The Impact of Pronunciation Practice on English Listening Comprehension: A case study of High School Students in Duhok
DOI:
https://doi.org/10.25007/ajnu.v12n4a1895Abstract
The purpose of this research is to investigate the effect of pronunciation drills on Duhok high school students’ ability to understand spoken English and to examine the connection between Pronunciation Practice and English Listening Comprehension. A quantitative method was used in data analysis. A total of 121 high school students from five different schools in Duhok were surveyed using a quantitative research questionnaire. Several statistical methods, including reliability, correlation, factor, and regression analysis were used to dissect the data. The results show a statistically significant correlation between pronunciation drills and English listening comprehension, implying that more drills lead to better comprehension. The study finds out insightful recommendations for classroom teachers and curriculum designers are provided as a result of the research's emphasis on the value of including Pronunciation Practice in English language courses.
Keywords: Pronunciation Practice, English Listening Comprehension, High School Students, Duhok, English Language Instruction.
Downloads
References
Al-Jarf, R. (2022a). Text-to-speech software for promoting EFL freshman students’ decoding skills and pronunciation accuracy. Journal of Computer Science and Technology Studies, 4(2), 19-30.
Al-Jarf, R. (2022b). YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments. Online Submission, 4(2), 44-52.
Çetin Köroglu, Z. (2020). Effects of Digital Short Stories on the Development of Listening Skills: An Action Research. Gist Education and Learning Research Journal, 20, 65-84.
Chen, C. M., & Chen, I. C. (2021). The effects of video-annotated listening review mechanism on promoting EFL listening comprehension. Interactive Learning Environments, 29(1), 83-97.
Chen, C. M., Li, M. C., & Lin, M. F. (2022). The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptance. Computer Assisted Language Learning, 35(7), 1557-1593.
Chou, M. H. (2021). The impact of the English listening test in the high-stakes national entrance examination on Junior High School students and teachers. International Journal of Listening, 35(1), 53-71.
Gonulal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311-320.
Hamad Al-khresheh, M. (2020). The impact of cultural background on listening comprehension of Saudi EFL students. Arab World English Journal (AWEJ) Volume, 11.
Hsu, H. L., Chen, H. H. J., & Todd, A. G. (2021). Investigating the impact of the Amazon Alexa on the development of L2 listening and speaking skills. Interactive Learning Environments, 1-14.
Hasan, I. A. (2022). A Study of Kurdish EFL University Learners’ Comprehension of Implicatures. Academic Journal of Nawroz University, 11(4), 322-327.
Irgin, P., & Erten, I. H. (2020). Exploring the role of strategy instruction: Young learners’ listening performance and strategy use. Eurasian Journal of Applied Linguistics, 6(3), 415-441.
Jia, C., & Hew, K. F. (2021). Toward a set of design principles for decoding training: A systematic review of studies of English as a foreign/second language listening education. Educational Research Review, 33, 100392.
Lin, T. M., Ansarian, L., Tik, O. L., & Nair, A. B. (2019). The effects of problem-based language learning on the listening comprehension skills of Malaysian undergraduate students. Journal of Asia TEFL, 16(3), 996.
Luu, V. T., Lian, A. P., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-Electronic Journal, 22(1), 246-263.
Mirza Suzani, S. (2021). Investigating the effect of podcasting on Iranian senior undergraduate TEFL students’ listening comprehension improvement and motivation. The Asia-Pacific Education Researcher, 30(5), 395-408.
Pennington, M. C. (2021). Teaching pronunciation: The state of the art 2021. RELC Journal, 52(1), 3-21.
Pham, D. T. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills. International Journal of TESOL & Education, 1(1), 13-21.
Pourhosein Gilakjani, A., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role. Education and information technologies, 25(2), 1129-1159.
Salim, A., Terasne, T., & Narasima, L. (2020). Enhancing the students’ pronunciation using shadowing technique at senior high school students. Journal of Languages and Language Teaching, 8(1), 20-28.
Sandoval Zapata, M. M. (2020). Podcast-based lessons: a useful tool to improve university students’ descriptive oral skills. Comunicación, 29(1), 52-68.
Sardegna, V. G. (2022). Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching, 55(3), 363-378.
Sardegna, V. G., & McGregor, A. (2022). Classroom research for pronunciation. Second language pronunciation: Bridging the gap between research and teaching, 107-128.
Sturm, J. L. (2019). Current approaches to pronunciation instruction: A longitudinal case study in French. Foreign Language Annals, 52(1), 32-44.
Tacarraoucht, K., Zano, K., & Zamorano, A. (2022). Team Games-Language Learning Model in Improving Students’ Speaking and Listening Skills Viewed from Creativity. Journal of Language and Literature Studies, 2(1), 53-61.
Tsai, P. H. (2019). Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning, 32(7), 713-744.
Tsang, A. (2022). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’programme turning mundane homework into an engaging hobby. Language Teaching Research, 26(3), 434-454.
Zhang, R., & Yuan, Z. M. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905-918.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Academic Journal of Nawroz University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors retain copyright
The use of a Creative Commons License enables authors/editors to retain copyright to their work. Publications can be reused and redistributed as long as the original author is correctly attributed.
- Copyright
- The researcher(s), whether a single or joint research paper, must sell and transfer to the publisher (the Academic Journal of Nawroz University) through all the duration of the publication which starts from the date of entering this Agreement into force, the exclusive rights of the research paper/article. These rights include the translation, reuse of papers/articles, transmit or distribute, or use the material or parts(s) contained therein to be published in scientific, academic, technical, professional journals or any other periodicals including any other works derived from them, all over the world, in English and Arabic, whether in print or in electronic edition of such journals and periodicals in all types of media or formats now or that may exist in the future. Rights also include giving license (or granting permission) to a third party to use the materials and any other works derived from them and publish them in such journals and periodicals all over the world. Transfer right under this Agreement includes the right to modify such materials to be used with computer systems and software, or to reproduce or publish it in e-formats and also to incorporate them into retrieval systems.
- Reproduction, reference, transmission, distribution or any other use of the content, or any parts of the subjects included in that content in any manner permitted by this Agreement, must be accompanied by mentioning the source which is (the Academic Journal of Nawroz University) and the publisher in addition to the title of the article, the name of the author (or co-authors), journal’s name, volume or issue, publisher's copyright, and publication year.
- The Academic Journal of Nawroz University reserves all rights to publish research papers/articles issued under a “Creative Commons License (CC BY-NC-ND 4.0) which permits unrestricted use, distribution, and reproduction of the paper/article by any means, provided that the original work is correctly cited.
- Reservation of Rights
The researcher(s) preserves all intellectual property rights (except for the one transferred to the publisher under this Agreement).
- Researcher’s guarantee
The researcher(s) hereby guarantees that the content of the paper/article is original. It has been submitted only to the Academic Journal of Nawroz University and has not been previously published by any other party.
In the event that the paper/article is written jointly with other researchers, the researcher guarantees that he/she has informed the other co-authors about the terms of this agreement, as well as obtaining their signature or written permission to sign on their behalf.
The author further guarantees:
- The research paper/article does not contain any defamatory statements or illegal comments.
- The research paper/article does not violate other's rights (including but not limited to copyright, patent, and trademark rights).
This research paper/article does not contain any facts or instructions that could cause damages or harm to others, and publishing it does not lead to disclosure of any confidential information.
