Students’ Achievement and Satisfaction in Using English Pronunciation Instruction Media: A Study among First - Year English Major Students at Prince of Songkla University, Pattani Campus
Keywords:
English pronunciation instructional media, English practical phonetics student’s achievement, and student’s satisfaction, Thai learners of EnglishAbstract
This study has two primary objectives namely to evaluate students’ academic performance both pre and post use of English Pronunciation Instructional Media as well as to measure the satisfaction levels of first-year English major students at Prince of Songkla University Pattani Campus, from the Faculty of Humanities and Social Sciences, and the Faculty of Education, concerning the utilisation of English Pronunciation Instructional Media. 23 participants were selected purposively as the sample of this study. The research employed three key components: 1) English Pronunciation Instructional Media, 2) Pre and Post-test assessments, and 3) student’s satisfaction questionnaire. In this research, statistical analyses, including the examination of mean, standard deviation, and paired t-test, were conducted. The research findings revealed several significant outcomes. Firstly, there was a notable increase in students’ academic achievement after the implementation of English Pronunciation Instructional Media (t = 2.083, p<0.05). Secondly, students expressed high satisfaction levels towards the use of English Pronunciation Instructional Media, with average scores indicating substantial benefits (x̄ = 4.70), application of acquired knowledge in daily life (x̄ = 4.83), and a positive attitude towards English (x̄ = 5.0), reaching the highest level of satisfaction. Thirdly, the study explored expert recommendations in developing instructional materials for English phonetic pronunciation. The experts suggested that effective instructional media should incorporate diverse formats to enhance student engagement, emphasising on the importance of clear guidelines and formats to improve teaching and learning efficiency. Additionally, the experts endorsed the creation of instructional media in the form of an electronic book (e-virtual book).
References
AbdAlgane, M., & Idris, S. A. M. (2020). Challenges of pronunciation to EFL learners in spoken English. Multicultural Education, 6(5) 193-203.
Anghirun, H. (2020). Improvement of English Major Students’ Pronunciation Using Natural Language Processing. Academic Journal for the Humanities and Social Science Dhonburi Rajabhat University, 3(1), 23-40.
Apichatabutra, P. (2011). Thai Learner Problems: Guidelines Based on Articulatory Pronunciation. Damrong Journal of the faculty of Archaeology Silpakorn University, 10(2), 1-22.
Burns, A., & Seidlhofer, B. (2019). Speaking and pronunciation. In An introduction to applied linguistics (pp. 240-258). Routledge.
Cedar, P., & Termjai, M. (2021). Teachers’training of English pronunciation skill through social media. Journal of education Naresuan university, 23(3), 32-47.
Chung, W. L. (2007). The effectiveness of explicit, implicit, and noticing instruction: Mandarin speakers’ perceptions and production of English sentence stress. ProQuest.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins.
Gilakjani, A. P. (2011). A study on the situation of pronunciation instruction in ESL/EFL classrooms. Journal of studies in education, 1(1), 1-15.
Gilakjani, A. P. (2016). What factors influence the English pronunciation of EFL learners?. Modern Journal of Language Teaching Methods, 6(2), 315.
Hamzah, M.H.B. (2014). The role of explicit phonetic instruction in pronunciation teaching in ESL setting. Research Gate. https://www.researchgate.net/publication/303336384_THE_ROLE_OF_EXPLICIT_PHONETIC_INSTRUCTION_IN_PRONUNCIATION_TEACHING_IN_ESL_SETTINGS
Harmer, J. (2001). The practice of English language teaching Longman.
Hassan, E. M. I. (2014). Pronunciation problems: A case study of English language students at Sudan University of Science and Technology. English Language and Literature Studies, 4(4), 31.
Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35(2), 193-216.
Kanokpermpoon, M. (2007). Thai and English consonantal sounds: A problem or a potential for EFL learning?. ABAC journal, 27(1), 57-66.
Kanoksilapatham, B. (2016). Towards Global English Horizons. LEARN Journal: Language Education and Acquisition Research Network, 9(2), 44-48.
Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?. The modern language journal, 97(3), 720-744.
Kukeartkarn, K. (2017). The Effects of Phonics of EFL Students’ English Recognition and Pronunciation [Doctoral dissertation, Huachiew Chalermprakiet University].
Liu, Q., & Fu, Z. (2011). The Combined Effect of Instruction and Monitor in Improving Pronunciation of Potential English Teachers. English Language Teaching, 4(3), 164-170.
Low, E. L. (2021). EIL pronunciation research and practice: Issues, challenges, and future directions. RELC Journal, 52(1), 22-34.
Pairor, S., & Phusawisot, P. (2022). The Use of Phonological Awareness Instruction in Improving English Word Reading Ability of Thai Primary Students [Doctoral dissertation, Mahasarakham University].
Peerachachayanee, S. (2022). Into intelligible pronunciation features of Thai English in English as a lingua franca context. The New English Teacher, 16(2), 81-114.
Piyamat, B., & Deekawong, K. (2021). Phonological Variations and Problems in English Pronunciation among Thai EFL Learners: A Case Study of Undergraduate Students at Huachiew Chalermprakiet University. Liberal Arts Review, 16(1), 70-84.
Plailek, T. (2021). Pronunciation problems and factors affecting English pronunciation of EFL students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 2026-2033.
Pourhossein Gilakjani, A. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1-6.
Prashant, P. D. (2018). Importance of pronunciation in English Language communication. Pronunciation and Communication, 7(2), 16-17.
Ronnakiat, N. (2012). Application of phonetics to teaching English pronunciation. Thammasat University Press.
Sahatsathatsana, S. (2017). Pronunciation problems of Thai students learning English phonetics: A case study at Kalasin University. Journal of Education, 11(4), 67-84.
Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta‐analysis. Language Learning, 69(3), 652-708.
Singhanuwananon, M. S. (2018). Unintelligility: problematic linguistic areas of pronunciation and their impact on self-confidence in English speaking among Thai engineering students [Doctoral dissertation, Thammasat University].
Sirichote, P., & Kanokpermpoon, M. (2022). Investigation Into Thai EFL Learners ‘English Pronunciation Using Microsoft Reading Progress [Doctoral dissertation, Thammasat University].
Suntornsawet, J. (2019). Problematic Phonological Features of Foreign Accented English Pronunciation as Threats to International Intelligibility: Thai EIL Pronunciation Core. Journal of English as an International Language, 14(2), 72-93.
Taladngoen, U., Pinsak, J., & Chuenchomnakjad, S. (2020). Pronunciation learning strategies used among Thai EFL tertiary students with different self-evaluated pronunciation abilities. Suranaree Journal of Social Science, 14(2), 99-117.
Tanthanis, T. (2012). A Study of English Pronunciation Problems and English Pronunciation Leaning Strategies of Third Year Interdisciplinary Studies Students of Thammasat University. Language and Linguistics, 31(1), 81-102.
Winaitham, W., & Suppasetseree, S. (2012). The investigation of English pronunciation errors and factors affecting English pronunciation of Thai undergraduate students. Silpakorn Educational Research Journal, 4(2), 304-320.
Wongsuriya, P. (2020). Improving the Thai Students’ Ability in English Pronunciation through Mobile Application. Educational Research and Reviews, 15(4), 175-185.
Yokomoto, K. (2017). EFL teachers’ interests and beliefs as determiners of their instructional decisions in the teaching of pronunciation. Language Teacher Cognition Research Bulletin 2017, 51-68.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
