{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113002"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113002","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A case study on implicit and explicit online pronunciation tutoring to Chinese international graduate students","abstract":"Pronunciation matters for the success of second language learners, and yet it does not receive enough attention in the language classroom (O’Brien, 2004; Sturm, 2013; Wei, 2006). Especially for the students who received their secondary and undergraduate education in China, where the negative washback from exam-driven English teaching styles is still prominent. This study compared the progress of two Chinese graduate students in a Midwestern university, one received one-on-one implicit instruction and another explicit instruction online. The measurements of progress in this case study include segmental perception and production, fluency, and intelligibility rate in both controlled and spontaneous speech. Both participants received eight weekly tutoring sessions in a semester, with one hour per session. All participants took a pre-test and a post-test the weeks before and after the instructions. The tests aimed to get and examine vowels /ʊ/, /u/, /i:/, /ɪ/, /æ/, /ɛ/ and consonants /v/, /w/, /s/, /z/, also temporal variables including words per minute (WPM) and filled-pause ratio (FPR). The results found that the explicit participant showed a slight improvement of their segmental perception and production of some back vowels and the labiodental consonant, as well as fluency and intelligibility rate, especially in spontaneous speech. But both instructed participants reported an elevated confidence in spoken English after the treatment.","abstract_html":"Pronunciation matters for the success of second language learners, and yet it does not receive enough attention in the language classroom (O’Brien, 2004; Sturm, 2013; Wei, 2006). Especially for the students who received their secondary and undergraduate education in China, where the negative washback from exam-driven English teaching styles is still prominent. This study compared the progress of two Chinese graduate students in a Midwestern university, one received one-on-one implicit instruction and another explicit instruction online. The measurements of progress in this case study include segmental perception and production, fluency, and intelligibility rate in both controlled and spontaneous speech. Both participants received eight weekly tutoring sessions in a semester, with one hour per session. All participants took a pre-test and a post-test the weeks before and after the instructions. The tests aimed to get and examine vowels /ʊ/, /u/, /i:/, /ɪ/, /æ/, /ɛ/ and consonants /v/, /w/, /s/, /z/, also temporal variables including words per minute (WPM) and filled-pause ratio (FPR). The results found that the explicit participant showed a slight improvement of their segmental perception and production of some back vowels and the labiodental consonant, as well as fluency and intelligibility rate, especially in spontaneous speech. But both instructed participants reported an elevated confidence in spoken English after the treatment.","abstract_has_math":false,"creators":["Chen, Xinlei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Franks, Suzanne Carla","Pierce, Lisa Renee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T21:45:30Z","date_published":"2022-01-12T21:45:30Z","updated_at":"2026-07-22T22:24:52Z","subjects":["Pronunciation, SLA, Explicit teaching, Implicit teaching"],"languages":["en"],"rights":["Copyright 2021 Xinlei Chen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113002","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Franks, Suzanne Carla","Pierce, Lisa Renee"]},{"key":"dc:creator","label":"Author","values":["Chen, Xinlei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T21:45:30Z","2021-07-20","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pronunciation, SLA, Explicit teaching, Implicit teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Xinlei Chen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113002"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Pronunciation matters for the success of second language learners, and yet it does not receive enough attention in the language classroom (O’Brien, 2004; Sturm, 2013; Wei, 2006). Especially for the students who received their secondary and undergraduate education in China, where the negative washback from exam-driven English teaching styles is still prominent. This study compared the progress of two Chinese graduate students in a Midwestern university, one received one-on-one implicit instruction and another explicit instruction online. The measurements of progress in this case study include segmental perception and production, fluency, and intelligibility rate in both controlled and spontaneous speech. Both participants received eight weekly tutoring sessions in a semester, with one hour per session. All participants took a pre-test and a post-test the weeks before and after the instructions. The tests aimed to get and examine vowels /ʊ/, /u/, /i:/, /ɪ/, /æ/, /ɛ/ and consonants /v/, /w/, /s/, /z/, also temporal variables including words per minute (WPM) and filled-pause ratio (FPR). The results found that the explicit participant showed a slight improvement of their segmental perception and production of some back vowels and the labiodental consonant, as well as fluency and intelligibility rate, especially in spontaneous speech. But both instructed participants reported an elevated confidence in spoken English after the treatment.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Xinlei Chen, accepted the attached license on 2021-07-08 at 15:40.","The student, Xinlei Chen, submitted this Thesis for approval on 2021-07-08 at 15:59.","This Thesis was approved for publication on 2021-07-20 at 16:58.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16810 on 2022-01-12 at 12:44:29","Made available in DSpace on 2022-01-12T21:45:30Z (GMT). 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This study compared the progress of two Chinese graduate students in a Midwestern university, one received one-on-one implicit instruction and another explicit instruction online. The measurements of progress in this case study include segmental perception and production, fluency, and intelligibility rate in both controlled and spontaneous speech. Both participants received eight weekly tutoring sessions in a semester, with one hour per session. All participants took a pre-test and a post-test the weeks before and after the instructions. The tests aimed to get and examine vowels /ʊ/, /u/, /i:/, /ɪ/, /æ/, /ɛ/ and consonants /v/, /w/, /s/, /z/, also temporal variables including words per minute (WPM) and filled-pause ratio (FPR). The results found that the explicit participant showed a slight improvement of their segmental perception and production of some back vowels and the labiodental consonant, as well as fluency and intelligibility rate, especially in spontaneous speech. But both instructed participants reported an elevated confidence in spoken English after the treatment.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Xinlei Chen, accepted the attached license on 2021-07-08 at 15:40.","The student, Xinlei Chen, submitted this Thesis for approval on 2021-07-08 at 15:59.","This Thesis was approved for publication on 2021-07-20 at 16:58.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16810 on 2022-01-12 at 12:44:29","Made available in DSpace on 2022-01-12T21:45:30Z (GMT). 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