Exploring EFL Teachers' Attitudes toward the Use of Technology to Teach Pronunciation

Autor/inn/en	Sesma, María Georgina Fernández; Arias, Karla Reyes; Montaño, Sofía Amavizca
Titel	Exploring EFL Teachers' Attitudes toward the Use of Technology to Teach Pronunciation
Quelle	In: MEXTESOL Journal, 46 (2022) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sesma, María Georgina Fernández) ORCID (Montaño, Sofía Amavizca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Pronunciation; English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Educational Technology; Technology Uses in Education; Barriers; Faculty Development; Technological Literacy; Mexico + Suchen Sie Ihr Suchwort? Ausland; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Mexiko
Abstract	Pronunciation has been historically excluded from the language skills and sub-skills taught in the language classroom (Isaacs, 2009). Several factors or limitations such as a lack of training and time, and not being an English native speaker, among others, contribute to teachers' feelings of insecurity when teaching this language sub-skill (Derwing & Munro, 2015). Nevertheless, nowadays, the use of technology opens new possibilities for English as a foreign language (EFL) teachers and students to benefit from online resources specifically designed to teach pronunciation while using animated, authentic, and appealing materials in their lessons (Hismanoglu, 2010). In this respect, the present study aimed at exploring EFL teachers' attitudes toward using technology to teach pronunciation, the online resources they mostly use for this purpose, and their opinion of the resources' benefits and limitations. Participants were ten EFL teachers from the School of Languages of a Mexican university. The research adopted a qualitative approach under a constructivist paradigm. The method for data collection consisted of a semi-structured interview analyzed using inductive analysis. The results revealed that teachers have a positive attitude towards using technology to teach pronunciation. Their awareness of the benefits technology offers to students facilitates the teaching of segmental and suprasegmental features. However, the study discovered that some teachers neglect pronunciation teaching with or without technology, and most of them only use the repetition drill technique in face-to-face classes. Besides, teachers' lack of experience in using pronunciation software and time constraints point to the need for teachers' professional development program that helps them develop technological skills and awakens their interest in this language area. Finally, among other factors, the study identified those factors that specifically affect the teaching of pronunciation with technology. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01