مجلة جامعة الأنبار للعلوم الإنسانية (Sep 2023)
The Role of Some Instructional Tools in Facilitating Students' Pronunciation: A Case Study
Abstract
This study aims to reveal the role of EFL professors' pronunciation, pronunciation via online Audio-Video British educational materials, pronunciation via electronic Oxford dictionary, and pronunciation located in handbook dictionary transcription. The participants were postgraduate students at the Departments of Arabic, History, Sociology, and Geography. The total number of participants is 20 postgraduate students (5 participants from each department). The study was conducted during the first semester of the academic year 2022-23. An instructional pronunciation-based- programs were prepared to teach the postgraduate students pronunciation of words in the English language in different ways. A pretest was used for the equalization purposes of the levels of students in pronouncing English words, and an achievement test was designed to collect the data and answer the question of the study. Two native persons (from England specialising in English language linguistics and culture) volunteered to act as inter-raters to calculate the reliability of the student's answers on the posttest. Each inter-rater inter-rated the posttest scores to ensure the students' replies, the reliability ratio was 89.8 which is considered very high. The results revealed that the postgraduate Sociology Department students who taught pronunciation via electronic dictionary pronounced better than others. The postgraduate History Department students who taught pronunciation via online Audio-Video British educational materials came in second rank, the postgraduate Arabic Department students who taught pronunciation via professors' pronunciation came in the third rank, and finally, the postgraduate Geography Department students who taught pronunciation via handbook dictionary transcription came in the fourth rank (the last rank).
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