A Motivational, Online Guide to Help English Language Learners with the Development,Implementation, and Evaluation of their Individual Pronunciation Improvement Plans

Intelligibility is one of the major concerns among ESL learners due to its impact on their ability to communicate with native speakers of English (Derwing & Munro, 2005). Even though pronunciation is often addressed in classrooms, it is difficult to tackle all intelligibility issues relevant for each student. Therefore, it is crucial for ESL learners to spend some extra time outside of class improving their pronunciation. Faced with a daunting task of regulating and taking charge of their own learning, they often have questions with respect to what exactly they need to work on, what activities will help them achieve their goals, how they need to organize those activities, and how long they should practice until they can see results. In such an endeavor, issues like motivation to persist and put forth great effort arise and influence outcomes. In sum, many factors are in play when ESL learners strive to improve their intelligibility. The main purpose of creating Sofia’s ESL Pronunciation Lab is to guide ESL learners in improving intelligibility, while helping them feel confident and motivated about what they are doing. Thirty students participated in the pilot-testing phase of this project. They participated in six weeks of self-regulated instruction followed by the completion of a survey at the end of that period. The results show that Sofia’s ESL Pronunciation Lab accomplished its purpose. Students thought that the website guided them well in the creation and implementation of their own improvement plan. They also thought that the online guide was professional and informative. Several students gave constructive feedback to further enhance the website. Most suggestions were related to including more graphics and visuals as well as adding more content, such as examples and activities. Overall, students believed that the online guide was a helpful addition to the current instruction they were receiving as part of an intensive English language program of study.

Thesis Author: Carreno Galdame, Sofia Laura

Year Completed: 2015

Thesis Chair: Henrichsen, Lynn E.

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