Effect of Phonological and Phonetic Intervention on Proficiency in English Pronunciation and Oral Reading Among Bengaluru Teacher Trainees
- Title
- Effect of Phonological and Phonetic Intervention on Proficiency in English Pronunciation and Oral Reading Among Bengaluru Teacher Trainees
- Creator
- Diwakar,P
- Contributor
- Thomas, Kennedy Andrew
- Description
- The current research aimed to determine the effect of phonological and phonetic intervention in enhancing proficiency in English pronunciation and oral reading among teacher trainees. The study adopted a single-group pre and post-test intervention design. The researcher developed intervention modules on phonology and phonetics, and a segmental approach was adopted to teach individual sounds. The research design was executed in five stages: experts' opinions on the need for such a study, a preliminary study to find the need for the study, the development of intervention modules and validation of the modules, the pilot study to check the reliability of the tools, and the main study. The researcher applied Oscillo-graphic and observation methods to analyse and test the participants' pronunciation and oral reading progress during the experiment. Communicative Language Learning (CLL) and Audiolingual approaches were adopted to teach individual sounds to participants. The National Assessment of Educational Progress Scale for Reading and Pronunciation (NAEP 2012) was adopted to measure the scores. The other instruments, i.e., audio-to-test phonetic transcription software and Audacity recording software, were used in the experiment to record and analyse the audio clips. The experiment was conducted on n=104 teacher trainees of Bengaluru, India. The current study targeted teacher trainees/ B Ed college students of English method as a population. The population of teacher trainees was 1470 English methods from Bangalore north, south, and central. Further, the sample size for the main study was 104, and it was selected through a stratified random sampling technique. The assessment tools overall reliability (Cronbach Alpha value) (NAEP) on Pronunciation and Oral reading is 0.873. The data normality was tested with the Kolmogorov-Smirnov test. The data EFFECT OF PHONOLOGICAL AND PHONETIC INTERVENTION was normally distributed. Hence, the data was not normally distributed; the non- parametric tests were used to test the hypotheses. The hypotheses testing on phonological and phonetic awareness revealed the difference between pre- intervention and post-intervention scores in phonological and phonemic awareness and oral reading among teacher trainees, the sig. Value is less than 0.05 across all the attributes. The Wilcoxon signed rank test revealed the scores after the intervention, a post-test with a statistically significant value of 0.001. The post-test score, which was after the intervention, is significantly higher. The values across all the attributes related to oral reading and pronunciation with a statistically significant value of 0.001. The other hypotheses testing on gender, age, and qualification, the Mann-Whitney test, and Kruskal Wallis were used, and the results were not statistically significant. The statistical test was used to test the progressive improvement of teacher trainees during the intervention, and it was statistically significant with 0.001 across all the attributes. The data analysis revealed a positive impact of intervention at the post-test on teacher trainees. The study has navigated the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading. The study substantiates the evidence that effective intervention and teachers' knowledge of pronunciation would enhance proficiency levels in pronunciation and oral reading among teacher trainees. The study also hopes that Policy Makers, Universities, B.Ed. Colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.
- Source
- Author's Submission
- Date
- 2024-01-01
- Publisher
- Christ(Deemed to be University)
- Subject
- Education
- Rights
- Open Access
- Relation
- 61000376
- Format
- Language
- English
- Type
- PhD
- Identifier
- http://hdl.handle.net/10603/598731
Collection
Citation
Diwakar,P, “Effect of Phonological and Phonetic Intervention on Proficiency in English Pronunciation and Oral Reading Among Bengaluru Teacher Trainees,” CHRIST (Deemed To Be University) Institutional Repository, accessed February 23, 2025, https://archives.christuniversity.in/items/show/12422.