Developing English Pronunciation through Animation and YouTube Videos

Autor/in	Juma, Muayyed J.
Titel	Developing English Pronunciation through Animation and YouTube Videos
Quelle	In: Arab World English Journal, 12 (2021) 4, S.401-414 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Animation; English (Second Language); Second Language Learning; Second Language Instruction; Multimedia Materials; Teaching Methods; Pronunciation Instruction; Semitic Languages; Comparative Analysis; Case Studies; Cognitive Style; Preferences; Student Attitudes; Films; Graphs; Foreign Countries; Interference (Learning); Native Language; Video Technology; Females; Undergraduate Students; Phonetics; Iraq + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Arabisch; Hebräisch; Case study; Fallstudie; Case Study; Cognitive styles; Kognitiver Stil; Schülerverhalten; Film; Grafische Darstellung; Ausland; Weibliches Geschlecht; Phonetik; Fonetik; Irak
Abstract	Using multimedia inside the English as a foreign language (EFL) classroom has been anticipated by several researchers and educators recently as a new necessary component of language learning. This is ascribed on the one hand to the continuous advancements in the new technological devices that might be used in presenting the various types of multimedia inside the classroom, and, on the other hand, to the fact that learners have started to acquire new modes of cognitive learning preferences due to their excessive daily use of these devices. This study investigates the appropriateness and practicality of using some animated or dynamic graphs and YouTube movies in teaching the pronunciation of English to Iraqi-Arabic learners of English as a foreign language. The two groups of the subjects who participated in this case study were taught using two different methods of teaching with and without using multimedia. Unlike those who were part of the control group, subjects belonging to the experimental group performed much better in their posttest results (62.31% of the experimental group average percentage and 47.09% of the control group average percentage). (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01