INTEGRATION OF IMITATION, FEEDBACK-MECHANISM AND GAMIFICATION ELEMENTS IN PHONETICS LESSONS: A STEPWISE MODEL AND EXPERIMENTAL RESULTS
DOI:
https://doi.org/10.5281/zenodo.17702988Abstract
This study investigates the integration of imitation (modelling), feedback-mechanisms and gamification elements in primary school phonetics lessons in an EFL (English as a Foreign Language) context. A three-phase instructional model — Imitation → Feedback → Gamification — was implemented over eight weeks with 60 Grade 3 learners (30 experimental, 30 control). Pre- and post-tests measured phonetic accuracy and learner motivation. Results indicate that the experimental group achieved significant improvement in pronunciation accuracy (mean increase +18 %) and motivation (+25 %) compared to the control group. The gamification phase yielded the greatest effect size (d = 1.2). Implications for phonetics curriculum design and teacher practice are discussed.
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