Using Mobile Phones in Pronunciation Teaching in English-medium Universities in Turkey

1. Sponsors Using Mobile Phones in Pronunciation Teaching in English-medium Universities in Turkey Murat Saran Cankaya University, Turkey saran@cankaya.edu.tr Assoc. Prof. Dr. Kursat Cagiltay METU, Turkey kursat@metu.edu.tr Assoc. Prof. Dr. Golge Seferoglu METU, Turkey golge@metu.edu.tr Language Issues in English-medium Universities: A Global Concern

2. Where are we from? Language Issues in English-medium Universities: A Global Concern

3. Purpose of the Study • to investigate the potentials and effectiveness of using mobile phones inforeign language education Language Issues in English-medium Universities: A Global Concern

4. Research Questions • Does the mean change (mean difference between pre and post tests) in the pronunciation test scores differ among the three groups: mobile, web, and handout? • What are the students’ perceptions and opinions of the use of the mobile phones in the pronunciation learning? Language Issues in English-medium Universities: A Global Concern

5. Sample • A purposeful sample of students (based on the data collected through a pre-study questionnaire) • 24 students attending the English Preparatory School of a universityin Turkey Language Issues in English-medium Universities: A Global Concern

6. Design of the Study Language Issues in English-medium Universities: A Global Concern

7. Treatment • 120 English words (20 of them selected for pronunciation test) • 4 words a day • 10 weeks Language Issues in English-medium Universities: A Global Concern

8. An example web page used in the study Language Issues in English-medium Universities: A Global Concern

9. An example handout used in the study Language Issues in English-medium Universities: A Global Concern

10. An example MMS used in the study • Animated Picture • Size: 20 KB • Format: Animated GIF • Resolution:172x136 • Pronunciation • Size: 3 KB • Format: amr Frame 1: Dictionary definition Frame 2: Sample sentence Frame 3: Related picture Frame 4: Word building Language Issues in English-medium Universities: A Global Concern

11. Data Collection & Evaluation • Record the students’ pronunciations by using digital voice recorder before and after the treatment • A native rater and a nonnative instructor from the preparatory school evaluated the records according to the Educational Testing Service Criteria* • 0: Frequent phonemic errors and foreign stress and intonation patterns that cause the speaker to be unintelligible. • 1: Frequent phonemic errors and foreign stress and intonation patterns that cause the speaker to be occasionally unintelligible. • 2: Some phonemic errors and foreign stress and intonation patterns, but speaker is intelligible. • 3: Occasional nonnative pronunciation errors, but speaker is intelligible. *Educational Testing Service. 1985: SPEAK examinee handbook and sample Language Issues in English-medium Universities: A Global Concern

12. Language Issues in English-medium Universities: A Global Concern

13. Means and standard deviations of the groups for the pronunciation test Results Maximum score that can be obtained from the test was 60 Language Issues in English-medium Universities: A Global Concern

14. Results Comparison of mean scores on pronunciation test Language Issues in English-medium Universities: A Global Concern

15. ANOVA Results The ANOVA was significant, F (2, 21) = 5.000, p = .017. Language Issues in English-medium Universities: A Global Concern

16. The results of homogeneity of variance test and post-hoc comparisons Language Issues in English-medium Universities: A Global Concern

17. Interview Results • interviewed 6 students in mobile group • All of the students (n=6) provided positive feedback about the mobile learning application used in this study • “Visual presentations of the words in multimedia messages helped us to understand the words’ meanings easily. When I came across the word in reading, the visual representations helped me to remember the word’s meaning” Language Issues in English-medium Universities: A Global Concern

18. Interview Results • “I found the text and audio-visuals in the multimedia messages supporting each other. Audio-visual materials were very valuable in drawing my interest and giving me a clear understanding about the English word that I was learning” • “I had the chance of repeating the content as many times as I wanted and this was an advantage of using mobile phones when compared with the other methods” Language Issues in English-medium Universities: A Global Concern

19. Conclusion • This study extends the use of use mobile phones, which are already used for communication and entertainment all over the world, to education. • Using mobile phones in educational settings will help learners be more motivated and will make it possible to overcome the difficulties teachers or parents experience in order to make learners start studying. • Learners will be able to use any previously wasted time (on the bus, on their way back and to school) on learning languages. Language Issues in English-medium Universities: A Global Concern

20. Conclusion • The findings of this study demonstrated that using MMS in enhancing vocabulary pronunciation is very effective. • The method used in this study can be of great help in improving the quality of teaching-learning processes in Preparatory English language schools of English-medium universities. Language Issues in English-medium Universities: A Global Concern

21. Questions • ??? Language Issues in English-medium Universities: A Global Concern