Using%20Mobile%20Phones%20in%20Pronunciation%20Teaching%20in%20English-medium%20Universities%20in%20Turkey - PowerPoint PPT Presentation

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Using%20Mobile%20Phones%20in%20Pronunciation%20Teaching%20in%20English-medium%20Universities%20in%20Turkey

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Title: Using%20Mobile%20Phones%20in%20Pronunciation%20Teaching%20in%20English-medium%20Universities%20in%20Turkey


1
Using Mobile Phones in Pronunciation Teaching in
English-medium Universities in Turkey
Murat Saran Cankaya University,
Turkey saran_at_cankaya.edu.tr
Assoc. Prof. Dr. Kursat Cagiltay METU,
Turkey kursat_at_metu.edu.tr
Assoc. Prof. Dr. Golge Seferoglu METU,
Turkey golge_at_metu.edu.tr
2
Where are we from?
3
Purpose of the Study
  • to investigate the potentials and effectiveness
    of using mobile phones in foreign language
    education

4
Research Questions
  • Does the mean change (mean difference between pre
    and post tests) in the pronunciation test scores
    differ among the three groups mobile, web, and
    handout?
  • What are the students perceptions and opinions
    of the use of the mobile phones in the
    pronunciation learning?

5
Sample
  • A purposeful sample of students (based on the
    data collected through a pre-study questionnaire)
  • 24 students attending the English Preparatory
    School of a university in Turkey

6
Design of the Study
Group Pre-test Treatment Post-test
Mobile n8 (5 female, 3 male) ? Regular classroom activities supported with MMS via mobile phones interview ?
Web n8 (5 female, 3 male) ? Regular classroom activities supported with Web ?
Handout n8 (4 female, 4 male) ? Regular classroom activities supported with handouts ?
7
Treatment
  • 120 English words (20 of them selected for
    pronunciation test)
  • 4 words a day
  • 10 weeks

8
An example web page used in the study
9
An example handout used in the study
10
An example MMS used in the study
  • Animated Picture
  • Size 20 KB
  • Format Animated GIF
  • Resolution172x136
  • Pronunciation
  • Size 3 KB
  • Format amr

Frame 1 Dictionary definition
Frame 2 Sample sentence
Frame 3 Related picture
Frame 4 Word building
11
Data Collection Evaluation
  • Record the students pronunciations by using
    digital voice recorder before and after the
    treatment
  • A native rater and a nonnative instructor from
    the preparatory school evaluated the records
    according to the Educational Testing Service
    Criteria
  • 0 Frequent phonemic errors and foreign stress
    and intonation patterns that cause the speaker to
    be unintelligible.
  • 1 Frequent phonemic errors and foreign stress
    and intonation patterns that cause the speaker to
    be occasionally unintelligible.
  • 2 Some phonemic errors and foreign stress and
    intonation patterns, but speaker is intelligible.
  • 3 Occasional nonnative pronunciation errors, but
    speaker is intelligible.
  • Educational Testing Service. 1985 SPEAK
    examinee handbook and sample

12
(No Transcript)
13
Results
Maximum score that can be obtained from the test
was 60
14
Results
Comparison of mean scores on pronunciation test
15
ANOVA Results
The ANOVA was significant, F (2, 21) 5.000, p
.017.
16
The results of homogeneity of variance test and
post-hoc comparisons
17
Interview Results
  • interviewed 6 students in mobile group
  • All of the students (n6) provided positive
    feedback about the mobile learning application
    used in this study
  • Visual presentations of the words in multimedia
    messages helped us to understand the words
    meanings easily. When I came across the word in
    reading, the visual representations helped me to
    remember the words meaning

18
Interview Results
  • I found the text and audio-visuals in the
    multimedia messages supporting each other.
    Audio-visual materials were very valuable in
    drawing my interest and giving me a clear
    understanding about the English word that I was
    learning
  • I had the chance of repeating the content as
    many times as I wanted and this was an advantage
    of using mobile phones when compared with the
    other methods

19
Conclusion
  • This study extends the use of use mobile phones,
    which are already used for communication and
    entertainment all over the world, to education.
  • Using mobile phones in educational settings will
    help learners be more motivated and will make it
    possible to overcome the difficulties teachers or
    parents experience in order to make learners
    start studying.
  • Learners will be able to use any previously
    wasted time (on the bus, on their way back and to
    school) on learning languages.

20
Conclusion
  • The findings of this study demonstrated that
    using MMS in enhancing vocabulary pronunciation
    is very effective.
  • The method used in this study can be of great
    help in improving the quality of
    teaching-learning processes in Preparatory
    English language schools of English-medium
    universities.

21
Questions
  • ???
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