EFL Students’ and Teachers’ Perceptions Towards the Use of ICTs to Enhance Pronunciation: A Case Study at Luis Roberto Bravo High School

Abstract

Pronunciation is an important component of effective communication in any language. However, pronunciation has been neglected in the teaching-learning process of English as a foreign language (EFL) classrooms. Information and communications technologies (ICTs) have become part of English instruction in order to foster the practice of pronunciation. Thus, this research aims to analyze the ICT tools implemented in EFL classrooms in order to practice pronunciation, the drawbacks and advantages of using ICTs,and teachers' and students' perceptions of the use of ICTs to enhance pronunciation. Considering the educational context of Latin America, Luis Roberto Bravo (LRB), a Latin American high school, was taken as a sample for the present study. The participants were two EFL teachers and 78 students; additionally, the data collection instruments were surveys, which were delivered to all the participants, and interviews, which were answered by the teachers. The results of the study showed that the ICT most used was the computer.The advantages of using ICTs were the variety of input that can be given to students, especially listening input of native speakers, and the introduction of segmental and suprasegmental features, which were considered relevant to teach pronunciation. On the other hand, the lack of knowledge, lack of training, lack of time, and inadequate infrastructure were the drawbacks encountered when implementing ICTs at LRB high school. Finally, the last finding showed that teachers and students had positive perceptions regarding the use of ICTs to enhance pronunciation since it encouraged motivation and thepractice of pronunciation