Exploring the impact of audio self‐modelling on Chinese as a foreign language students' tone pronunciation skill, self‐efficacy, and motivation.
Background study: Chinese tone pronunciation instruction gains increasingly attention and various instructional strategies have been studied to develop effective tones in students. Students usually listen to successful pronunciation stimuli provided by the teacher or peers, to be copied by themselve...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2528 - 2544 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899653&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899653 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899653 174231816 180899653 180899653 10.1111/jcal.12922 180899653 ppf: 2528 ppct: 16 formats: tig: atl: Exploring the impact of audio self‐modelling on Chinese as a foreign language students' tone pronunciation skill, self‐efficacy, and motivation. aug: au: Li, Linghong Valcke, Martin Badan, Linda Anderl, Christoph affil: Department of Educational Studies, Ghent University, Gent, Belgium sug: subj: Language Education Students, Undergraduate Psychosocial Factors Audiorecording Teaching Methods Self-Efficacy Evaluation Motivation Evaluation Speech Acoustics Evaluation Phonology Evaluation Student Attitudes Evaluation Communication Skills Training Human Female Male Adult Quasi-Experimental Studies Clinical Trials Pretest-Posttest Control Group Design Feedback Coefficient alpha Data Analysis Software Wilcoxon Rank Sum Test Mann-Whitney U Test Paired T-Tests Spearman's Rank Correlation Coefficient Semi-Structured Interview Belgium Online Education Thematic Analysis Student Experiences Cues Student Performance Appraisal Adult: 19-44 years Female Male ab: Background study: Chinese tone pronunciation instruction gains increasingly attention and various instructional strategies have been studied to develop effective tones in students. Students usually listen to successful pronunciation stimuli provided by the teacher or peers, to be copied by themselves. However, individuals seem more sensitive to learn from their own voice to develop adequate tone pronunciation. Self‐Modelling is an instructional strategy that builds on learning from ones' own behaviour to develop target behaviours. Most available research builds on visual cues; hence the label Visual Self Modelling (VSM) that presents learners with videoclips of their own behaviour. VSM had been found to be successful to develop a range of skills. However, when focusing on language pronunciation, audio cues are to be preferred to direct the modelling process. This inspired the authors to the design of audio self‐modelling (ASM) that starts from recordings of students' pronunciation. These auditory recordings are hypothesized to be more appropriate as a base for self‐modelling. Objectives: The purpose of this study is to investigate the effectiveness of ASM when training Chinese as a foreign language students' tone pronunciation (focus on contour, pitch, duration. Additionally, the study explores the impact of ASM on students' self‐efficacy and motivation and the relationship between students' tone pronunciation skill, self‐efficacy, and motivation. Method: A quasi‐experimental design was adopted, involving 26 students in a six‐week intervention to study the improvement of their pronunciation of Chinese tones at word level. Seventeen students in the experimental condition were trained via ASM; the other nine students studied pronunciation as usual on the base of teacher provided pronunciation stimuli and corrective feedback. Students in the ASM were also individually interviewed about their learning experience. Results: Analysis of the quantitative pre‐ and post‐tests scores show that ASM results in a significantly higher posttest score for in each of the tone criteria as compared to the control group (contour, pitch and duration). Also, students' self‐efficacy and motivation improved to a significantly higher extent in the ASM research condition. No significant correlations were found between CFL students' tone pronunciation performance and their self‐efficacy and motivation. Analysis of the interview data further indicated that CFL students put forward positive attitudes and perceptions about ASM, next to some concerns. Conclusion: The significant findings present empirical evidence as to the efficacy of ASM as an instructional strategy to develop L2 skills, and push the idea to adopt self‐modelling on the base of person auditory recordings to direct L2 pronunciation instruction. Lay Description: What is currently known about the subject matter: There are four tones plus a neutral tone in Modern Chinese.Chinese tones are very difficult to acquire for non‐native Chinese people.Listening to one's own voice has been proved to be effective for learning music What the paper adds to this: It demonstrates that listening to one's own adaptive voice is effective for learning Chinese tones.Chinese as a foreign language (CFL) students feel more confident when listening to their own adaptive pronunciation. The implications of study findings for practitioners: Individuals learning a foreign language can consider using audio self‐modelling—listening to their own adaptive pronunciation—as a strategy to practice their pronunciation. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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