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All Journal OKARA: Jurnal Bahasa dan Sastra International Journal of Multidisciplinary: Applied Business and Education Research
Barrun, Jason S.
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Teacher-Mediated Pronunciation Instruction: Its Effects on Enhancing the Oral Language Fluency of Seventh-Grade English Students Barrun, Jason S.; Sia, Jonald B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 2 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.02.05

Abstract

This study investigated the effects of teacher-mediated pronunciation instruction on enhancing the oral language fluency of seventh-grade English students. Using a quasi-experimental pretest-posttest non-equivalent groups design, 32 learners served as respondents of the thirteen-session- study in a secondary school in Southern Luzon, Philippines. The student-respondents were tested to find out whether there would be a significant difference in their knowledge and application of the segmentals and suprasegmentals before and after the implementation of the said intervention. In all the instruments, namely the dictation test, pronunciation achievement test, and aural-oral achievement test, the findings revealed that the experimental group performed significantly higher than the control group. Through the independent sample t-test and Analysis of Covariance (ANCOVA), the results revealed that the experimental group had higher mean scores than the control group with t-computed values exceeding the tabular values affirming that an explicit pronunciation instruction is better in enhancing the oral language fluency of students than only incidental acquisition. The more the learners are exposed to an intervention, the more that they will become intelligible. Other effects also include the more frequently that the teacher conducts various games, the more that the students enjoy and learn pronunciation; and the more refined a learner’s pronunciation skill is, the more improved he/she is when it comes to listening comprehension and spelling. Finally, it is recommended that more and newer interventions regarding second language phonology or any content that focuses on speaking as a macro-strand in English should be delved into.
Teacher-Mediated Pronunciation Instruction: Its Effects on Enhancing the Oral Language Fluency of Seventh-Grade English Students Barrun, Jason S.; Sia, Jonald B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 12 (2023): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.12.24

Abstract

This study investigated the effects of teacher-mediated pronunciation instruction on enhancing the oral language fluency of seventh-grade English students. Using a quasi-experimental pretest-posttest non-equivalent groups design, 32 learners served as respondents of the thirteen-session- study in a secondary school in Southern Luzon, Philippines. The student-respondents were tested to find out whether there would be a significant difference in their knowledge and application of the segmentals and suprasegmentals before and after the implementation of the said intervention. In all the instruments, namely the dictation test, pronunciation achievement test, and aural-oral achievement test, the findings revealed that the experimental group performed significantly higher than the control group. Through the independent sample t-test and Analysis of Covariance (ANCOVA), the results revealed that the experimental group had higher mean scores than the control group with t-computed values exceeding the tabular values affirming that an explicit pronunciation instruction is better in enhancing the oral language fluency of students than only incidental acquisition. The more the learners are exposed to an intervention, the more that they will become intelligible. Other effects also include the more frequently that the teacher conducts various games, the more that the students enjoy and learn pronunciation; and the more refined a learner’s pronunciation skill is, the more improved he/she is when it comes to listening comprehension and spelling. Finally, it is recommended that more and newer interventions regarding second language phonology or any content that focuses on speaking as a macro-strand in English should be delved into.
Students’ Gains in English as a Second or Foreign Language through Game-Based Learning: A Meta-Analysis Barrun, Jason S.; Gilbas, Sherill A.
OKARA: Jurnal Bahasa dan Sastra Vol. 18 No. 2 (2024): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v18i2.15127

Abstract

Various digitally aided applications have prompted ESL/EFL teachers to adopt them in their classrooms for games and experiments; hence, the concept of play in pedagogical settings has grown and become more modern, modifying the structures of Game-based Learning (GBL). This study, therefore, aims to analyze the effectiveness of GBL through meta-analysis. Following the set of inclusion and exclusion criteria, 16 studies in East Asia, Middle East Asia, and South America conducted from 2018 to 2023 have qualified for this study with 14 studies on tertiary level (n=822); 1 on secondary (n=56); and 1 on primary (n=46). Studies were obtained from Google Scholar, OpenAlex, Scopus, and Crossref. Further, the researchers used Harzing’s Publish or Perish software to exhaust the search process. Sample size, mean, and standard deviation were analyzed using the Jamovi software version 2.4 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Classic Fail-Safe N test. Findings have shown that GBL, as an approach to teaching English, had a significant and positive effect (ES=1.19) on students' achievement in different language domains. Educational levels and the type of game-based learning employed as moderators were also proven to be factors that may affect learning outcomes. Hence, more studies testing the subgroups mentioned above should be conducted to facilitate more comprehensive comparative educational research in the future.
Co-Authors Gilbas, Sherill A. Sia, Jonald B.