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http://dx.doi.org/10.5392/JKCA.2022.22.10.437

A Study on the Effects of Read Along by Google with Primary ELLs' Pronunciation and Affective Domains  

Yoon, Tecnam (춘천교육대학교 영어교육과)
Publication Information
The Journal of the Korea Contents Association / v.22, no.10, 2022 , pp. 437-444 More about this Journal
Abstract
The purpose of this study was to investigate the effects of Read Along by Google with primary English learners' pronunciation and affective domains. In order to answer these two questions, a 4-week pilot study was conducted with 24 participants in the 6 th grade. Read Along as a main learning tool was utilized for a reading-aloud activity, and a pre-/post pronunciation test and survey on the affective factors were distributed as a research instrument. The results indicated that a read-aloud activity with Read Along brought a positive impact on the development of learners' pronunciation ability in terms of accuracy and fluency. Participants showed improvement in the post-pronunciation test, compared to the pre-one and there was a significant difference based on the result of the paired samples t-test. Next, the results of the survey on the affective domains illustrated that participants showed overall improvement in learning interest and confidence and there was a significant difference in these factors. Yet, there was not a significant difference in the learning attitude, even though they showed partial improvement.
Keywords
Read-Along; Educational Application; Primary English; Pronunciation; Affective Domains;
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