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Experimental study reveals dynamic assessment improves pronunciation accuracy and reduces anxiety in college English majors, suggesting benefits for interactive language pedagogy.
This study is to empirically investigate the effect of dynamic assessment on Chinese learners’ development of English pronunciation proficiency and their non-intellectual factors by adopting a teaching model of dynamic assessment in English pronunciation class. This experiment was carried out among 36 English majors from a newly-upgraded local Chinese university within one semester, and the findings indicated that the participants showed a great improvement in their mastery of segmental features and supersegmental features. As for the non-intellectual factors, the participants presented a stronger interest and lower anxiety level in practicing English pronunciation after the experiment, though there was only little change in their motivation.
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Xin Yang (2017) studied this question.
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