Speaker
Description
This presentation is supported by PRONTEST Inc.
This presentation is supported by PRONTEST Inc. It introduces a pronunciation training program using the PRONTEST computer-assisted pronunciation training (CAPT) system and reports findings from a pilot study investigating its effectiveness in improving comprehensible pronunciation among Japanese EFL learners.
Abstract section 5: References
Levis, J. M. (2005). Changing Contexts and Shifting Paradigms in Pronunciation Teaching. TESOL Quarterly, 39(3), 369–377.
Levis, J. M. (2018). Intelligibility, Oral Communication, and the Teaching of Pronunciation.
Munro, M. J. (2022). How Well Can We Predict Second Language Learners' Pronunciation Difficulties? Language Teaching, 55(3), 267–281.
Saito, K. (2021). What Characterizes Comprehensible and Native-like Pronunciation Among English-as-a-Second-Language Speakers? Meta-Analyses of Phonological, Rater, and Instructional Factors. TESOL Quarterly, 55(3), 866–900.
Abstract section 4: Outcomes/results
The pilot study demonstrated improved comprehensibility following pronunciation training with the CAPT system. Listener evaluations indicated that learners' speech became easier to understand after instruction and practice. Improvements were also observed in both segmental and suprasegmental speech features. These findings suggest that integrating explicit articulatory instruction with CAPT can effectively support pronunciation development while promoting learner autonomy in Japanese EFL learning environments.
Abstract section 3: Content/method
Japanese EFL learners first completed a five-point Likert-scale questionnaire. They then received explicit articulatory instruction and practiced pronunciation using the CAPT system. Speech samples were collected at pre-test, post-test, and delayed post-test and were evaluated for comprehensibility by experienced English teachers. Acoustic analyses were also conducted to examine changes in segmental and suprasegmental speech features.
Abstract section 1: Relevance
Current approaches to pronunciation teaching emphasize successful communication rather than native-like speech (Levis, 2005). Recent studies highlight comprehensibility as a central goal of pronunciation instruction and stress the importance of both segmental and suprasegmental features (Levis, 2018; Saito, 2021). Teachers also require practical tools that provide explicit guidance while supporting learner autonomy. The PRONTEST CAPT system represents one approach to addressing these instructional needs (Munro, 2022). This presentation demonstrates how integrating explicit articulatory instruction with CAPT can support comprehensible pronunciation in Japanese EFL contexts.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to introduce the instructional approach implemented through the CAPT system and to report findings from a pilot study evaluating its educational effectiveness. The presentation examines whether combining explicit articulatory instruction with autonomous pronunciation practice improves the comprehensibility of Japanese EFL learners and discusses implications for classroom teaching and independent pronunciation learning.
| Title | Developing Comprehensible Pronunciation through PRONTEST |
|---|---|
| Teaching Context | College and university education |