Motor learning theory-based approach for teaching English as a second language

In Sop Kim, Hyun-Sook Kang, Laura Pirruccello, Soonbok Kweon, Chorong Oh

Research output: Contribution to journalArticlepeer-review


This study examined the effectiveness of a motor learning theory-based protocol in which feedback that was reduced in frequency, with a four-second delay, coupled with practice, was provided for adult Korean-speaking learners of English. Twelve learners participated in a study composed of a pre-test, an intervention of 12 weekly sessions with a native-speaking experimenter, and a post-test. Seven also participated in a delayed post-test 6 months after the completion of the intervention sessions. The learner output was judged by a panel of 10 native speakers in terms of intelligibility, naturalness, and precision, revealing a significant increase between the pre-test and post-test, and between the pre-test and delayed post-test, indicating the benefits of this intervention for the learners’ acquisition of English pronunciation. The difference between the post-test and delayed post-test, however, was not significant, demonstrating the beneficial effects of this intervention on the long-term retention of English pronunciation.

Original languageEnglish (US)
Pages (from-to)63-70
Number of pages8
JournalSpeech, Language and Hearing
Issue number2
StatePublished - Apr 3 2017
Externally publishedYes


  • English as a second language
  • Feedback
  • Motor learning
  • Practice
  • Speech intelligibility

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Linguistics and Language
  • Speech and Hearing


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