A Blended Learning Program to Enhance the Segmental Features of Pronunciation among Prospective EFL Teachers: An Empirical Research استخدام برنامج تعلم مدمج لتنمية نطق المهارات الساكنة والمتحركة لدي الطلاب المعلمين دارسي اللغة الإنجليزية كلغة أجنبية: دراسة تجريبية

نوع المستند : المقالة الأصلية

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Kafr Elsheikh University

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      The aim of this research is to investigate the effectiveness of using a blended learning program to enhance the segmental features of pronunciation among prospective EFL teachers. The current research followed the quasi-experimental design. The research employed randomized groups, pretest-posttest design. The participants were two groups: an experimental group (n= 45) and a control one (n= 45). Both groups were assessed before administering the experiment using the pre-test. The experiment was applied only to the experimental group for a designated period (10 weeks), with one session per week, while the control group received traditional teaching methods (lectures). After the experiment, both groups were reassessed using a posttest on the segmental features. Data were statistically analyzed by using the Paired Sample t-test. The findings revealed that blended learning significantly improved the pronunciation skills of the experimental group compared to the control group but it did not reach the desired level of effectiveness. This may be due to several contributing factors, including student’s carelessness, lack of commitment, and time constraints that limited the full implementation of the program. It is concluded that blended learning models can enhance segmental features among prospective EFL teachers.

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