Using Digital Tools and Storytelling for Transforming the English Language Pronunciation in Thai Tertiary Contexts

Varangkana Pusiripinyo, Siwaporn Saito

Abstract


This research aimed to study the impacts of using digital tools and storytelling on Thai EFL pre-service teachers’ pronunciation ability. The research employed a mixed-methods design to gather qualitative and quantitative data. To investigate the effectiveness of the instruction, integrating digital tools and storytelling on pronunciation, a pre-experimental one-group pretest-posttest design was conducted with 34 EFL pre-service teachers at a public university in the lower north of Thailand for eight weeks. The research instruments comprised 1) lesson plans, using digital tools and storytelling to enhance pronunciation ability, 2) pre- and post-tests on testing pronunciation ability, 3) learning logs, and 4) an attitude questionnaire. The statistical measurements included means, standard deviation, percentage, and a dependent t-test. In terms of qualitative analysis, the coding and thematic analysis methods were adopted to analyse the data. The findings revealed that the post-test average scores of the Thai EFL pre-service teachers’ pronunciation ability were higher than the pre-test (p < 0.05). The average attitude level of the pre-service teachers towards the instruction using digital tools and storytelling to enhance pronunciation ability was at the strongly agree level, with a mean score of 4.52, indicating that they perceived the instruction as having a positive impact. For the qualitative findings, the impacts found were 1) phonological awareness, 2) confidence increases, 3) positive learning motivation, 4) pronunciation improvement, 5) pronunciation teaching application, and 6) self-directed learning.

 

Keywords: digital tools; storytelling; pronunciation ability; feedback


Full Text:

PDF

References


Acar, C., Kara, I., & Taşkin Ekici, F. (2016). Development of a self-directed learning skills scale for pre-service science teachers. International Journal of Assessment Tools in Education, 2(2), 3–13. https://doi.org/10.21449/ijate.239562

Aksakalli, A., & Yaǧiz, O. (2020). The pre-service EFL teachers’ development of phonological processing and evaluation of their attitudes toward pronunciation. Gist Education and Learning Research Journal, 20, 7-31.

Arrieta, M. (2017). Teacher and student perceptions of World Englishes (WE) pronunciations in two US settings (MSc. Thesis, Portland State University). https://doi.org/10.15760/etd.5309

Arunthari, S. (1999). Stories for early childhood. Phuket: Phuket Rajabhat University.

Blake, R. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp.77–101. Retrieved from: http://eprints.uwe.ac.uk/11735

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practice (3rd ed.). Pearson.

Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher Education. TESOL Quarterly, 34(3), 443-467.

Cabrera, R. (2016). English speaking and pronunciation competence in students of Suan Sunantha Rajabhat University. International Conference on Management Science, Innovation, and Technology.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.

Dee-in, W. (2006). The development of computer-assisted instruction lessons promoting oral skills for English problem sounds for students of English majoring in international communication, Rajamangala University of Technology Lanna Phitsanulok Campus [Unpublished master’s thesis], Uttaradit

Rajabhat University.

Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486

Dilfuza, N. (2021). Importance of storytelling technique in teaching the English language. Journal of Natural Science, 4(4).

Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51-62.

Gerhiser, A., & Wrenn, D. (2007). Second language pronunciation assessment handout packet. [Online]. Retrieved July 15, 2023, from http://teachingpronunciation.pbworks.com/f/Pronunciation+assessment+packet+.pdf

Gilakjani, A. P., & Sabouri, N. B. (2016). The significance of pronunciation in English language teaching. English Language Teaching, 9(3), 96-107.

Hafner, C., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language, Learning and Technology, 15, 68-86.

Hamilton, C. (2011). Communicating for results: A guide for business and the professions. Wadsworth Cengage Learning.

