O n f e r e n c e

English Pronunciation instruction 
English Pronunciation instruction followed the textbook units and focused on the most 
troublesome English phonemes for the experimental group of students. Instruction in 
phonemes articulation was followed by the practice in their auditory perception, 
discrimination, and production, with teach
er’s control at each stage. The use of PC@LL
system allowed the students to listen to the sound files for each phoneme, record their 
voice and compare their pronunciation with the model one. IMovie application was used 
to video-
record students’ performance
. Watching and analyzing video recordings of their 
speech allowed the students to notice and correct their pronunciation mistakes, and 
thereby made it easier for them to improve their reading performance both on segmental 
and supra-segmental level. Web support materials were used for extra pronunciation 
practice in minimal pairs and in sentences (http://shiporsheep.com/). 
Research results 
Comparison of the written tests results showed that, for 80% of the students, phoneme 
recognition and discrimination improved by 10-
20% after the teacher’s instructions, and
by 20-
40% after the following analysis of each student’s mistakes in the video
-recorded 
tests; intonation, sentence stress and word accent recognition improved by 20-30% and 
30-50%, correspondingly.
Video-recorded oral tests results showed that reading accuracy, expression and speed 
improved for most of the students. Pronunciation of English phonemes improved by 10-
20% after the teacher’s instructions, and by 20
-40% after the following analysis of each 
student’s mistakes in the video
-recorded tests; intonation, sentence stress and word 
accent improved by 20-30% and 30-40%, correspondingly. There was an obvious 
correlation between the number of movies students made, while practicing in class, and 
the degree of improvement in their tests. 
The study showed that using iMovie application could increase students’
motivation to 
develop and refine their pronunciation skills in L2; made teacher’s
instructions and 
comments more effective; and could successfully address the problem of 
“Japanese 
English”, ”quiet voice” and “monotonous speech”.