Exploring the effects of modality and variability on EFL learners’ pronunciation of English diphthongs: a student perspective on HVPT implementation

Asma Almusharraf (), Amal Aljasser, Hassan Saleh Mahdi, Haifa Al-Nofaie and Elham Ghobain
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Asma Almusharraf: Imam Mohammad Ibn Saud Islamic University (IMSIU)
Amal Aljasser: Imam Mohammad Ibn Saud Islamic University (IMSIU)
Hassan Saleh Mahdi: Arab Open University
Haifa Al-Nofaie: Taif University
Elham Ghobain: Jazan University

Palgrave Communications, 2024, vol. 11, issue 1, 1-11

Abstract: Abstract Recognizing the importance of effective pronunciation training for English as a Foreign Language (EFL) learners is paramount for improving their comprehensive language proficiency and communication skills. This study investigated the influence of High Variability Pronunciation Training (HVPT) with and without captions, on the accuracy of English diphthong pronunciations among Saudi EFL learners. A total of 56 undergraduate EFL learners participated in the study, undergoing multiple sessions of high-variability (HV) and low-variability (LV) pronunciation training. Various assessments were conducted to measure the learners’ performance, including pretests, posttests, generalized tests, and delayed tests. Additionally, a survey was conducted to gain insights into the participants’ perceptions of using YouGlish, a multimodal tool, as part of the training process. Data analysis used statistical techniques such as t-tests, ANOVA tests, and descriptive and inferential statistics. The findings indicate that both HV and LV improved the learners’ performance in English pronunciation, regardless of captioning. LV without captions consistently yielded the highest scores. The students also had positive perceptions of YouGlish as a multimodal tool. These results offer valuable insights into the efficacy of HV and LV in facilitating EFL learners’ speech production and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing EFL learners’ pronunciation skills.

Date: 2024
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DOI: 10.1057/s41599-024-02632-2

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