use electronic dictionaries for pronunciation practice relatively often, learner’s dictionaries being the most preferred choice. The study also recommends that EFL learners exploit the pronunciation conveniences of electronic dictionaries extensively.
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