Self-assessment and High Variability Phonetic Training: A Reflection on Using Them Together to Support Phonetic Learning in the ESL Classroom

Emily Rosales

Digital Library Directory > Innovation in Language Learning 19th Edition 2026

Innovation in Language Learning 19th Edition 2026

Self-assessment and High Variability Phonetic Training: A Reflection on Using Them Together to Support Phonetic Learning in the ESL Classroom

Emily Rosales

Abstract

Previous research on second language (L2) error perception has suggested that a better ability to perceive L2 errors may lead to better production of L2 sounds. A follow-up classroom study has shown the potential benefits of using self-assessment (S-A), one type of formative assessment, to raise learner awareness of their progress in a classroom context. These promising results raise important questions for L2 pronunciation teachers when incorporating S-A into their instruction. Where does S-A fit in L2 pronunciation instructional frameworks? How can teachers provide adequate perceptual training? High Variability Phonetic Training (HVPT), an experimental perceptual training paradigm, has revealed positive learning outcomes and great potential for L2 pedagogy, yet despite these encouraging results, researchers have observed the divide between HVPT research and its adoption by language teachers. How can language teachers use HVPT to better reinforce learner S-A? Can S-A be used to better inform HVPT-based instruction? In this practitioner’s reflection paper, a review of HVPT and L2 self-assessment literature will be presented through the lens of the Speech Learning Model. Pedagogical recommendations of these complementary tools will be then discussed in an attempt to bridge the gap further between HVPT research, action research and classroom L2 pronunciation teaching.

Keywords: Self-assessment, high variability phonetic training (HVPT), L2 phonological development, (revised) Speech Learning Model, formative assessment

REFERENCES

[1] Brannen, K., Rosales, E., Wouters, I., et John, P. (2021). Using self-assessment in ESL pronunciation classes. Dans Pixel (dir.), Conference Proceedings: 14th International conference Innovations in language learning. Hybrid Edition, Florence, Italy, 11-12 November 2021 (pp. 169–173). Filodiritto. https://www.dropbox.com/s/bwt52xjfrrv9g69/ILL2021_Conference_Proceedings.pdf?dl=0">https://www.dropbox.com/s/bwt52xjfrrv9g69/ILL2021_Conference_Proceedings.pdf?dl=0

[2] Iverson, P., Hazan, V. et Bannister, K. (2005). Phonetic training with acoustic cue manipulations : A comparison of methods for teaching /r/-/l/ to Japanese adults. Journal of the Acoustic Society of America, 118(5), 3267-3278.

[3] Thomson, R. (2018). High Variability (Pronunciation) Training (HVPT): A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4(2), 208-231. https://languagelog.ldc.upenn.edu/myl/2018Thomson_HVPT.pdf">https://languagelog.ldc.upenn.edu/myl/2018Thomson_HVPT.pdf et https://benjamins.com/catalog/jslp.17038.tho?srsltid=AfmBOoonBc9eBhaLSeevDZNI57vfpBU8huJrx9PG0zcW54NbQrfcvayb">https://benjamins.com/catalog/jslp.17038.tho?srsltid=AfmBOoonBc9eBhaLSeevDZNI57vfpBU8huJrx9PG0zcW54NbQrfcvayb

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Publication date: 2026/11/13
ISBN:

Pixel International Conferences

Self-assessment and High Variability Phonetic Training: A Reflection on Using Them Together to Support Phonetic Learning in the ESL Classroom

Abstract