The effectiveness of modality principle on 3D talking head linguistic learning aid on pronunciation among tertiary level students

This study aimed to investigate the effectiveness of various modality effects on 3D talking-head on pronunciation learning among tertiary level students. The research methodology is based on quasi-experimental study which investigates the effects of three different multimedia presentation strategies of 3D talking-head MALL on the learning achievement of students with low English pronunciation skills. The data is in the form of performance test scores of the pre-test and post-test. A number of 60 college students were selected as samples and they were divided into three groups of 20 students in each group. The scores obtained were analyzed statistically with one way analysis of covariance (ANCOVA), with the pre-test scores as covariate. After adjusting for pre-test scores, there was a significant difference on post-test achievement of 3D talking-head with audio and text MALL in comparison with both 3D talking-head with audio alone MALL and audio and text alone MALL application. The adjusted mean scores indicate that students in the 3D talking-head with audio and text MALL application obtained a better mean score than students in the 3D talking-head with audio alone MALL application and audio and text alone MALL application. Therefore,it can be concluded that multiple sources of information to identify and decode language input are advantageous for effective pronunciation learning among nonnative speakers.