Presentation

Dictation Programs for Pronunciation Learner Empowerment

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Abstract

Although autonomy, the capacity to learn independently, has been recognized as a language learning goal since Holec (1981) first applied the idea to language teaching, pronunciation teaching is an area that has been ignored by most proponents of autonomy. This article presents a piloted mixed-methods research study examining whether the use of Automatic Speech Recognition (ASR) as part of a hybrid pronunciation class can help foster learner autonomy more than traditional face-to-face instruction. Survey results indicate that the hybrid course group developed a greater sense of autonomy. Interview results suggest that the incorporation of ASR gave students a clear strategy for practice outside of class, expanding their repertoire of available practice strategies.

How to Cite:

McCrocklin, S., (2013) “Dictation Programs for Pronunciation Learner Empowerment”, Pronunciation in Second Language Learning and Teaching Proceedings 5(1).