Speakers
Abstract section 1: Relevance
Although extensive research documents stigma, bias, and discrimination associated with accented speech (Levon et al., 2021; Fuertes et al. 2012), comparatively limited scholarship examines intervention strategies designed to support accented speakers in native English-speaking environments. This study addresses this gap by investigating whether targeted pronunciation refinement training can enhance international students’ spoken English proficiency and perceived employability.
Abstract section 4: Outcomes/results
Pre- and post-test analyses reveals the effects on participants who received pronunciation refinement training compared with the control group. The findings demonstrate the effect that a brief, targeted pronunciation intervention correlates with speech and perceived employability. Future research should examine sustained intervention models and explore broader implications for linguistic integration and labour market equity.
Abstract section 3: Content/method
Twenty-four international students in Australian higher education joined a randomized controlled study. After an audio-recorded speaking pre-test, they were assigned to a control or intervention group. The intervention group received an one-hour online pronunciation refinement session with a linguistic specialist. All participants completed post-test speaking tasks, evaluated by employer raters and speech-recognition AI for pronunciation, fluency, and employability perceptions. Pre/post data, interviews, and employer evaluations will be triangulated to assess impact (Jentoft and Olsen, 2019).
Abstract section 2: Contribution/research questions
- Will an one-hour online pronunciation enhancement training session improve participants’ pronunciation?
- Will a refined pronunciation improve the employability?
Abstract section 5: References
Fuertes, J. N., Gottdiener, W. H., Martin, H., Gilbert, T. C., & Giles, H. (2012). A meta-analysis of the effects of speakers’ accents on interpersonal evaluations. European Journal of Social Psychology, 42(1), 120–133. https://doi.org/10.1002/ejsp.862
Levon, E., Sharma, D., Watt, D. J. L., Cardoso, A., & Ye, Y. (2021). Accent bias and perceptions of professional competence in England. Journal of English Linguistics, 49(4), 355–388. https://doi.org/10.1177/00754242211046316
Jentoft, N., & Olsen, T. S. (2019). Against the flow in data collection: How data triangulation combined with a ‘slow’ interview technique enriches data. Qualitative Social Work : QSW : Research and Practice, 18(2), 179–193. https://doi.org/10.1177/1473325017712581
| Title | Refined English Pronunciation and Employability |
|---|---|
| Teaching Context | General |