Assessing the Impact of Blended Learning and Technology-Enhanced Pronunciation Instruction: A Mixed Methods Graphic Approach Incorporating Student Feedback

Abstract

This paper investigates the effectiveness of blended learning and technology-enhanced pedagogy in improving pronunciation within a tertiary education context. This research builds on prior action research documented in "Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory". The current study featured a 7-day pronunciation improvement plan utilizing the digital platform VirtualVoiceLab.com as part of an elective language course during the 2024-25 academic year. A mixed methods approach was employed, combining quantitative data from a post-course survey with qualitative feedback from student reflections in the staff-student consultation meetings. A total of 161 undergraduate students participated, with 123 completing the survey to provide insights into their experiences. Additionally, graphic comparisons of students' voice charts were analyzed to assess pronunciation improvements. The results revealed overwhelmingly positive responses, with students reporting notable enhancements in pronunciation, fluency, and overall confidence in spoken English. The incorporation of VirtualVoiceLab.com facilitated a flexible, interactive, and self-paced learning environment, complementing in-class activities and encouraging independent practice beyond traditional classroom settings. Students expressed appreciation for the visualized sound charts and audio-visual materials offered by the platform. This study underscores the potential of integrating innovative technology into language pedagogy to improve learning outcomes and student engagement. The findings contribute to the expanding body of research on blended learning in higher education and offer practical insights for educators aiming to implement technology-enhanced teaching methods. This paper will elaborate on the survey findings, discuss pedagogical implications, and provide recommendations for optimizing blended learning strategies in language education.