Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Steven Wong ◽  
Natsuko Shintani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Teaching Practice ◽  
Reading Aloud ◽  
Video Recording ◽  
Corrective Feedback ◽  
School Students ◽  
Instructional Activity ◽  
Computer Mediated ◽  
Teacher Researcher

Abstract This article reports on an elementary school teacher’s research project that evaluated a new teaching practice for Japanese elementary school students. The project was conducted in two fifth-grade classes comprising a total of 59 students. The teacher-researcher designed a computer-mediated instructional activity consisting of four-steps called ondoku, which engaged individual students in reading a given story aloud. It involved the students (a) studying a model reading-aloud video, (b) video-recording their own reading-aloud performance, (c) receiving teacher corrective feedback on their pronunciation and (d) studying the feedback and recording and hen submitting a second performance. All the steps were carried out in sequence using individual iPads. The teacher also administered a questionnaire to examine students’ engagement in and perspectives regarding the activity. Analysis involved comparing the pronunciation in the first and second corrected video files. The results showed that feedback led to successful repair 62 times out of the 108 corrections. In 16 instances, the students were aware of the error and attempted repair but still produced an incorrect utterance. In 30 instances, the students made no repair. Reflecting on the results and the students’ responses to the questionnaire, the teacher proposed some changes to the activity.

scholarly journals Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation

2021 ◽  
pp. 1-11
Author(s):  
Golda S. Ginsburg ◽  
Jeffrey E. Pella ◽  
Anneliese DeVito ◽  
Grace Chan
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Reading Aloud ◽  
School Students ◽  
White Children ◽  
Additional Training ◽  
School Based ◽  
Training And Research

Abstract This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.

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