Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations

Producing Pathways to Proficient Pronunciation with Learner-Designed Pronunciation Stations

James M. Perren (Eastern Michigan University in Ypsilanti, USA)
DOI: 10.4018/978-1-4666-4482-3.ch014
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Abstract

The chapter reports on a study examining learning stations designed by English as a second language students in order to improve pronunciation. This on-going Design-Based Research study focuses on promoting, sustaining, and understanding an educational innovation (Bell, 2004). The longitudinal study identifies favorable and unfavorable aspects of learner-designed pronunciation station teaching. Results extend previous iterations of data collection and analysis of student assignments with reference to technology resources and online survey results as part of strategic (re)designing of the activity. This pedagogy fosters student responsibility for learning and utilizing learning opportunities they create. Discussion is provided about how poststructural theory corresponds with design-based research as data collection and analysis methodology to illuminate discourses of autonomy as agency, motivation and investment, and resistance. Design-based research frames the postmodern and action oriented design based research goals of “examining the assumptions underlying contemporary educational programs and practices” (Reeves, McKenney, & Herrington, 2011, pp. 60-61).

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