Improving College Students' English Phoneme Acquisition Performance through FiF Oral Training System-Assisted Blended Learning

Authors

  • Xiaoyun Wang

    School of Foreign Languages, Lijiang Normal University, Lijiang 674100, China
  • Roderick Julian Robillos

    Faculty of Education, Khon Kaen University, Khon Kaen 40002, Thailand

DOI:

https://doi.org/10.30564/fls.v7i8.10727
Received: 26 June 2025 | Revised: 7 July 2025 | Accepted: 11 July 2025 | Published Online:26 August 2025

Abstract

This study investigated the effectiveness of blended learning using the FiF Oral Training App on English phoneme acquisition specifically fluency, intelligibility, articulation, and rhythm, and explored students' satisfaction and attitudes toward pronunciation learning. A quasi-experimental design was employed with two intact classes of Primary English Education freshmen at Lijiang Normal University: an experimental group (n = 40) using the FiF App and a control group (n = 40) receiving conventional instruction. Both groups were comparable in prior English performance. Quantitative data from pre-and post-tests and pronunciation learning questionnaires were analyzed using descriptive and inferential statistics. The control group showed modest gains: fluency increased from 6.45 to 7.59, intelligibility from 6.21 to 7.35, articulation from 6.34 to 7.26, and rhythm from 6.28 to 7.35 (all at p < 0.001). The experimental group demonstrated superior improvements: fluency from 5.83 to 7.86, intelligibility from 5.76 to 7.66, articulation from 5.90 to 7.83, and rhythm from 5.74 to 7.63. The experimental group outperformed the control group across all measures, with articulation reaching statistical significance (p = 0.022).Both groups reported positive attitudes toward pronunciation learning. However, the experimental group expressed stronger agreement regarding the importance of pronunciation (M = 1.23 vs. 1.41) and perceived greater support from the learning environment (M = 1.35 vs. 1.53). Findings suggest that integrating AI-based tools like the FiF App enhances articulation and fosters positive learner attitudes, indicating the pedagogical value of blending technology with pronunciation instruction.

Keywords:

FiF Oral Training System; FiF Oral Training System-assisted Blended Learning; English Phoneme Acquisition; Blended Learning; 3P Teaching Model

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How to Cite

Wang, X., & Julian Robillos , R. (2025). Improving College Students’ English Phoneme Acquisition Performance through FiF Oral Training System-Assisted Blended Learning. Forum for Linguistic Studies, 7(8), 1240–1253. https://doi.org/10.30564/fls.v7i8.10727

Issue

Vol. 7 , Iss. 8 (August 2025)

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Copyright © 2025 Xiaoyun Wang, Roderick Julian Robillos

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.