Phase 3: Evolved Research Question
Phase three sought to provide students with the ability to view their own perceptions critically. More specifically, it provided students with the opportunities to define, learn, and then redefine based on the information they had gained. While this phase was successful in the continuation of exposing students to new EIL information, it had marginal effects on students' feelings of membership and change in pronunciation goals. However, phase three had a positive effect on students' feelings of confidence. I believe that the data collected from the American Accent Definition Worksheets shows a significantly strong collation between exposure to various native-speaker accents and students' increased confidence. Upon reflection of this phase in comparison to the previous two, I have come to the conclusion that it is not students' pronunciation goals that should be the focus, but instead student confidence levels and feelings of membership. Perhaps some social influences cannot be altered, and maybe that is okay.
Therefore...
How does the successful implementation of an EIL framework affect student confidence levels and feelings of inclusion?
- How can ESOL instructors be successful in providing a comprehensive EIL framework that includes an in-depth understanding of a variety of American accents?
- How does exposure to different native-accents affect student pronunciation goals?
How can ESOL instructors successfully integrate a balance of explicit instruction and practical application of EIL into an ESOL framework?
- How can the implementation of an EIL framework continue to improve student confidence levels and feelings of membership?
- To what extend do pronunciation goals need to be considered in relation to student confidence levels?