Haryadi, S., & Aprianoto, A. (2020). Integrating “English pronunciation” app into pronunciation teaching: How it affects students’ participation and learning. JOLLT Journal of Languages and Language Teaching, 8(2), 202-212. https://doi.org/10.33394/jollt.v8i2.2551

Hewings, M. (2004). Pronunciation practice activities. Cambridge: Cambridge University Press.

Inayah, R. (2015). Improving students' speaking skills through storytelling technique. ELTIN Journal, 3(1), 25–37. Retrieved from https://ejournal.stkipsiliwangi.ac.id/index.php/eltin/article/view/119/108

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Institute of Education Science.

Kotcharat, S., & Limsiriruengrai, P. (2014). The development of English pronunciation through English phonetics exercises. [Online]. Retrieved February 15, 2022, from https://dspace.bru.ac.th/xmlui/handle/123456789/1001

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.

Lucarevschi, C. R. (2016). The role of storytelling on language learning: A literature review. Working Papers of the Linguistics Circle, 26(1), 24-44.

Nhat, T. N. M., & Hien, H. T. T. (2024). Pronunciation Competence and Impact of Phonetics and Phonology Instruction in the Vietnamese Tertiary Context. 3L: Language, Linguistics, Literature®, 30(4), 241-256.

Nugroho, A., & Atmojo, A. E. P. (2020). Digital learning of English beyond classroom: EFL learners’perception and teaching activities. JEELS (Journal of English Education and Linguistics Studies), 7(2), 219–243. https://doi.org/ 10.30762/jeels.v7i2.1993

Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary Perspectives. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-47677-7

Pokrivčáková, S. (2015). CALL and teaching pronunciation. In CALL and foreign language education: e-textbook for foreign language teachers (pp. 29-37). Nitra: Constantine the Philosopher University. https://doi.org/10.17846/CALL.2014.29-37

Pusiripinyo, V. (2020). The impacts of using storytelling on student teachers' pronunciation, English majors. Silpakorn University Journal, 40(5), 45-58.

Qiaolan, G. (2022). Interlanguage and its implications for second language teaching and learning. Pacific International Journal, 5(4), 08-14. https://doi.org/10.55014/pij.v5i4.223

Richards, J. (1971). A non-contrastive approach to error analysis. English Language Teaching Journal, 25(3), 204-219.

Schmidt, R. (1994). Deconstructing Consciousness in Search of Useful Definitions for Applied Linguistics. Consciousness in Second Language Learning, 11, 237-326.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209-231.

Sharma, D. R. (2018). Action research on improving students' speaking proficiency in using the cooperative storytelling strategy. Journal of NELTA Surkhet, 5, 97–105.

Sitti, N., & Visuttakul, C. (2022). Development of grade 7 students' English pronunciation skills using applications in conjunction with the CIRC technique at an opportunity expansion school in Pathumthani Province. Journal of Educational Review Faculty of Education in MCU, 9(3), 255-267.

Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning. Springer.

Tice, J. (2004). Drilling 1. British Council & BBC. https://www.teachingenglish.org.uk/articles/drilling-1

Tifani, T., Regina, R., & Wardah, W. (2020). Improving Students' Confidence in Speaking by Storytelling Technique

Through Webtoon. Journal of English Education Program, 1(1), 19-28.

Wang, Q., & Castro, C. D. (2010). Classroom interaction and language output. English Language Teaching, 3(2), 175–186.

Wright, A. (1995). Storytelling with children. Oxford University Press.

Yang, L. (2022). Student engagement with teacher feedback in pronunciation training supported by a mobile multimedia application. Sage Open, 12 (2), 1-13. https://doi.org/10.1177/21582440221094604

Yanto, H. (2018). The effect of storytelling technique towards students' speaking ability in class XI of the state Islamic senior high school. Edu-Ling: Journal of English Education and Linguistics, 2(1), 60–71.

Yoshida, M. T. (2018). Choosing technology tools to meet pronunciation teaching and learning goals. The CATESOL Journal, 30(1), 195–212.




DOI: http://dx.doi.org/10.17576/3L-2025-3103-12

Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157