| dc.description.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 | |
