Research Article
Dana Ondrušková
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep608
ABSTRACT
This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners’ performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.
Keywords: pronunciation training, AI-assisted learning, language education, listening comprehension
Research Article
Mazhar Bal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 246-271
ABSTRACT
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Keywords: Digital game, Writing skills, Gamification, Middle school students, Turkish language education
Research Article
Cigdem Ozbek, Irem Comoglu, Bahar Baran
CONT ED TECHNOLOGY, Volume 8, Issue 3, pp. 280-302
ABSTRACT
This study aims to design of the two activities “introducing an innovation” and “role playing” in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner’s roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity “introducing an innovation” let students develop an innovation and introduce it in English at a congress hall. The second activity “role playing” had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students’ performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in highersocial presence than introducing an innovation since the students studied individually in the introduction of an innovation.
Keywords: Language education, Technology in foreign language learning, Community of inquiry, Second Life, Role playing