The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

Mohammad Abedrabbu  Alkhawaldeh; Mohamad Ahmad Saleem  Khasawneh

doi:10.37899/journal-la-sociale.v2i5.401

Mohammad Abedrabbu Alkhawaldeh Assistant Professor, Special Education Department, King Khalid University, Saudi Arabia, Saudi Arabia https://orcid.org/0000-0001-7670-4387
Mohamad Ahmad Saleem Khasawneh Assistant Professor, Special Education Department, King Khalid University, Saudi Arabia https://orcid.org/0000-0002-1390-3765

DOI: https://doi.org/10.37899/journal-la-sociale.v2i5.401

Abstract

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children.

References

Adi, S. S., Unsiah, F., & Fadhilah, D. (2017). Teaching special students: English lessons for deaf students in Indonesian special junior high schools. International Journal of Education and Research, 5(12), 121-136.

Alkhawaldeh, M. A. (2020). and Mohamad Ahmad Saleem Khasawneh (2020a). The Impact of Using an Infographic-based Training Program on Improving Visual Motor Memory Among EFL Student. INDIAN JOURNAL OF SCIENCE AND TECHNOLOGY, 405-416. DOI: 10.17485/ijst/2020/v13i04/148906

Alkhawaldeh, M. A., & Khasawneh, M. A. S. (2020b). Developing acoustic analysis skills among students with developmental apraxia of speech (DAS). Indian Journal of Science and Technology, 13(22), 2237-2244. DOI: 10.17485/ijst/v13i22.148932

Asaria, N. (2011). Teaching Pronunciation to The Eighth Year Students of SMP Negeri 16 Palu through English Songs. Unpublished Skripsi). Palu: Teacher Training and Education Faculty of Tadulako University.

Astina, A. (2020). The Analysis of Teaching English Pronunciaion at Young Learners at SD Negeri 82 Parepare (Doctoral dissertation, IAIN Parepare).

Baralt, M., & Morcillo Gomez, J. (2017). Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21(3), 28-43.

Cheng, T. (2015). The reality behind the hype: Online world language teaching and instructional design. Unpublished doctoral dissertation). Teachers College, Columbia University, New York City, NY.

Csizér, K., & Kontra, E. H. (2020). Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students. The Modern Language Journal, 104(1), 233-249.

De Paepe, L., Zhu, C., & Depryck, K. (2018). Learner characteristics, learner achievement and time investment in online courses for Dutch L2 in adult education. TOJET: The Turkish Online Journal of Educational Technology, 17(1), 101-112.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals. Evidence-based perspectives for L2 teaching and research.

Dwiningrum, N. (2016). The Teaching of English Pronunciation to Young Learners (A Case Study at The Sixth Grade Students of SDN 06 Ciputat) (Bachelor's thesis, Jakarta: FITK UIN Jakarta).

Ercan, H. (2018). Pronunciation Problems of Turkish EFL Learners in Northern Cyprus. International Online Journal of Education and Teaching, 5(4), 877-893.

Gargiulo, R. M., & Bouck, E. C. (2019). Special education in contemporary society: An introduction to exceptionality. Sage Publications.

Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113.

Gilakjani, A. P. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1-6.

Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation, 2(1), 56-92.

Grash, N., Skuratovskaya, M., & Mamedova, E. (2021). Speech education of students with hearing impairment as a means of communication. In E3S Web of Conferences (Vol. 273, p. 12091). EDP Sciences.

Griffiths, B. (2011). Integrating pronunciation into classroom activities. British Council & BBC.

Hadi, F. N., Wahyuni, D. S., & Sulistyawati, H. (2019). Teacher's Strategies in Teaching English for The Hearing–Impaired Students. English Education, 7(2), 264-271.

Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the United States. Foreign language annals, 50(2), 410-432.

Khasawaneh, M.A.S. (2016). The Impact of a Training Program Based on the Visual Words Composition Techniques on the Development of Reading Comprehension Skills among the Students of Primary Stage. Advances in Bioresearch, 7(2).

Khasawneh, M. A. S. (2021a). An electronic training program to treat errors of reading aloud in the English language among students with learning difficulties during the emerging Covid-19. The Journal of Quality in Education, 11(17), 49-69.‏ https://doi.org/10.37870/joqie.v11i17.251

Khasawneh, M. A. S. (2021b). Language skills and their relationship to learning difficulties in English language from the students’ point of view. Science and Education, 2(9), 261-272. DOI: 10.34293/education.v9i4.4082‏

Khasawneh, M. A. S. (2020c). The Extent of Bullying Against Students with Learning Disabilities According to the Age Variable. International Journal of Learning, Teaching and Educational Research, 19(6), 267-281. DOI: 10.26803/ijlter.19.6.16

Khasawneh, M. A. S. K. (2021d). Work pressures among teachers of learning disabilities in English language from their point of view. Journal of Asian Multicultural Research for Educational Study, 2(2), 15-23. DOI: 10.47616/jamres.v2i2.177‏

Khasawneh, M. A. S. (2021e). Cognitive Flexibility of Students with Learning Disabilities in English Language and Its Relationship to Some Variables. Shanlax International Journal of Education, 9(3), 49-56. DOI: 10.34293/education.v9i3.4003‏

Kontra, E. H., Csizér, K., & Piniel, K. (2015). The challenge for deaf and hard-of-hearing students to learn foreign languages in special needs schools. European Journal of Special Needs Education, 30(2), 141-155.

Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.

Martin, I. A. (2020). Pronunciation development and instruction in distance language learning. Language Learning & Technology, 24(1), 86-106.

Masuda-Katsuse, I. (2016). Support system for pronunciation instruction and practice in special education classes for language-disabled children. In Proceedings of Meetings on Acoustics 172ASA (Vol. 29, No. 1, p. 060010). Acoustical Society of America.

Muriithi, F. M. (2019). Effectiveness of Automated Speech Training System in Enhancing Speech among Hard of Hearing Learners in Selected Schools in Nairobi City County Kenya (Doctoral dissertation, Kenyatta University).

Nurani, S., & Rosyada, A. (2015). Improving english pronunciation of adult esl learners through reading aloud assessments. Lingua Cultura, 9(2), 107-112.

Nurhayati, D. A. W. (2015). Improving Students' English Pronunciation Ability through Go Fish Game and Maze Game. Dinamika ilmu, 15(2), 215-233.

Pardede, P. (2018). Improving EFL Students' English Pronunciation by Using the Explicit Teaching Approach. JET (Journal of English Teaching), 4(3), 143-155.

Puri, I. R., Rodiatun, R., & Susanto, S. (2019). An Analysıs of Learnıng Englısh Vocabulary for Hearıng Impaıred Student at Dharma Bhaktı Dharma Pertıwı Specıal School 2017/2018. Journal of English Education Studies, 2(1), 60-66.

Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group.

Şimon, S., Kilyeni, A., & Suciu, L. (2015). Strategies for Improving the English Pronunciation of the 1st Year “Translation-Interpreting” Students. Procedia-Social and Behavioral Sciences, 191, 2157-2160.

Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: an ethnographic case study. English Review: Journal of English Education, 7(1), 83-92.

Tlazalo Tejeda, A. C., & Basurto Santos, N. M. (2014). Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. Profile Issues in TeachersProfessional Development, 16(2), 151-170.

Tost, G. (2013). Bettering Pronunciation through Reading Aloud and Peer Appraisal. Bellattera Journal of Teaching and Learning Language and Literature, 6 (1), 35-55.

Zaigham, M. S. (2011). Language Starts with the Ear. The Fiat Pointer, 1(4), 26-27.