Presentation

Scaffolding Students’ Self-Regulated Efforts for Effective Pronunciation Practice

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Abstract

While attending a 15-week ITA course that empowered students with strategies to improve their English pronunciation, 15 international graduate students reflected on their use of strategies and practice at home through weekly pronunciation trackers, and self-assessed their pronunciation progress through questionnaires. To evaluate the effectiveness of student-centered instruction combined with teacher scaffolding, the students’ reports on their pronunciation trackers, reflections, and self-assessments were triangulated with their accuracy scores for vowel reduction, linking, primary stress, and intonation in pre-and post-read- aloud tests. Results indicated improvement with the target features as well as evidence of effective teacher scaffolding. These findings support the view that instructors play an integral role in scaffolding students’ self-regulated efforts for successful pronunciation practice.

How to Cite:

Sardegna, V. G. & McGregor, A., (2012) “Scaffolding Students’ Self-Regulated Efforts for Effective Pronunciation Practice”, Pronunciation in Second Language Learning and Teaching Proceedings 4(1).