IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v12y2022i2p21582440221094604.html
   My bibliography  Save this article

Student Engagement With Teacher Feedback in Pronunciation Training Supported by a Mobile Multimedia Application

Author

Listed:
  • Liuyan Yang

Abstract

This study focused on students’ experience with a mobile multimedia application for a pronunciation course. An app was used for after-class pronunciation practice, through which the instructor gave out multimodal feedback to students. Student engagement with teacher feedback in the app was investigated from multiple data sources. Data collected in the form of the instructor’s response and analytics gathered through the mobile system revealed that students demonstrated a high level of engagement in the app, behaviorally, cognitively, and emotionally. Specifically, the instructor observed more submissions from and interactions with students compared with previous classes. Records of student-teacher interactions suggested that students reacted positively and actively to multimodal feedback from the teacher and expressed willingness to use the app for future learning. Questionnaire results further confirmed that a large number of the students perceived the app to be useful for practicing pronunciation tasks, as it made it easy for them to interact with the teacher, receive course materials, and submit recordings. Interviews among selected students revealed more details about students’ experiences and views. Some students reported accessing their peers’ readings and feedback from the teacher as a way of informing their own learning, which is made possible by the app. This study provides implications to enrich pronunciation instruction practice to maximize student engagement, which ultimately contributes to positive learning experiences and gains.

Suggested Citation

  • Liuyan Yang, 2022. "Student Engagement With Teacher Feedback in Pronunciation Training Supported by a Mobile Multimedia Application," SAGE Open, , vol. 12(2), pages 21582440221, April.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221094604
    DOI: 10.1177/21582440221094604
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440221094604
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440221094604?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Adrian Leis & Akihiko Tohei & Simon D. Cooke, 2015. "Smartphone Assisted Language Learning and Autonomy," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 5(3), pages 75-88, July.
    2. Yao Zheng & Qiting Zhong & Shulin Yu & Xiaohui Li, 2020. "Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement," SAGE Open, , vol. 10(2), pages 21582440209, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. William S. Pearson, 2022. "Student Engagement with Teacher Written Feedback on Rehearsal Essays Undertaken in Preparation for IELTS," SAGE Open, , vol. 12(1), pages 21582440221, February.
    2. Rastislav Metruk, 2022. "Smartphone English Language Learning Challenges: A Systematic Literature Review," SAGE Open, , vol. 12(1), pages 21582440221, February.
    3. Wang Zhonger & Nurliyana Bukhari & Tang Qi, 2023. "Current State and Difficulties in Chinese MTI Teachers’ Professional Development," World Journal of English Language, Sciedu Press, vol. 13(2), pages 295-295, March.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221094604. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.