Understanding the English Pronunciation Learning Strategy Use and Its Impact on English Pronunciation Proficiency

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Oracy, Reading, and Pronunciation Proficiencies (Table 11)

Abstract

This project aimed to understand Chinese undergraduate EFL students’ PLS use and its impact on their English pronunciation proficiency. Using an embedded experimental model, data was collected in three phases: 1) a large online survey on English PLS use and English pronunciation proficiency; 2) an online PLS-based instruction intervention with pretest and posttest surveys, and recurring one-on-one interviews; and 3) a delayed posttest survey and interviews. Both statistical and thematic data analysis were employed to understand the effectiveness and working mechanisms of how PLS impacts English pronunciation learning. Preliminary findings suggest a very significant and positive PLS-based instruction impact on English pronunciation proficiency, with cognitive PLS relating to mouth muscle movement training being the most promising.

Author

• Cindy Deyu Xing, University of Cambridge
  Presenting Author