Application of Ben Franklin Technique to Tackle Iranian EFL Learners’ Foreign Accentedness

Pronunciation is an integral component of second language ability yet often neglected by teachers in EFL/ESL contexts. Research in this area shows second language learners would benefit from direct instruction This study explores the effect of a cooperative instructional technique, named Ben Franklin, on the awareness and production of segmental and suprasegmental features in the pronunciation of Iranian EFL learners. The technique requires learners to take detailed notes on what they are listening to (authentic podcasts in this study) and then go back and try to record themselves based on the notes. An intact class of 33 Iranian freshmen majoring in the English Literature participated in the study which lasted six months. The class received the Ben Franklin treatment which emphasized ten segmental and five suprasegmental features of speech. Pre- and post-test measures were obtained to ascertain differences in performance after the treatment. Two native speakers of English and two experienced Persian-speaking EFL teachers rated the learners’ performance on the degree of perceived foreign accentedness. Results showed a significant improvement in the learners’ ratings. A semi-structured interview also elicited eight randomly selected learners’ attitudes towards the technique in order to identify and remove the obstacles impeding the effectiveness of the technique. The study recommends some practical steps EFL instructor can take to refine learners’ perception as well as production of L2 pronunciation.