A study of an activity-based approach to improve student's pronunciation at the tourism cultural Yunnan University, China

Abstract

        The purposes of this study are: (1) to explore if and how an activity-based approach effectively improves English pronunciation difficulties for students at the Tourism Cultural Yunnan University; and (2) to investigate students’ attitudes to the activity-based approach. The 44 samples were randomly selected first year students majoring in English at the Tourism Cultural Yunnan University of China. This research was a one-group design with mixed methods research. For the quantitative stage, before and after the learning activity-based approach, pre and post-tests were given to the students by reading 28 words. For the qualitative stage, a semi-structured interview was created and used to investigate the students’ attitudes about the activity-based approach from eight informants. The quantitative findings show that every student improved their pronunciation. Moreover, the results from the interviews show the students’ attitudes relating to an activity-based approach which were generally positive. All the students felt the approach was interesting and helpful. The students also stated that they were motivated to practice pronouncing words and more confident after learning the activity-based approach.