Emerging Technologies in Pronunciation Teaching

Digital Tools and Practical Activities

Abstract

Technological progress has enabled the use of digital tools such as artificial intelligence (AI), content platforms, and applications for audio and video editing, among others. Teaching supported by these tools offers several benefits, including increased motivation, the development of autonomous learning skills, and greater awareness of phonetic and phonological features (Pennington & Rogerson-Revell, 2019; Reed, 2023). These multimodal resources can facilitate the practice of both segmental and suprasegmental aspects of pronunciation, given that activities mediated by these technologies tend to be more engaging and dynamic than traditional methods. In addition, they foster a multisensory educational experience that adapts to different learning styles.

This article explores the potential of emerging technologies in the teaching of English pronunciation as a foreign language, based on experiences carried out at Facultad de Lenguas, Universidad Nacional del Comahue (UNCo). To this end, six digital tools are described, and three teaching proposals that integrate their use are presented. Variations of these activities are also shared, aimed at addressing different aspects of pronunciation with student groups from different years of the English language teacher training and translation programmes. The proposals are framed within Form-Focused Instruction (FFI), a methodological approach that aims to draw learners’ attention to key elements of the target language in order to promote conscious and effective learning (Schmidt, 1990; Ellis, 2005). Finally, the need for future research is acknowledged to assess the real effects of these tools and explore strategies to integrate them effectively into an educational environment undergoing constant technological transformation.