Article published In: Language Teaching for Young Learners
Vol. 3:1 (2021) ► pp.159–173
Practitioner Research Article
Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills
Published online: 16 April 2021
https://doi.org/10.1075/ltyl.19011.won
https://doi.org/10.1075/ltyl.19011.won
Abstract
This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for
Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The
teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which
engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b)
video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the
feedback and recording and then submitting a second performance. All the steps were carried out in sequence using individual iPads. The
teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved
comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62
times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect
utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the
teacher proposed some changes to the activity.
Article outline
- 1.Background
- 1.1Ondoku activity
- 1.2Computer-mediated instruction
- 2.The study
- 2.1Participants
- 2.2Materials
- 2.3Procedures
- 3.Findings
- 4.Conclusion
- Notes
References
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