Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

Abstract

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.