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Scaffolding students’ self-regulated efforts for effective pronunciation practice

Sardegna, Veronica and McGregor, Alison (2013) Scaffolding students’ self-regulated efforts for effective pronunciation practice. In: PSLLT, 24 August 2012 - 25 August 2012, Simon Fraser University, Canada.

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While attending a 15-week ITA course that empowered students with strategies to improve their English pronunciation, 15 international graduate students reflected on their use of strategies and practice at home through weekly pronunciation trackers, and self-assessed their pronunciation progress through questionnaires. To evaluate the effectiveness of student-centered instruction combined with teacher scaffolding, the students’ reports on their pronunciation trackers, reflections, and self-assessments were triangulated with their accuracy scores for primary stress, intonation, and fluency in pre- and post-read aloud tests. Results indicated improvement with the target features as well as evidence of effective teacher scaffolding. These findings support the view that instructors play an integral role in scaffolding students’ self-regulated efforts for successful pronunciation practice


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Item Type: Conference or Workshop Item (Paper)
Status: Published
CreatorsEmailPitt UsernameORCID
Sardegna, Veronicasardegna@pitt.eduSARDEGNA0000-0002-8984-1046
McGregor, Alison
Date: 2013
Date Type: Publication
Journal or Publication Title: Pronunciation and assessment. Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference
Publisher: Iowa State University
Place of Publication: Ames, IA
Page Range: 182 - 193
Event Title: PSLLT
Event Dates: 24 August 2012 - 25 August 2012
Event Type: Conference
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
Uncontrolled Keywords: pronunciation learning, pronunciation teaching, ESL, self-regulation, scaffolding
EditorsEmailPitt UsernameORCID
Official URL:
Date Deposited: 14 Aug 2018 14:13
Last Modified: 14 Aug 2018 14:13


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