Proceedings of the 2025 10th International Conference on Modern Management, Education and Social Sciences (MMET 2025)

<Previous Article In Volume
Next Article In Volume>

The Effects of Different Input Modalities on L2 Learners’ Accent Imitation: A Comparison Between Face-to-Face and Online Audio-only Input

Authors
Yue Gong1, *
1School of Biotechnology, East China University of Science and Technology, Shanghai, 200237, China
*Corresponding author. Email: 21012331@mail.ecust.edu.cn
Corresponding Author
Yue Gong
Available Online 11 November 2025.
DOI
10.2991/978-2-38476-475-4_24How to use a DOI?
Keywords
Accent Imitation; Input Modality; Acoustic Analysis; Praat; Foreign Language Instruction
Abstract

The rapid advancement of online education and speech technologies has sparked growing interest in how different input modalities affect second language (L2) phonological acquisition. Nonetheless, most existing research on accent imitation still rely on subjective assessment and offers limited objective, quantitative comparisons of input modalities. With reference to Krashen’s Input Hypothesis, this research examines how face-to-face (F2F) input compares to online audio-only (AO) input in shaping English accent imitation. In particular, sixteen Chinese university students were randomly divided into two groups and carried out a “listen-and-repeat” imitation task. To ensure objective analysis, acoustic features like pitch, intensity, and formants were extracted using Praat, and the resulting data were analyzed statistically in SPSS. The results showed that imitation training markedly improved overall pronunciation performance, especially in pitch and the second formant. However, no statistically significant differences were found between the two input conditions. Consequently, future studies should systematically explore multimodal input by increasing sample sizes, extending training periods, and incorporating interactive tasks to enhance pronunciation instruction.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 2025 10th International Conference on Modern Management, Education and Social Sciences (MMET 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
11 November 2025
ISBN
978-2-38476-475-4
ISSN
2352-5398
DOI
10.2991/978-2-38476-475-4_24How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Yue Gong
PY  - 2025
DA  - 2025/11/11
TI  - The Effects of Different Input Modalities on L2 Learners’ Accent Imitation: A Comparison Between Face-to-Face and Online Audio-only Input
BT  - Proceedings of the 2025 10th International Conference on Modern Management, Education and Social Sciences (MMET 2025)
PB  - Atlantis Press
SP  - 199
EP  - 207
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-475-4_24
DO  - 10.2991/978-2-38476-475-4_24
ID  - Gong2025
ER  -