Contributions of new technologies to the teaching of English pronunciation

Benzies, Yolanda Joy Calvo

doi:10.6035/languagev.2017.9.2

Cited by 13 publications

(10 citation statements)

References 5 publications

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“…To the author's knowledge, no studies concerning the teaching of English pronunciation to nonnative speakers during the COVID-19 crisis outbreak have been published yet. Despite the fact that nowadays there are several free resources online that can help students improve their pronunciation in English (see Calvo Benzies, 2017;O-Brien et al, 2018;Walker, 2014 for a review), how their use and combination can guarantee prosperous pronunciation instruction in an emergency remote teaching context still needs to be studied. As a first approach to fill this gap, the current study aims at examining how successful the adaptation of an original face-to-face pronunciation course to an online setting was in order to cope with the COVID-19 pandemic crisis.…”

Section: Introductionmentioning

confidence: 99%

Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak

Vázquez

2021

7th International Conference on Higher Education Advances (HEAd'21)

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The abrupt emergence of the COVID-19 pandemic in spring 2020 forced tertiary professors to urgently adapt the face-to-face courses they were lecturing to emergency remote teaching. Researchers of different fields have started to investigate and share their thoughts on which are the best methodologies to guarantee a high-quality learning experience while coping with students’ anxiety and teachers’ lack of technical background. The present study examines the adaptation of an English pronunciation course at Rovira i Virgili university to the online setting imposed by the outbreak of the pandemic. The students who took the course were asked to fill in a satisfaction survey containing multiple choice, Likert scale and open questions on the different measures taken and the general progress of the course. Results show that students were higly satisfied with the adaptation of the course to the online context, and that the methods adopted and tools provided were useful and sufficient to continue with the adequate functioning of the course. Hence, this study is a sample of how to teach pronunciation remotely in particular, and how to successfully adapt a face-to-face university course to emergency remote teaching in general, guaranteeing students’ learning and engagement.

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Section: Introductionmentioning

confidence: 99%

Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak

Vázquez

2021

7th International Conference on Higher Education Advances (HEAd'21)

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“…Al proporcionar una visión general del proceso de enseñanza de la pronunciación oral mediante el uso de las TIC, analizamos que los alumnos disfrutan mucho los juegos que sean guiados por el docente, los audios de acuerdo al nivel de cada estudiante y los más importante es que se incrementa las ganas de aprendizaje dentro de las aulas. Los estudiantes disfrutaron usando estas herramientas tecnológicas y les gustaría volver a usarlas para practicar su pronunciación en cada semestre o nivel (Calvo, 2017).…”

Section: Métodos Para Mejorar La Producción Oralunclassified

Estrategias Metodológicas que fortalecen la producción oral del idioma inglés para estudiantes con discapacidad visual

Mena¹,

Teran²,

Rosero³

2023

LATAM

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La producción oral del idioma inglés en un ambiente donde no se habla dicha lengua es por si un reto para todos los estudiantes y más aún se convierte en un desafío para estudiantes con discapacidad visual (EDV) que desean comunicarse a través de este idioma universal. Esto se debe a la falta de estrategias metodológicas por parte de los docentes que faciliten el desarrollo de la pronunciación del idioma inglés en EDV. En base a este problema, el objetivo de la presente investigación fue analizar las estrategias metodológicas para desarrollar la producción oral del idioma inglés en EDV; el alcance del presente estudio fue lograr la autonomía comunicativa a través de la habilidad del habla con una pronunciación adecuada del idioma inglés, el trabajo fue de tipo histórico, descriptivo y exploratorio. La metodología aplicada en esta investigación fue de tipo cualitativa, por medio de la revisión de artículos científicos, publicados en base de datos reconocidas como Web of Scince, Scopus, Springer, ScienseDirect entre otras. En base a los resultados obtenidos, se confirma que las estrategias metodológicas aplicadas a los EDV fueron completamente necesarias para fortalecer la competencia oral del idioma inglés y con una óptima aplicación del aprendizaje basado en proyectos (ABP) ayudaron a mejorar la competencia oral e incrementar la adquisición del idioma inglés. Como principal conclusión se determinó que las nociones basadas en proyectos mejoraron la competencia oral para comunicarse en EDV. Sin embargo, estas estrategias no ofrecieron eliminar completamente los errores gramaticales, a pesar del enfoque interactivo de los proyectos.

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“…Bringing technology to language pedagogy has undeniable benefits (Neri et al, 2002;Benzies, 2017;O'Brien et al, 2018;Yoshida, 2018;Pokrivčáková, 2019;Rogerson-Revell, 2021;Vančová, 2021). Especially for pronunciation technology has always been present in some form in its training.…”

Section: Introductionmentioning

confidence: 99%

AI and AI-powered tools for pronunciation training

Vančová

2023

Journal of Language and Cultural Education

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Artificial intelligence (AI) is taking over many spheres of human life, including language pedagogy. While some areas need to find their ground with AI and resolve ethical issues arising from its use, other spheres of education, such as pronunciation, may benefit from the system’s ability to communicate with learners and provide them with implicit feedback while carrying out different communication tasks. This technical advancement of AI then opens doors for further educational opportunities that have not existed in the past. The study aims to explore the existing use of AI-powered tools in foreign language pronunciation training by meta-analysis of 15 research papers benefiting from using AI and AI-powered tools (mobile and web applications, chatbots, intelligent virtual assistants) and provide suggestions for their future applications in educational practice. The research results also indicate that this field of study is still underrepresented in language pedagogy. The existing experience with AI-powered tools confirms a relatively good experience in developing intelligibility, increasing motivation and addressing the speaking anxiety of foreign language learners in formal and informal learning settings.

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Contributions of new technologies to the teaching of English pronunciation

Cited by 13 publications

References 5 publications

Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak

Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak

Estrategias Metodológicas que fortalecen la producción oral del idioma inglés para estudiantes con discapacidad visual

AI and AI-powered tools for pronunciation training

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