||The Effects of Watching a Video Featuring Connected Speech Instruction on Taiwanese College Students: A Case Study
||Department of English
||Ying Yu Chen
|| In the field of language teaching, technology has been of great help in assisting language learners in their acquisition of a new language. Video instruction is believed to be one of the more effective ways to improve English learners’ language competence. Over the years, the difficulties in improving Taiwanese English learners’ speaking ability have been a major concern. Since Taiwan is in an EFL milieu with limited exposure to English, it is much more difficult to acquire adequate speaking competence compared to those in an ESL milieu or those whose mother tongue shares a similar language system with English. The fundamental step in improving language learners’ speaking competence is to acquire the knowledge of connected speech, with which improvement in fluent speech is thereby expected. Consequently, the researcher conducted this study with the aim of improving Taiwanese college freshmen’s speaking ability in connected speech with the aid of videos and seeking answers and solutions that help them develop better English speaking proficiency. A total of 48 students from a college in northern Taiwan participated in this study, which lasted for seven weeks. The results showed that watching a video featuring connected speech instruction is an effective way to improve language learners’ connected speech skills. Positive results were also observed in the outcomes of questionnaires surveying participants’ learning attitudes. It is hoped that the study results may offer language teachers some insights into the practice of video-aided language learning in language classes, particularly its efficacy for connected speech.
Chinese Abstract ii
English Abstract iii
Table of Contents iv
List of Tables vi
Chapter 1: Introduction 1
Research questions 5
Significance of the study 6
Overview of the thesis 6
Chapter 2: Literature Review 8
Connected speech 10
Chapter 3: Methodology 13
The GEPT 15
Data collection 18
Chapter 4: Results 20
Results of the questionnaire as a whole 20
Results of the questionnaire subscales 21
Results of pre- and post-test Task A 23
Results of pre-test Task A and post-test Task B: the overlapped connected speech skills 26
Results of pre-test Task A and post-test Task B: overall linking sounds 28
Chapter 5: Discussion and Conclusion 30
A. General information about the pilot study participants 46
B. Learning Attitudes Toward English Speaking Scale (Chinese version) 47
C. Learning Attitudes Toward English Speaking Scale (English version) 50
D. The language certificates referencing Nation Central University 53
E. The pilot study and the Learning Attitudes Toward English Speaking Questionnaire 54
F. GEPT Reading Aloud Task A 62
G. GEPT Reading Aloud Task B 63
list of tables
Table 1. Descriptive statistics for the pre- and post-test Learning Attitudes Toward
English Speaking Questionnaire 21
Table 2. Paired t-test for the pre- and post-test Learning Attitudes Toward English
Speaking Questionnaire 21
Table 3. Descriptive statistics for subscales of the Learning Attitudes Toward
English Speaking Questionnaire 22
Table 4. Paired t-tests for the subscales of the Learning Attitudes Toward English
Speaking Questionnaire 23
Table 5. Accuracy rate of overall word linking in the pre- and post-test Task A
Table 6. Descriptive statistics for overall word linking in the pre- and post-test
Task A recordings 24
Table 7. Paired t-tests for overall word linking in the pre- and post-test Task A
Table 8. Accuracy rate of specific word linking in the pre- and post-test Task A
Table 9. Accuracy rate of the overlapped linking sounds in the pre-test Task A
and post-test Task B 27
Table 10. Descriptive statistics for the overlapped linking sounds in the pre-test
Task A and post-test Task B 27
Table 11. Paired t-tests for the overlapped linking sounds in the pre-test Task A
and post-test Task B 27
Table 12. Accuracy rate of individual overlapping linking sounds in the pre-test
Task A and post-test Task B 28
Table 13. Accuracy rate of the overall linking sounds in the pre-test Task A and
post-test Task B 29
Table 14. Descriptive statistics for the overall linking sounds in the pre-test Task
A and post-test Task B 29
Table 15. Paired t-tests for the overall linking sounds in the pre-test Task A and
post-test Task B 29
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