E-learning, Peers or Textbooks: A comparative analysis of instructional design when teaching English pronunciation

ID: 31835 Type: Brief Paper
  1. Todd Cooper and Yoshinori Naruse, Toyama National College of Technology, Japan

Thursday, March 10 2:10-2:30 PM Location: Hermitage C

Presider: Hilary Wilder, William Paterson University, United States

Abstract: Teaching has become easier with advancements in educational technology, especially in foreign language teaching. But, just because it is technology, does that make it better than other materials and methods? In this study, the authors designed three English pronunciation lessons similar in length and content, only differing in delivery: a textbook, computer software and finally a peer-based approach were used. Students were surveyed with questions relating to their awareness, motivation and perceived abilities. Our results show that students showed raised awareness after the peer-based lesson, but rated the software-based lesson higher. Their perceived abilities increased throughout the study. The survey also revealed students’ confidence and eagerness to take more control of their own learning. Further study is warranted, but these findings have showed the importance of including more e-learning and peer-support in our classes.


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