The Effect of Voice Recording, Video Dubbing, and Shadowing Tasks on the Pronunciation Ability: A Study of Iranian EFL Learners

The present study followed a quasi-experimental design to examine the probable significant effect of three novel and less-attended techniques of video dubbing, voice recording, and shadowing on improving Iranian EFL learners’ pronunciation. To meet the end, ۷۵ Iranian advanced EFL learners, as the target sample, participated in the study. Initially, ۱۲۰ language learners participated in the study. Based on the results of the Barron’s TOEFL test, ۷۵ advanced participants were selected, as the homogenous language proficiency sample. Then, they were randomly assigned into three experimental and a control groups. Each of the experimental groups was exposed to ۱۵ hours of treatment on one of the three techniques. The progress of learners’ pronunciation was checked via a pre-test/post-test system. Descriptive as well as inferential statistics were used to examine the research hypotheses. The findings showed that there was a significant difference between the impacts of the three techniques on improving the learners’ pronunciation. Data analysis also revealed that the voice recording proved to be a less effective technique in developing learners’ pronunciation than video dubbing and shadowing. Moreover, shadowing and video dubbing were both equally effective in boosting learners’ pronunciation proficiency. The findings of this study could have various pedagogical implications for improving language learners’ pronunciation.

کلیدواژه ها:

Pronunciation ، shadowing ، Video-Dubbing ، Voice Recording