Learning of L2 intonation through the use of real-life role-plays with EFL pre-intermediate university students: a classroom-based quasi-experimental study.

Abstract

The use of correct intonation is vital to have an efficient conversation and avoid misunderstanding. During English learning, students have demonstrated to have difficulties with oral production. One reason for this relate to pronunciation and more specifically to intonation. This study is to investigate if the use of real-life role-plays could help students improve their sentence intonation. To this end, a quasi-experimental design was implemented in this study. The experiment took place in virtual classes due to the pandemic and the duration was one month. Before and after the experiment, different instruments were administrated: a survey, a frequency scale questionnaire and an intonation test. The answers of the participants were compared and analyzed using the SPSS program. The statistical results showed that, before and after the experiment, the students were able to identify falling and rising intonation and had some knowledge about these patterns. Nonetheless, before the experiment, they were not able to spontaneously produce the intonation that was required by the kind of sentences that they needed to produce. After the experiment, the participants were able to properly produce the right type of intonation. The results of the study partially substantiate a significant increase in the correct intonation of English sentences in a classroom where students were exposed to real-life role-plays.