The use of online video-based forums for the improvement of suprasegmentals

Abstract

This article reports the results of action research with mixed methods involving twenty-eight pre-service teachers. The study addressed three research questions: 1. To what extent would the students optimize their theoretical knowledge on suprasegmentals after participating in explicit learning activities? 2. To what extent would students improve their suprasegmental features of spoken English after participating in communicative activities within an online video-based forum? 3. What would the attitudes of students be regarding the use of video-based discussion forums? A survey, a rubric and a questionnaire answered these questions. Findings revealed a considerable and significant growth of suprasegmental theoretical knowledge after participating in explicit learning activities, a moderate improvement of pronunciation after participating in communicative activities, as well as positive attitudes. It is concluded that both the explicit learning approach and the communicative activities are beneficial to teach the suprasegmental theoretical aspects and improve pronunciation. However, it is recommended to continue investigating the application of suprasegmentals in communicative contexts for a more extended period. The results could have implications for the teaching of phonology at a higher level.