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Using CA-Informed Transcription Symbols in Conversation Teaching to Improve Thai EFL Learners' English Stress and Intonation

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Title: Using CA-Informed Transcription Symbols in Conversation Teaching to Improve Thai EFL Learners' English Stress and Intonation
Language: English
Authors: Natnicha Dankanjanakpan, Kemtong Sinwongsuwat
Source: LEARN Journal: Language Education and Acquisition Research Network. 2025 18(2):317-350.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Scores, Comparative Analysis, Discourse Analysis, Intonation, Student Attitudes, Student Role, Undergraduate Students, Cues, Pronunciation, Instructional Effectiveness, Teaching Methods, Suprasegmentals, Pronunciation Instruction, Metalinguistics, Foreign Countries
Geographic Terms: Thailand
ISSN: 2630-0672
2672-9431
Abstract: This research explores the effectiveness of Conversation Analysis (CA) transcription symbols in teaching English stress and intonation, as well as students' attitudes toward their role in understanding prosody. A quasi-experimental study was conducted with 43 undergraduates enrolled in an English conversation class. Participants were divided into control and experimental groups, both receiving identical materials. Over five weeks, the experimental group was taught using CA transcription symbols, while the control group used transcripts without these visual cues. The findings indicate substantial improvement in pronunciation accuracy among students in the experimental group, while the control group demonstrated minimal progress. An independent samples t-test revealed a significant difference in post-test performance between the two groups (t = 8.37, p < .001, 95% CI [8.95, 14.65]), with a large effect size (Cohen's d = 2.614). The experimental group's mean scores increased significantly from 47.09 (SD = 7.56) to 66.19 (SD = 6.71), whereas the control group's scores rose only slightly from 54.77 (SD = 8.61) to 62.06 (SD = 7.37). Qualitative data indicated that learners developed greater awareness of English stress and intonation, finding the symbols helpful in enhancing their pronunciation. The study supports integrating CA transcription symbols into English conversation teaching to enhance students' prosodic awareness and pronunciation skills.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479947
Database: ERIC
FullText Text:
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  Data: Using CA-Informed Transcription Symbols in Conversation Teaching to Improve Thai EFL Learners&#39; English Stress and Intonation
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  Data: This research explores the effectiveness of Conversation Analysis (CA) transcription symbols in teaching English stress and intonation, as well as students&#39; attitudes toward their role in understanding prosody. A quasi-experimental study was conducted with 43 undergraduates enrolled in an English conversation class. Participants were divided into control and experimental groups, both receiving identical materials. Over five weeks, the experimental group was taught using CA transcription symbols, while the control group used transcripts without these visual cues. The findings indicate substantial improvement in pronunciation accuracy among students in the experimental group, while the control group demonstrated minimal progress. An independent samples t-test revealed a significant difference in post-test performance between the two groups (t = 8.37, p &lt; .001, 95% CI [8.95, 14.65]), with a large effect size (Cohen&#39;s d = 2.614). The experimental group&#39;s mean scores increased significantly from 47.09 (SD = 7.56) to 66.19 (SD = 6.71), whereas the control group&#39;s scores rose only slightly from 54.77 (SD = 8.61) to 62.06 (SD = 7.37). Qualitative data indicated that learners developed greater awareness of English stress and intonation, finding the symbols helpful in enhancing their pronunciation. The study supports integrating CA transcription symbols into English conversation teaching to enhance students&#39; prosodic awareness and pronunciation skills.
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  Data: 2025
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  Data: EJ1479947
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 317
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Intonation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Suprasegmentals
        Type: general
      – SubjectFull: Pronunciation Instruction
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Using CA-Informed Transcription Symbols in Conversation Teaching to Improve Thai EFL Learners' English Stress and Intonation
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              Y: 2025
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