The ideal English pronunciation resource: non-native teachers’ beliefs

DOI: https://doi.org/10.5281/zenodo.7637478
Palabras clave: pronunciación inglesa, percepciones docentes, inglés como lengua extranjera, herramientas

Resumen

El principal objetivo es explorar la opinión del profesorado sobre los recursos digitales para practicar pronunciación/fonética inglesa de forma adecuada. Se recopilaron dos muestras: preuniversitario  (secundaria y  formación profesional) (PU = 51) y universitario (UN = 76). Los resultados mostraron que i) los PU normalmente utilizaban más materiales en papel (libros) mientras que los UN creaban sus propios materiales; ii) la pronunciación se suele practicar en actividades de producción y comprensión orales; iii) a los dos grupos les gustaría usar más materiales para descargar y páginas especializadas para practicar fonética; y iv) las principales características que ambos grupos consideraban esenciales fueron ‘reusable’, ‘multimedia’, y ‘abierto.

Biografía del autor/a

Cristina Castillo Rodríguez, Universidad de Málaga, España.

Senior Lecturer with Tenure in the Department of Didactics of Language, Arts and Sports at the University of Malaga (Spain). She coordinates some competitive and private projects related to innovative methodologies, emergent technologies, and linguistic training for bilingual-education teachers. Her main research lines cover learner corpora analysis, bilingual education, teacher development, and active methodologies with technologies.

Milagros Torrado Cespón, Universidad Internacional de La Rioja, España.

PhD English from the Universidade of Santiago de Compostela (2011). Lecturer at Universidad Internacional de La Rioja, where she teaches intercultural communication and language learning and English didactics for primary education. Main researcher in ENTELEARN research group. Coordinator for the CleverCookie. English language resources for speakers of Spanish tool and author of the English Pronunciation for Speakers of Spanish Multimedia Lab.

Alfonso Lago Ferreiro, Universidad de Vigo, España.

Received the M.Sc. Physics from the University of Santiago de Compostela, Spain in 1988, and the Ph.D. degree in Electrical Engineering from the University of Vigo, Spain in 1994. He is an Associated Professor at the University of Vigo. He is an IEEE Senior Member since 2012 and member of the IEEE Industrial Electronics Society, IEEE Power Electronic Society, and IEEE Education Society.

Citas

Aguayo, N. & Ramírez, C. M. (2020). Does technical assessment matter? Functionality and usability testing of websites for ESL/EFL autonomous learners. Research in Learning Technology, 28(0), 1–27. https://doi.org/10.25304/rlt.v28.2353

Ali, W. (2020). Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16

Alqahtani, R., Kaliappen, N. & Alqahtani, M. (2020). A review of the quality of adaptive learning tools over non-adaptive learning tools. International Journal for Quality Research, 15(1), 45-72. https://doi.org/10.24874/IJQR15.01-03

Bai, B. & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134-143. https://doi.org/10.1093/elt/ccy040

Baker, A. & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29-50. https://doi.org/10.18806/tesl.v28i2.1071

Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, Stacy & Trauma-Informed Schools Learning Collaborative The New Orleans. (2021). The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching. School Psychology Review,50(4), 491-504. https://doi.org/10.1080/2372966X.2020.1855473

Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.

Calvo Benzies, Y. J. (2013). Spanish EFL university students’ views on the teaching of pronunciation: a survey-based study. Language Studies Working Papers, (5), 41-49. https://www.reading.ac.uk/web/files/englishlanguage/elal_6_Calvo_Benzies.pdf

Calvo Benzies, Y. J. (2017). Contributions of new technologies to the teaching of English pronunciation. Language Value, 9(1), 1-35. http://dx.doi.org/10.6035/LanguageV.2017.9.2.

Churchill, D. (2017). Digital resources for learning. Springer. https://doi.org/10.1007/978-981-10-3776-4

Chyr, W.-L., Shen, P.-D., Chiang, Y.-Ch., Lin, J.-B. & Tsai, Ch.-W. (2017). Exploring the effects of online academic help-seeking and flipped learning on improving students' learning. Journal of Educational Technology & Society, 20(3), 11–23. https://www.jstor.org/stable/26196116?seq=1#metadata_info_tab_contents

Cilliers, E. J. (2017). The challenge of teaching Generation Z. People: International Journal of Social Sciences, 3(1). https://grdspublishing.org/index.php/people/article/view/322

Eshankulova, R. A. (2021). Modern technologies and mobile apps in developing speaking skill. Linguistics and Culture Review, 5(2), 1216-1225. https://doi.org/10.21744/lingcure.v5nS2.1809

Gilakjani, A. P. & Sabouri, N. (2016). Why is English pronunciation ignored by EFL teachers in their classes? International Journal of English Linguistics, 6(6), 195-208. http://dx.doi.org/10.5539/ijel.v6n6p195

