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Digital engagement in pronunciation learning: effects on learning performance and language anxiety

The aim of this study was to investigate the effects of digital engagement towards the pronunciation performance of high, medium and low anxiety learners. The ePronounceTM was designed and developed in this study to enable the learners to engage with three presentation modes: Text+Sound+Phonetic Sym...

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Main Authors: Fei, Ping Por, Soon, Fook Fong
Format: Article
Language:English
English
Published: 2020
Online Access:https://eprints.ums.edu.my/id/eprint/26732/1/Digital%20engagement%20in%20pronunciation%20learning%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/26732/2/Digital%20engagement%20in%20rponunciation%20learning%20Fulltext.pdf
https://eprints.ums.edu.my/id/eprint/26732/
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spelling my.ums.eprints.267322021-04-12T02:55:09Z https://eprints.ums.edu.my/id/eprint/26732/ Digital engagement in pronunciation learning: effects on learning performance and language anxiety Fei, Ping Por Soon, Fook Fong The aim of this study was to investigate the effects of digital engagement towards the pronunciation performance of high, medium and low anxiety learners. The ePronounceTM was designed and developed in this study to enable the learners to engage with three presentation modes: Text+Sound+Phonetic Symbols(TSP), Text+Sound+Phonetic Symbols+Mouth Movements(TSPM), and Text+Sound+Phonetic Symbols+Face Gestures(TSPF). The Foreign Language Classroom Anxiety Scales (FLCAS) was employed to measure different levels of language anxiety, and the Pronunciation Competence Test was used as pretest and posttest to evaluate the pronunciation performance. The sample consisted of 329 Primary Five students from three different schools in Malaysia. Analyses of covariance (ANCOVA) and pairwise comparisons were conducted to examine the main effects and the interaction effects. The findings showed that there was no significant difference in the achievement scores attained by learners with different levels of language anxiety in the three presentation modes. Seemingly digital engagement is able to bring the low and high language anxiety students to medium language anxiety level for optimal learning under optimal learning condition as explained in the curvilinear relationship between anxiety and performance. 2020 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/26732/1/Digital%20engagement%20in%20pronunciation%20learning%20ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/26732/2/Digital%20engagement%20in%20rponunciation%20learning%20Fulltext.pdf Fei, Ping Por and Soon, Fook Fong (2020) Digital engagement in pronunciation learning: effects on learning performance and language anxiety. SEARCH Journal of Media and Communication Research.
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
description The aim of this study was to investigate the effects of digital engagement towards the pronunciation performance of high, medium and low anxiety learners. The ePronounceTM was designed and developed in this study to enable the learners to engage with three presentation modes: Text+Sound+Phonetic Symbols(TSP), Text+Sound+Phonetic Symbols+Mouth Movements(TSPM), and Text+Sound+Phonetic Symbols+Face Gestures(TSPF). The Foreign Language Classroom Anxiety Scales (FLCAS) was employed to measure different levels of language anxiety, and the Pronunciation Competence Test was used as pretest and posttest to evaluate the pronunciation performance. The sample consisted of 329 Primary Five students from three different schools in Malaysia. Analyses of covariance (ANCOVA) and pairwise comparisons were conducted to examine the main effects and the interaction effects. The findings showed that there was no significant difference in the achievement scores attained by learners with different levels of language anxiety in the three presentation modes. Seemingly digital engagement is able to bring the low and high language anxiety students to medium language anxiety level for optimal learning under optimal learning condition as explained in the curvilinear relationship between anxiety and performance.
format Article
author Fei, Ping Por
Soon, Fook Fong
spellingShingle Fei, Ping Por
Soon, Fook Fong
Digital engagement in pronunciation learning: effects on learning performance and language anxiety
author_facet Fei, Ping Por
Soon, Fook Fong
author_sort Fei, Ping Por
title Digital engagement in pronunciation learning: effects on learning performance and language anxiety
title_short Digital engagement in pronunciation learning: effects on learning performance and language anxiety
title_full Digital engagement in pronunciation learning: effects on learning performance and language anxiety
title_fullStr Digital engagement in pronunciation learning: effects on learning performance and language anxiety
title_full_unstemmed Digital engagement in pronunciation learning: effects on learning performance and language anxiety
title_sort digital engagement in pronunciation learning: effects on learning performance and language anxiety
publishDate 2020
url https://eprints.ums.edu.my/id/eprint/26732/1/Digital%20engagement%20in%20pronunciation%20learning%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/26732/2/Digital%20engagement%20in%20rponunciation%20learning%20Fulltext.pdf
https://eprints.ums.edu.my/id/eprint/26732/
_version_ 1760230536564965376
score 13.211869

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