Using Multimedia-Assisted LINCS for Learning English Pronunciation

• Main Author: Hassan Saleh Mahdi
• Format: Article
• Language: English
• Published: Kassel University Press 2019-05-01
• Series: International Journal of Emerging Technologies in Learning (iJET)
• Subjects: learning pronunciation; multimedia; LINCS; strategy; foreign language
• Online Access: https://online-journals.org/index.php/i-jet/article/view/10356

Learning pronunciation can be enhanced by several strategies. LINCS (List, Identify, Note, Create, Self-test) is one of these strategies that can be used to help language learners learn and remember new words effectively. LINCS is an acronym of the following steps: List the words, identify a reminding word, note a LINCing story, create a LINCing picture, and self-test. LINCS can be implemented either traditionally (i.e. pen-and-paper) or with the help of multimedia. Previous studies examined the effect of traditional LINCS on learning pronunciation. However, no single study has examined the effect of LINCS enhanced by multimedia on pronunciation learning. Therefore, this study aims at investigating the effect of LINCS enhanced by multimedia on learning English pronunciation. Data were collected through pronunciation tests from 45 Arab university learners of English as a foreign language. They were randomly assigned into three groups: Multimedia-assisted LINCS, Traditional LINCS, and a control group (No LINCS). The study is an experimental one in which pre- and a post-tests were administered to these groups. The results indicated that LINCS (either multimedia-assisted LINCS or traditional LINCS) is an effective way of improving learners’ FL pronunciation. The participants in both experimental groups performed better than the participants in the control group.