Enhancing post-secondary language majors’ accentual awareness through video analysis and reflection
DOI:
https://doi.org/10.36505/TheLinguisticProceedings/2025/16/01/013/000673Keywords:
phonetic education, accentual awareness, video-based learning, reflective practice, suprasegmental analysisAbstract
This study examines the impact of video analysis and reflective practice on accentual awareness in phonetic education for language majors. Twenty-two students completed assignments using authentic YouTube videos featuring diverse English accents. Tasks included identifying segmental and suprasegmental features, transcribing words using the International Phonetic Alphabet (IPA), and providing written analyses and reflections. The results showed strong performance in understanding and explanation, relevance and originality, and analytical skills, but weaker performance in reflective writing, indicating difficulties with metacognitive skills. Correlation analysis identified understanding and explanation, relevance and originality as the strongest predictors of overall success, while reflection had minimal influence. Students performed well in recognising segmental features but experienced greater difficulty with suprasegmental features. The findings highlight the importance of explicit instruction and scaffolded reflection in developing analytical depth and self-awareness in phonetic education.
References
Chiu, C., & Lin, Y. (2024). An attitude-changing investigation into English accents with explicit instruction on Global Englishes. Journal of Educational Practice and Research, 37, 45–62. National Academy for Educational Research.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Lam, N., & Yunus, M. (2022). Student-produced video for learning: A systematic review. Journal of Language Teaching and Research, 13(4), 780–792.
Mukhtarova, A. (2024). Enhancing foreign language learning through authentic video materials: Theoretical and practical perspectives. Journal of Language Pedagogy and Applied Linguistics, 6(1), 45–60.
Paterson, M. (2022). Prompting metacognitive reflection to facilitate speaking improvements in learners of English as a foreign language. English Teaching & Learning, 46, 1–20.
Phan, T., Nguyen, H., & Le, Q. (2024). Effects of video-based shadowing on suprasegmental features: EFL learners’ pronunciation performance and attitudes. English Teaching & Learning, 48, 55–72.
Roach, P. (2004). British English: Received Pronunciation. Journal of the International Phonetic Association, 34, 239–245.
Wedlock, J., & Binnie, T. (2023). Selecting and using authentic videos for intentional second language learning: Nine considerations. Journal of Language and Literacy Education, 19(2), 101–115.
Wells, J. C. (1982). Accents of English. Cambridge University Press.
Zhang, Y., Li, H., & Chen, X. (2022). A decade of short videos for foreign language teaching and learning: A review. Journal of Language Teaching and Research, 13(5), 950–965.
Downloads
Published
Issue
Section
License
Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
