The English Pronunciation Practice Portfolio Project

Developing Autonomous Learning and Phonemic Transcription Skills at University Level

Authors

DOI:

https://doi.org/10.48162/rev.57.033

Keywords:

portfolio, English pronunciation, autonomous learning, phonemic transcription, university level

Abstract

This descriptive pilot study explores the effectiveness of incorporating portfolios within a university-level English pronunciation course to encourage autonomous learning and enhance phonemic transcription skills. Two core theoretical components guide this study: the use of portfolios as an educational tool and the role of phonemic transcription in English pronunciation acquisition. Portfolios serve as comprehensive collections of students’ work, actively involving them in their assessment process and fostering self-reflection, which is key to self-directed learning. According to Galimberti et al. (2020), portfolios act as self-assessment instruments, empowering students to monitor their progress independently. In the realm of pronunciation learning, phonetic transcription is emphasized as a crucial tool in pronunciation learning, where it supports students in representing spoken language through, for example, the International Phonetic Alphabet (IPA). This specialized skill enables learners to understand phonetic and phonological distinctions essential for mastering English, as it compensates for the irregularities of English spelling (Wells, 1996) and aids comprehension of phonological contrasts between native and target languages (Mompean & Lintunen, 2015). Employing a mixed-methods approach, the study combines, on the one hand, qualitative data from questionnaires on students’ expectations and experiences, and on the other, quantitative analysis of participation rates in the portfolio project and exam performance. The findings aim to clarify the impact of portfolio integration on engagement and academic achievement in an English pronunciation course. Additionally, the study assesses learner efficacy in developing transcription skills, offering recommendations for future implementation and improvement of portfolio-based learning approaches.

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Author Biographies

Evangelina Aguirre Sotelo, Universidad Nacional de Córdoba, Facultad de Lenguas

English Language Teacher, Certified Public Translator of English, and Specialist in Interpreting, graduated from the School of Languages at the National University of Córdoba (UNC), Argentina. She is currently pursuing a Master's degree in Technology-Mediated Teaching Processes at the Center for Advanced Studies, Faculty of Social Sciences, UNC. She currently serves as Associate Professor of English Pronunciation Practice and Commercial Translation and as Chair Professor of Introduction to Interpreting at the School of Languages, UNC. In addition, she teaches Phonetics and Phonology I and II as a Professor at the Ken Robinson Higher Teacher Training Institute in Córdoba, Argentina. As a freelance translator and interpreter, she combines professional practice with academic work. A researcher accredited by SECyT, she has participated in numerous research projects focusing on English phonetics and phonology, translation and interpreting pedagogy, and the integration of information and communication technologies in higher education. She has presented and published her research at national and international conferences and scholarly events.

Noelia Battellino Valenti, Universidad Nacional de Córdoba, Facultad de Lenguas

English Language Teacher, Certified Public Translator of English, and holds an M.A. in Languages and Interculturality from the School of Languages at the National University of Córdoba (UNC), Argentina. She is currently an Assistant Professor of English Pronunciation Practice at the School of Languages, UNC. Throughout her career, she has also taught at several higher education institutions dedicated to teacher education and professional training. In the professional sphere, she works as a translator and instructional designer specializing in digital materials for foreign language teaching and learning. Her academic activities include participation in outreach programs and research initiatives. She is a member of a SECyT-funded research project whose primary focus is the study of phonetics and phonology. She has authored and co-authored papers and book chapters in the field and has presented her work at national and international academic conferences.

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Published

19-06-2026

How to Cite

Aguirre Sotelo, E., & Battellino Valenti, N. (2026). The English Pronunciation Practice Portfolio Project: Developing Autonomous Learning and Phonemic Transcription Skills at University Level. Anales De Lingüística, (16), 275-301. https://doi.org/10.48162/rev.57.033

Issue

No. 16 (2026)

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Article

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