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Fostering Students Writing Skills through the Use of Computer and its Multimedia System in English as a Foreign Language Class in Benin

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Fostering Students Writing Skills through the Use of Computer and its Multimedia System in English as a Foreign Language Class in Benin

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DOI: 10.18488/journal.179.2021.21.1.14

Ulrich Orlando Sena Hindeme

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Ulrich Orlando Sena Hindeme (2021). Fostering Students Writing Skills through the Use of Computer and its Multimedia System in English as a Foreign Language Class in Benin. Research in English Language Teaching, 2(1): 1-14. DOI: 10.18488/journal.179.2021.21.1.14
This survey aims to assess the effectiveness of computer and its multimedia system in the teaching and improvement of students writing skills in English as a foreign language. The study adopts the exploratory, qualitative, and the quantitative methods. The study was carried out in public and private secondary schools in Benin and in language centres in the state, during the second semester of the academic year 2019-2020. The respondents involved in this study included 21 teachers and 205 students randomly selected from four chosen schools and language centres. The students belong to class options, A, B, C and D (A, relating to letters, B to human sciences, C to exact sciences, and D, to common sciences) added to advanced level students. Data collection was undertaken through the questionnaires, class observations and interviews. Data analysis was accomplished via the aid of a statistical tool called SPSS (Statistical Package for Social science). The findings revealed that very few teachers in Benin use computer to teach English as a foreign language in their classes. The results also revealed that many students prefer traditional methods of teaching, and very few of them like writing skill. The researcher reached some conclusions and made some suggestions and recommendations.
Contribution/ Originality
This is one of very few studies in Beninese context which have investigated on how computer can make students go beyond the traditional writing techniques in EFL classes. Those engage in teaching EFL to learners can find what is needed as a basic training in the theoretical issues of Foreign and understanding of a broad range of pedagogical issues that shape classroom writing instructions.

The Effect of HVP Training in Vowel Perception on Bilingual Speech Production

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The Effect of HVP Training in Vowel Perception on Bilingual Speech Production

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DOI: 10.18488/journal.179.2021.21.15.32

Jayanthiny Kangatharan , Anastasia Giannakopoulou , Maria Uther

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Jayanthiny Kangatharan , Anastasia Giannakopoulou , Maria Uther (2021). The Effect of HVP Training in Vowel Perception on Bilingual Speech Production. Research in English Language Teaching, 2(1): 15-32. DOI: 10.18488/journal.179.2021.21.15.32
Prior investigations (Giannakopoulou, Uther, & Ylinen, 2013) have indicated high variability phonetic training intervention can help L2 English adult learners change the perception of vowels such that they shift their attention to primary cues (spectral features) rather than secondary cues (e.g. duration) to correctly identify vowels in L2. This experiment explores if high-variability training impacts on L2 adult learners’ production of L2 speech. Production samples from a prior experiment were used to conduct ratings of accuracy (Giannakopoulou, 2012). In the current experiment, the production samples were transcribed and rated for accuracy by twenty native English listeners. The intelligibility levels of L2 learners’ speech samples as indexed by higher accuracy in transcription were observed as having been rated higher following training than prior to training. This indicates that high-variability phonetic training helps to turn L2 learners’ perceptual benefit of enhancing their identification and discrimination of non-native contrasts into a tangible benefit when producing speech in L2. The implications of the results are considered with regard to theories on the connection between speech production and perception, and Flege (1995) Speech Learning Model.
Contribution/ Originality
This paper’s primary contribution is finding that through high-variability perceptual training, native Greek speakers as learners of English as second language can enhance their identification and discrimination of non-native speech contrasts, thereby increasing vowel intelligibility at word and sentence level when producing L2 speech as assessed by native English listeners.