According findings, the experimental group “A” (segmental)

According to the employed statistical analyses conducted by the researcher, there was a statistically significant betterment observed in the experimental participants after a seven-week of pronunciation instruction. The results of the ANOVA from the posttest administration indicated that the experimental groups who received pronunciation instruction had a better performance than the control group who did not receive it. Thus, the findings suggest that phonetic instruction and learners’ phonemic transcription of different words benefit the subjects in learning the sound system of the English language more accurately. In a similar way, the control group has also demonstrated development after a seven-week of regular classes. According to the findings, the development that the experimental group has performed is significantly higher than the control group. The results suggested that pronunciation instruction has an effect on the listening comprehension skills of EFL students. Meanwhile, according to the findings, the experimental group “A” (segmental) has performed better in comparison with the other experimental group “B” (supra segmental) although the difference was not statistically significant.

As mentioned earlier, the listening comprehension skill is a complex skill and require heavy processing. On the other hand, it is a crucial element in English language learning and how to develop listening is a subject of debate to many researchers. The good listener can be a good speaker and this skill can affected on other skills.  learners should be trained in bottom-up and top-down processes, to use the both together because one alone is not enough to develop listening comprehension. However, using strategies alone will not aid in improving this complicated process. According to literature, integrating various techniques into classrooms such as benefiting from authentic materials, and use of technology were useful to acquire this skill (e.

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g., Rixon, 1986; Rubin, 1995). Using technology can promote the development of listening comprehension by providing learners with compelling, interesting material (McBride, 2009; Rost, 2007) and it can also aid listening comprehension development by enhancing listening input (Chapelle, 2003).

Using authentic materials include use of songs, TV serials, movies, documentaries; and using technology includes use of videos, computers, and the Internet.   


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