TITLE:
Towards Demystifying Students’ Phobia for Phonetics and Phonology: Digital or Analogue Instructional Strategies?
AUTHORS:
Bankole Olagunju Faloye, Oluwatoyin Tolu Obateru, Olaniyan Ayomiku Samuel
KEYWORDS:
Students’ Phobia, Phonetics and Phonology, Digital, Analogue, Teaching Strategies
JOURNAL NAME:
Open Journal of Modern Linguistics,
Vol.12 No.4,
August
8,
2022
ABSTRACT: This study investigated the effect of phobia on analogue and digital interactive instruction on students’ performance in phonetics and phonology. Phonetics and phonology facilitate enhanced speech proficiency among pre-service English teachers preparing to teach in Nigerian primary and secondary schools. In addition, this study considered the impact of digital-based pedagogy on students’ disposition to eliminate students’ phobia of phonetics and phonology. The population comprised all part 1 students studying English as a course in Nigerian colleges of education located in the southwest. The study adopted the quasi-experimental research design of the three-group pretest-post-test type. The study used Multi-staged sampling procedures in selecting a sample size of 90 students due to the seating capacity of language laboratories. As a result, 33 and 34 students were distributed to the experimental and experimental groups, respectively, while the control group comprised 33 students. Data was retrieved with two research instruments: Spoken English Performance Test (SEPT) and the Students Disposition Questionnaire (SDQ). A relatively high-reliability coefficient of 0.78 and 0.82 was obtained for SEPT and SDQ, respectively. Descriptive statistics answered a research question for the study, while the only hypothesis formulated was tested at a 0.05 level of significance. The findings, among others, highlighted the significant potency of digital instructional strategies in demystifying students’ phobia of phonetics and phonology.