ABSTRACT
This study seeks to evaluate the impact of two pronunciation learning strategies on students’ affect, and in particular on their motivation and self-confidence, as well as on their sense of progress and actual progress in stress placement in English. In a pretest-posttest experiment, participants commented on how they felt about the possibility (group A) or impossibility (group B) to record their production, their level of motivation throughout the experiment, their feeling of progress, as well as their self-confidence and level of autonomy. Data analyses demonstrate that, while the formats (with or without self-recording) did not impact the participants’ progress in terms of lexical stress placement in English, they did impact their affect: all participants identified the possibility to self-record as an asset and thus a source of motivation. Group B, in larger proportions to group A, however reported increased self-confidence in their ability to self-evaluate and progress throughout the experiment.
