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Thirty-seven students in an introductory French course participated via VoiceThread and completed self-assessments after each activity. Findings show that participation, together with a feedback-supported environment, increased perceived pronunciation abilities and produced a positive relationship with WTC variables. Pedagogical benefits of audio discussions for pronunciation improvement are also discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/influencing-students-pronunciation-and-willingness-to-communicate-through-interpersonal-audio-discussions/600659/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/influencing-students-pronunciation-and-willingness-to-communicate-through-interpersonal-audio-discussions/600659.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To investigate pronunciation development alongside willingness to communicate in a communicative classroom, while also exploring emerging audio technologies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ willingness to communicate and pronunciation tracked?",{"text":117,"@type":113},"Through self-assessment after completing each online interpersonal audio discussion activity.",{"name":119,"@type":110,"acceptedAnswer":120},"What tools and learning setting were used for the discussions?",{"text":121,"@type":113},"Students used VoiceThread to hold online interpersonal audio discussions with classmates.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600659,1792166194,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","4  \nInfluencing Students’ Pronunciation and Willingness to Communicate through Interpersonal Audio Discussions  \nCindy E. Lepore  \nThe University of Alabama  \nAbstract  \nThis article discusses a study that investigated pronunciation development in second language learners by monitoring willingness to communicate variables. Students (N = 37) in a second-semester, introductory French course participated in online interpersonal audio discussions with classmates through VoiceThread. Pronunciation development and willingness to communicate were monitored through self-assessment after completing each activity. Analysis revealed that participation in the activities combined with a feedback-supported environment resulted in an overall increase in perceived pronunciation abilities that positively correlated with willingness to communicate variables. Additionally, the pedagogical benefits of using audio discussions to improve pronunciation are presented.  \nBackground  \nRecent researchers Liao and Zhao (2012) agree with the notion that communicative language teaching (CLT) is the most commonly implemented second language (L2) teaching approach worldwide. Although this popular approach supports the development of an overall communicative competence, a multi-dimensional construct that includes linguistic accuracy (Munro & Derwing, 2011; Omaggio Hadley, 2001), the role of accurate pronunciation within CLT is often uncertain (Pennington & Richards, 1986; Tshirner, 1996) . In fact, the majority of L2 classrooms operating under the CLT approach do not specifically address pronunciation learning (Arteaga, 2000; Harlow & Muyskens, 1994; Morin, 2007; Munro & Derwing, 2011; Spada, 2007) .  \nAhmad and Rao (2012) pointed out that current research trends are signaling a combination of form-focused and meaning-based instruction in order to better meet dynamic student needs (Larsen-Freeman 2007; Savignon, 2007; Spada 2007) . Research has also indicated that L2 students desire accent reduction, a result achieved through an intervention that lessens the presence of a foreign accent, thus continuing to request instruction in pronunciation (Drewelow & Theobald, 2007; Gynan, 1989; Harlow & Muyskens, 1994; Munro & Derwing, 1995) . Researchers have begun to study pronunciation development within the context of emerging technologies because the Internet has provided easy access to audio and recording technologies in recent years (Ducate & Lomicka, 2009; Lord, 2008) . Researchers have also inves-  \n74 Dimension 2014  \ntigated factors related to willingness to communicate (WTC) such as anxiety and self-confidence in regard to students’ achievement in pronunciation (MacIntyre, Clément, Dörnyei, & Noels, 1998; Saint Léger & Storch, 2009; Smit, 2002). The present study was developed in order to investigate collectively pronunciation and WTC in the communicative classroom while also further exploring emerging audio technologies. Furthermore, the study addresses pronunciation in learners enrolled in introductory L2 courses, a population that has not been studied extensively in prior pronunciation-related research.  \nLiterature Review  \nThe WTC model. MacIntyre et al. (1998) expanded on McCroskey and Baer’s (1985) definition of WTC as a personality trait and adapted WTC to the L2 context by creating the WTC model. This model takes into account the many variables present when initiating a communicative exchange in the L2 . MacIntyre et al. found that the language of communication can dramatically affect a person’s WTC because it introduces a level of uncertainty that contains more complex variables than those that influence WTC in the native language. Furthermore, they did not overtly address pronunciation in their WTC model; however, the result of WTC is the learner’s readiness to enter into discourse with others using the L2, an act that involves some effort in producing accurate sounds and comprehensible utterances for interlocutors. Accessing pronunciation is, ther","cbCailmM3EnmmsUm","https://ap.wps.com/l/cbCailmM3EnmmsUm","pdf",193315,24,"English","# Abstract\n# Background\n## Communicative language teaching and pronunciation\n## Emerging technologies and WTC\n# Literature Review\n## The WTC model\n## WTC variables","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To investigate pronunciation development alongside willingness to communicate in a communicative classroom, while also exploring emerging audio technologies.\"},{\"question\":\"How were students’ willingness to communicate and pronunciation tracked?\",\"answer\":\"Through self-assessment after completing each online interpersonal audio discussion activity.\"},{\"question\":\"What tools and learning setting were used for the discussions?\",\"answer\":\"Students used VoiceThread to hold online interpersonal audio discussions with classmates.\"}]","Influencing Students’ Pronunciation and Willingness to Communicate through Interpersonal Audio Discussions | PDF",1792091119]