The relationship between students’ accent perception and accented voice instructions and its effect on students’ achievement in an interactive multimedia environment

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Ahn, J. & Moore, D. (2011). The relationship between students’ accent perception and accented voice instructions and its effect on students’ achievement in an interactive multimedia environment. Journal of Educational Multimedia and Hypermedia, 20(4), 319-335. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/37520.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 20, Issue 4, December 2011
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Jeahyeon Ahn, Montclair State University, USA; David Moore, Ohio University, USA

Abstract

The purpose of this study is to investigate how the instructor’s accent influences the students’ learning outcome, as well as how a student’s accent perceptions may affect their learning. Unlike native voices, accented voices are not natural to the native speakers; therefore, it requires more cognitive resources for processing the information, which reduces the quality of students’ learning experience (Mayer, Sobko, & Mautone, 2003). This experimental research found that there is no significant difference between students’ achievement scores when given instruction by a native speaker and speakers with European and Asian accents. The significance of this finding is that an accented voice does not have the effect that students perceive on their achievement scores. Interestingly, the students’ perception of accents did have an effect on their achievement score. The research found that only students who, prior to the instruction, said they were less favorable toward Asian accents, showed lower assessment performance when given instruction by an Asian-accented voice compared students who were more favorable toward Asian accents.

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