[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595658-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595658-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","exploring-optimal-pronunciation-teaching-integrating-instructional-software-into-intermediate-level-efl-classes-in-china","Exploring optimal pronunciation teaching - Integrating instructional software into intermediate-level EFL classes in China","","The study investigates how instructional software affects pronunciation teaching for Chinese EFL learners aged 13 to 16 at a lower-intermediate level. It evaluates learning outcomes through pretests and posttests and examines how learners’ attitudes toward pronunciation relate to their progress. Sixty students participated in three conditions: teacher instruction, independent software use (New Oriental Pronunciation), and combined instruction. Combined instruction produced the largest performance gains and the most positive attitude changes. The authors recommend human- and computer-assisted approaches for young learners and propose guidance for software design, teacher training, and further research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-optimal-pronunciation-teaching-integrating-instructional-software-into-intermediate-level-efl-classes-in-china/595658/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-optimal-pronunciation-teaching-integrating-instructional-software-into-intermediate-level-efl-classes-in-china/595658.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What effect does instructional software have on pronunciation learning in this study?","Question",{"text":63,"@type":64},"Instructional software is examined as a teaching approach and compared with teacher-only and combined instruction. The combined human- and computer-assisted condition produces the greatest increase in performance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was learner attitude toward pronunciation measured?",{"text":68,"@type":64},"Learners’ attitudes were assessed using pre-surveys and post-surveys, and students also completed reflections on the software. Observations were made during instruction to support interpretation.",{"name":70,"@type":61,"acceptedAnswer":71},"Which teaching condition led to the best overall outcomes?",{"text":72,"@type":64},"Students receiving combined instruction from both the teacher and software achieved the largest performance gains and the most positive changes in attitudes toward pronunciation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595658,1792166467,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nExploring optimal pronunciation teaching: Integrating instructional software into intermediate-level EFL classes in China  \nYang Gao and Barbara E. Hanna  \nAbstract  \nThis study investigates the effectiveness of teaching pronunciation with instructional software to a cohort of Chinese learners of English aged 13 to 16 at lower-intermediate level. It also explores the relationship between learners’ attitudes towards pronunciation and their pronunciation learning. Participants were 60 students at a language school in China: 20 were instructed by a teacher, 20 used instructional software (New Oriental Pronunciation) alone, and the remaining 20 received combined instruction from teacher and software. Participants’ pronunciation was evaluated in pretests and posttests. Presurveys and postsurveys assessed attitudes towards pronunciation. Additionally, a questionnaire collected students’ reflections on the software, and observations were made during instruction. The greatest increase in performance was achieved by students receiving combined instruction, who also exhibited the greatest (positive) changes towards pronunciation. The authors suggest that this combination of human- and computer-assisted instruction particularly suits young learners. Recommendations are made for software design, teacher training, and research into computer-assisted pronunciation learning.  \nKeywords: attitudes towards pronunciation; human-aided instruction;  \ninstructional software; pronunciation; young learners  \nAffiliation  \nUniversity of Queensland, Australia.  \n[email: y.gao@uqconnect.edu.au](email: y.gao@uqconnect.edu.au) (corresponding author)  \ncalico journal vol 33.2 2016 201–230 doi : 10.1558/cj.v33i2.26054  \n©2016, equinox publishing   \n202 Exploring optimal pronunciation teaching  \nIntroduction  \nDespite the close relationship between pronunciation and successful oral communication (Celce-Muria, 1987; Eskenazi, 1999), pronunciation is neglected in both classroom practice and research (Ducate & Lomicka, 2001; Levis, 2007). In China, such inattention prevails in the teaching of English, despite that language’s “higher than ever” status (Adamson, 2004, p. 195), which sees English courses mandated from Grade 3 of primary school. In contrast to listening, reading, and writing, speaking is neither routinely taught nor evaluated. The national syllabus requirements for pronunciation tend to be overlooked and teachers are not trained to implement them. The only official oral test, the College English Test-Spoken English Test, is noncompulsory and without consequences for graduation (National College English Testing Committee, n.d.). Converging factors thus militate against the teaching of pronunciation, despite the “strong contrast”(Molholt, 1988) between Chinese and English pronunciation. Indeed, the task’s difficulty becomes another dissuasive factor: neither teachers nor students wish to invest in a time-consuming challenge without payoffs in terms of examination results.  \nComputer-based technologies may provide opportunities to overcome some of the discouraging difficulties, delivering high-quality samples of the target language, and expertly designed intensive instruction. Yet technology does not automatically confer improved pronunciation. Success depends on software design, implementation, and complex interactions between environmental factors such as curriculum, institutional context, and the characteristics of the learners themselves (Bax, 2011) . Suter (1976), for example, proposes that better pronunciation can be achieved if students value pronunciation more highly. Similarly, using his Pronunciation Attitude Inventory (PIA), Elliott (1995) found that learners who were more concerned about pronunciation tended to attain better proficiency. While Lenneberg’s Critical Period Hypothesis (1967) has been disputed for many areas of language acquisition, and notwithstanding potential adult success","cbCaipu8UrwxFGhL","https://ap.wps.com/l/cbCaipu8UrwxFGhL","pdf",972101,31,"English","# Introduction\n## Pronunciation teaching\n### Goals\n# Literature review\n# Methods and participants\n# Results and discussion\n# Recommendations","[{\"question\":\"What effect does instructional software have on pronunciation learning in this study?\",\"answer\":\"Instructional software is examined as a teaching approach and compared with teacher-only and combined instruction. The combined human- and computer-assisted condition produces the greatest increase in performance.\"},{\"question\":\"How was learner attitude toward pronunciation measured?\",\"answer\":\"Learners’ attitudes were assessed using pre-surveys and post-surveys, and students also completed reflections on the software. Observations were made during instruction to support interpretation.\"},{\"question\":\"Which teaching condition led to the best overall outcomes?\",\"answer\":\"Students receiving combined instruction from both the teacher and software achieved the largest performance gains and the most positive changes in attitudes toward pronunciation.\"}]","Exploring optimal pronunciation teaching - Integrating instructional software into intermediate-level EFL classes in China | PDF",1792081573,78]