Gómez González, M. Á. & Sánchez Roura, M. T. (2016). English pronunciation for speakers of Spanish: From theory to practice. De Gruyter Mouton. https://doi.org/10.1515/9781510977

Hermans, F., Sloep, P. & Kreijs, K. (2017). Teacher profesional development in the contexts of teaching English pronunciation. International Journal of Educational Technology in Higher Education, 14(23). https://doi.org/10.1186/s41239-017-0059-9

Hismanoglu, M. (2010). Online pronunciation resources: Hobbies or fobbies of EFL teachers? International Journal on New Trends in Education and Their Implications, 1(2), 33-45. http://www.ijonte.org/FileUpload/ks63207/File/04._hismanoglu.pdf

Hodges, Ch., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-betweenemergency-remote-teaching-and-online-learning

Karatay, Y. & Hegelheimer, V. (2021). CALL teacher training –considerations for low-resource environments: overview of CALL teacher training. CALICO Journal, 38(3), 271-295. https://doi.org/10.1558/cj.20159

Kim, A. Y. (2012). Investigating the effectiveness of computer-assisted language learning (CALL) in improving pronunciation: A case study. Multimedia-Assisted Language Learning, 15(3), 11-33.

Klerkx, J., Vandeputte, B., Parra, G., Santos, J. L., Assche, F. V. & Duval, E. (2010). How to share and reuse learning resources: The ARIANDE experience. European Conference on Technology Enhanced Learning, 2010 (pp. 183-196). Springer.

Levis, J. & Sonsaat, S. (2016). Pronunciation materials en Maryam Azarnoosh, Mitra Zeraatpishe, Akram Favani & Hamid Kargozari (Eds.), Issues in materials development (pp. 109-119). Sense Publishers.

Littlejohn, A. (2003). Reusing Online Resources. Routledge.

Mhouti, A. E., Nasseh, A. & Erradi, M. (2013). How to evaluate the quality of digital learning resources? International Journal of Computer Science Research and Application, 3(3), 27-36.

Mohan, P. (2004). Reusable online learning resources: problems, solutions and opportunities. Proceedings of IEEE International Conference on Advanced Learning Technologies (pp. 904-905). https://doi.org/10.1109/ICALT.2004.1357713

Moreno Fuentes, E. & Risueño Martínez, J. (2018). Design of a checklist for evaluating language learning websites. Porta Linguarum, (30), 23-41. http://hdl.handle.net/10481/54036

Murphy, M. P.A. (2020). COVID-19 and emergency online learning: Consequences of the securitization of higher education for postpandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749

Olgren, Ch. H. & Ploetz, P. (2007). Developing and using learning objects: Implications for course content strategies en Pamela Taylor Northrup (Ed.), Learning Objects for Instruction: Design and Evaluation (pp. 174-194). IGI Global.

Prensky, M. (2001). Digital natives, digital immigrants, Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Setter, J. (2008). Theories and approaches in English Pronunciation. Rafael Monroy & Aquilino Sánchez (Eds.), 25 años de Lingüística Aplicada en España: Hitos y Retos (pp. 447-457). Ediciones de la Universidad de Murcia.

Spring, R. & Tabuchi, R. (2021). Assessing the practicability of using an automatic speech recognition tool to teach English pronunciation online. Journal of English Teaching through Movies and Media, 22(2), 93-104. https://doi.org/10.16875/stem.2021.22.2.93

Tate, M. & Hoshek, D. (2009). A model for the effective management of re-usable learning objects (RLOs): Lessons from a case study. Interdisciplinary Journal of E-learning and Learning Objects, 5(1), 51-72. https://www.learntechlib.org/p/44822/

Tran, Th. Q. (2021). Social networking: a collaborative open educational resource. International Journal of TESOL & Education, (2), 148-157. http://eoi.citefactor.org/10.11250/ijte.01.02.008

Une 71362:2020. Quality of digital educational materials. https://www.une.org/encuentra-tu-norma/busca-tunorma/norma/?Tipo=N&c=N0063263

Xie, K., Di Tosto, G., Chen, Sh.-B. & Vongkulluksn, V. W. (2018). A systematic review of design and technology components of educational digital resources. Computers and Education, (127), 90-

https://doi.org/10.1016/j.compedu.2018.08.011

Publicado
2023-02-11
Cómo citar
Castillo Rodríguez, C., Torrado Cespón, M., & Lago Ferreiro, A. (2023). The ideal English pronunciation resource: non-native teachers’ beliefs. Opción, 39(100), 131-154. https://doi.org/10.5281/zenodo.7637478
Número
Vol. 39 Núm. 100 (2023)
Sección
Artículos