Motor learning theory-based approach for teaching English as a second language

Abstract

This study examined the effectiveness of a motor learning theory-based protocol in which feedback that was reduced in frequency, with a four-second delay, coupled with practice, was provided for adult Korean-speaking learners of English. Twelve learners participated in a study composed of a pre-test, an intervention of 12 weekly sessions with a native-speaking experimenter, and a post-test. Seven also participated in a delayed post-test 6 months after the completion of the intervention sessions. The learner output was judged by a panel of 10 native speakers in terms of intelligibility, naturalness, and precision, revealing a significant increase between the pre-test and post-test, and between the pre-test and delayed post-test, indicating the benefits of this intervention for the learners’ acquisition of English pronunciation. The difference between the post-test and delayed post-test, however, was not significant, demonstrating the beneficial effects of this intervention on the long-term retention of English pronunciation.

Keywords:

• Motor learning
• Feedback
• Practice
• English as a second language
• Speech intelligibility

Disclaimer statements

Contributors All of the authors listed in the byline have made contributions appropriate for assumption of authorship, have consented to the byline order, and have agreed to submission of the manuscript in its current form.

Funding None.

Conflicts of interest There are no conflicts of interest among the authors.

Ethics approval We have received ethical approval from University of Maine.