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"My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context./
作者:	Huang, Yuhui.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	114 p.
附註:	Source: Masters Abstracts International, Volume: 82-10.
Contained By:	Masters Abstracts International82-10.
標題:	Reading comprehension. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28265467
ISBN:	9798708702333

"My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context.
Huang, Yuhui.

"My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 114 p.

Source: Masters Abstracts International, Volume: 82-10.

Thesis (M.A.)--McGill University (Canada), 2019.

This item must not be sold to any third party vendors.

Previous studies have found that during peer interaction, learners are able to help their peers produce accurate language through feedback and to spontaneously self-correct their own errors more often than when interacting with teachers (Sato & Lyster, 2012). However, few studies have focused on the integration of peer feedback in pronunciation teaching and learning. In order to fill this gap and investigate the effects of peer feedback on improving learners' pronunciation, the present study used a popular instant messaging application in China, WeChat, to build a supportive learning community in which Chinese English learners can feel comfortable giving and receiving feedback to each other.Thirty-two participants were recruited and randomly assigned to three different groups: a control group (no feedback; n = 10), a teacher feedback group (n = 11), and a peer feedback group (n = 11). Each day during five consecutive days, all L2 learners read aloud a paragraph using voice messages in their corresponding groups, after which learners in the two treatment groups received feedback targeting their mispronunciation either from an ESL teacher or from their peers.A pretest, an immediate post-test and a delayed post-test were conducted in terms of controlled reading. The audio-recorded speech samples were rated by six native English speakers for analyses. The two treatment groups also completed online questionnaires regarding their perceptions of and affective responses to providing and receiving feedback.Results revealed that both treatment groups significantly outperformed the control group on comprehensibility at the immediate post-test, but not on the delayed post-test. The same treatment effect was not detected in their accentedness. L2 learners in the peer feedback group reported positive attitude and beliefs regarding providing feedback to and receiving feedback from other learners.

ISBN: 9798708702333Subjects--Topical Terms:

519378
Reading comprehension.
Subjects--Index Terms:

Reading comprehension

"My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context.
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245 1 0 $a "My Ears Are Smarter than My Mouth": The Effects of Peer Feedback on Pronunciation by Second Language Learners in Mobile-Assisted Language Learning Context.
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500 $a Source: Masters Abstracts International, Volume: 82-10.
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520 $a Previous studies have found that during peer interaction, learners are able to help their peers produce accurate language through feedback and to spontaneously self-correct their own errors more often than when interacting with teachers (Sato & Lyster, 2012). However, few studies have focused on the integration of peer feedback in pronunciation teaching and learning. In order to fill this gap and investigate the effects of peer feedback on improving learners' pronunciation, the present study used a popular instant messaging application in China, WeChat, to build a supportive learning community in which Chinese English learners can feel comfortable giving and receiving feedback to each other.Thirty-two participants were recruited and randomly assigned to three different groups: a control group (no feedback; n = 10), a teacher feedback group (n = 11), and a peer feedback group (n = 11). Each day during five consecutive days, all L2 learners read aloud a paragraph using voice messages in their corresponding groups, after which learners in the two treatment groups received feedback targeting their mispronunciation either from an ESL teacher or from their peers.A pretest, an immediate post-test and a delayed post-test were conducted in terms of controlled reading. The audio-recorded speech samples were rated by six native English speakers for analyses. The two treatment groups also completed online questionnaires regarding their perceptions of and affective responses to providing and receiving feedback.Results revealed that both treatment groups significantly outperformed the control group on comprehensibility at the immediate post-test, but not on the delayed post-test. The same treatment effect was not detected in their accentedness. L2 learners in the peer feedback group reported positive attitude and beliefs regarding providing feedback to and receiving feedback from other learners.
520 $a Il est ressorti de l'etude precedente que pendant l'interaction avec les pairs, les apprenants etaient etonnamment capables d'aider les autres a produire un langage precis grace a la retroaction et corrigeaient spontanement leurs propres erreurs plus souvent que lorsqu'ils interagissaient avec les enseignants (Sato & Lyster, 2012). Cependant, peu d'etudes se sont concentrees sur l'integration de la retroaction des pairs dans l'enseignement et l'apprentissage de la prononciation. Afin de combler cette lacune et d'etudier les effets de la retroaction des pairs sur l'amelioration de la prononciation des apprenants, la presente etude a utilise une application populaire de messagerie instantanee en Chine, WeChat, pour batir une communaute d'apprentissage solidaire dans laquelle les apprenants d'anglais chinois peuvent se sentir a l'aise pour donner et recevoir des commentaires entre eux.Trente-deux participants ont ete recrutes et repartis au hasard dans trois groupes differents: un groupe temoin (aucune retroaction; n = 10), un groupe d'enseignants (n = 11) et un groupe de pairs (n = 11). Chaque jour pendant cinq jours consecutifs, les apprenants de langue seconde (L2) des deux groupes de traitement ont recu une retroaction ciblant leur mauvaise prononciation de la part d'un enseignant d'anglais langue seconde ou de leurs pairs apres avoir lu a haute voix un paragraphe en utilisant des messages vocaux dans leur groupe correspondant.Un pre-test, un post-test immediat et un post-test retarde ont ete effectues en termes de lecture controlee. Les echantillons de discours enregistres ont ete evalues par six locuteurs de langue maternelle anglaise pour analyse. Les deux groupes de traitement ont egalement rempli des questionnaires en ligne concernant leurs perceptions et leurs reponses affectives a fournir et a recevoir de la retroaction.Les resultats ont revele que, dans l'ensemble, les groupes de traitement ont obtenu des resultats nettement superieurs a ceux du groupe temoin sur le plan de la comprehension immediatement apres le test, mais pas apres le test tardif. Le meme effet n'a pas ete detecte dans leur accentuation. Les apprenants L2 du groupe de retroaction des pairs ont montre une attitude et des croyances positives a l'egard de la retroaction fournie aux autres apprenants et de la retroaction recue de ces derniers.
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