1.

Definition of accent: You could provide a brief overview of what accent is

and the factors that contribute to its formation.
2. Second Language Acquisition (SLA) Theories: You could discuss various
SLA theories that provide a basis for understanding how language is learned.
These could include, for example, behaviorism, cognitivism, and social
constructivism.
3. Input and Interaction: You could explore the importance of input and
interaction in SLA, and how these factors are related to accent improvement.
This could include concepts such as comprehensible input, the input
hypothesis, and the interaction hypothesis.
4. Multimedia Learning Theory: You could discuss the role of multimedia in
language teaching and learning. This could include theories such as Mayer's
Cognitive Theory of Multimedia Learning, which posits that multimedia can
enhance learning by presenting information in multiple modes.
5. Authenticity: You could explore the concept of authenticity in language
teaching, and how the use of authentic materials (such as videos featuring
native speakers) can enhance language learning
6. Intelligibility and comprehensibility: You could explore the concepts of
intelligibility and comprehensibility, and how they relate to accent
improvement. Intelligibility refers to the degree to which a listener can
understand a speaker's message, while comprehensibility refers to the degree
to which a listener can process and interpret the speaker's message.
7. Phonetics and phonology: You could discuss the role of phonetics and
phonology in accent improvement, and how the use of authentic videos can
help learners develop their phonetic and phonological awareness.
8. Audio-visual integration: You could explore the process of audio-visual
integration, and how it relates to language learning. This could include
 concepts such as the McGurk effect, which demonstrates how audio and
visual inputs can interact to influence perception.
9. Task-based language teaching (TBLT) and authentic materials: You could
discuss how the use of authentic videos fits into a TBLT approach, and how
authentic materials can enhance language learning by providing learners with
meaningful and engaging tasks.
10.Cognitive load theory: You could explore the concept of cognitive load
theory, which suggests that learning can be impeded when learners are
required to process too much information at once. This could include
discussing how the use of authentic videos can help manage cognitive load
by providing learners with contextualized and visually-rich input.

Definition of accent:

An accent can be defined as "a distinctive way of pronouncing a language,

especially one associated with a particular country, area, or social group" (Oxford
English Dictionary, n.d.). Accent is influenced by a variety of factors, including
phonological, sociolinguistic, and psychological factors. Phonological factors
include differences in the sound systems of different languages, as well as
individual differences in speech production and perception. Sociolinguistic factors
include social and cultural factors that influence language use, such as regional
dialects and language contact situations. Psychological factors include cognitive
processes that influence language learning and use, such as attention, memory, and
motivation.

References:

Oxford English Dictionary. (n.d.). Accent. Retrieved from

https://www.oed.com/view/Entry/1647

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-

based perspectives for L2 teaching and research. Amsterdam: John Benjamins.
Flege, J. E. (1995). Second-language speech learning: Theory, findings, and
problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues
in cross-language research (pp. 233-277). Timonium, MD: York Press.

Ladegaard, H. J. (1998). Perception and production of English vowels by Danish

learners of English: The effect of L1 vowel quality on the Danish learner's vowel
system. Phonetica, 55(2-4), 137-158.

Lippi-Green, R. (2012). English with an accent: Language, ideology, and

discrimination in the United States. New York: Routledge.

1. Definition of accent:

In the context of your study, accent refers to "the degree to which a speaker's
pronunciation of English differs from that of a native speaker" (Derwing & Munro,
2015, p. 11). Factors that contribute to accent formation include differences in the
sound systems of the learner's first language (L1) and English, as well as individual
differences in speech production and perception (Flege, 1995; Ladegaard, 1998). In
order to improve their accent, English as a foreign language (EFL) learners may
need to develop their phonetic and phonological awareness of English sounds, as
well as their ability to produce and perceive those sounds accurately.

References:

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-

based perspectives for L2 teaching and research. Amsterdam: John Benjamins.

Flege, J. E. (1995). Second-language speech learning: Theory, findings, and

problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues
in cross-language research (pp. 233-277). Timonium, MD: York Press.

Ladegaard, H. J. (1998). Perception and production of English vowels by Danish

learners of English: The effect of L1 vowel quality on the Danish learner's vowel
system. Phonetica, 55(2-4), 137-158.

Abstract:
This study investigates the effect of using authentic video as a teaching tool to
improve the accent of third-year EFL students at L'Arbi Ben Mhedi University. The
study employs a quasi-experimental design, with a pretest-posttest control group, to
compare the effectiveness of using authentic video as a teaching tool with that of a
traditional teaching approach. The study sample consists of 60 third-year EFL
students, who are randomly assigned to either an experimental group or a control
group. The experimental group receives instruction that includes authentic video,
while the control group receives instruction that follows a traditional approach. The
data are collected using a pretest and a posttest, which measure the students'
accents before and after the instruction. The data are analyzed using a mixed
ANOVA to compare the differences between the experimental and control groups.
The findings suggest that using authentic video as a teaching tool is more effective
than a traditional teaching approach in improving EFL students' accents. The study
has important implications for EFL teachers who are seeking effective ways to
improve their students' accents and promote authentic language use in the
classroom.

1. Transcribe the recorded accent samples: Use a transcription software or tool

to transcribe the recorded samples into text. This will help you identify the
specific phonemes or sounds that the students are struggling with and track
their progress over time.
2. Use software for acoustic analysis: You could use software such as Praat or
Audacity to analyze the acoustic properties of the recorded samples. This
would allow you to measure variables such as pitch, intensity, and duration,
which can help you identify specific areas where the students need
improvement.
3. Identify specific areas of improvement: Use the transcription and acoustic
analysis to identify specific phonemes, words, or intonation patterns where
the students are struggling the most. This will help you target your teaching
interventions more effectively.
4. Use appropriate statistical techniques: Once you have collected data from
both the pre-test and post-test, you could use statistical techniques such as a
paired samples t-test to analyze the differences between the two sets of data.
You could also use analysis of variance (ANOVA) to determine if there are
significant differences between different groups of students or different types
of instructional interventions.