Volume 3, Issue 2 (6-2018)                   IJREE 2018, 3(2): 94-114 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Pourhosein Gilakjani D A. Teaching Pronunciation of English with Computer Technology: A Qualitative Study. IJREE. 2018; 3 (2)
URL: http://ijreeonline.com/article-1-119-en.html
Lahijan Branch, Islamic Azad University, Lahijan, Iran
Abstract:   (1539 Views)
This study investigated teachers’ views toward computer technology in teaching English pronunciation. In order to select teachers for the semi-structured interview, the researcher used a questionnaire and distributed it to 25 teachers from two Islamic Azad Universities of Guilan, Iran. The researcher chose 15 of them based on their answers to the questionnaire. Then a qualitative method design was used. It consisted of semi-structured interview questions with a sample of 15 teachers chosen from two Azad Universities. Data were collected and analyzed. Qualitative data were analyzed according to the process of reducing data, constructing theme, and drawing conclusions from the data. The findings showed teachers’ interest in using computer technology because it provided them with enjoyable and interactive environment, helped them obtain accurate pronunciation, and improved the quality of their pronunciation instruction. The findings also revealed that using computer technology raised teachers’ confidence and motivation toward it because it had a high potential that changed their instruction. Moreover, the findings indicated that teachers had enough knowledge of computer technology that helped them teach pronunciation effectively. In addition, the findings represented that using computer technology was not a threat to the traditional methods but it brought about better results than these methods.
 
Full-Text [PDF 490 kb]   (248 Downloads)    
Type of Study: Research | Subject: Special

References
1. Abdullah, N. A., Abidin, M. J. Z., Luan, W. S., Majid, O., & Atan, H. (2006). The attitude and motivation of English language teachers towards the use of computers. Malaysian Online Journal of Instructional Technology (MOJIT) Theory and Research in Education, 3(1), 57-67. mspmap.org/the-attitude-and-motivation-of-english-language-teachers-towards-the-us
2. Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education. USA: Wadsworth.
3. Attaran, M. (2004). IT modification means. The Institution of Technological Development of Hoshmand School. Tehran.
4. Becker, H. J. (2000). The exemplary teacher' paper: How it arouses and how it changed its author's research program, Contemporary Issues in Technology and Teacher Education, 1, 1-9. http://www.citejournal.org/vol1/iss2/seminal/article2.htm
5. Birisci, S., Metin, M., & Karakas, M. (2009). Prospective elementary teachers' attitudes toward computer and internet use: A sample from Turkey. World Applied Sciences Journal, 6(10), 1433-1440.
6. Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 27-54. http://www.bcl.edu.ar/spip/IMG/pdf/bordbar2.pdf
7. Breitkreutz, J., Derwing, T., & Rossiter, M. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), 51-61. doi: 10.18806/tesl.v19i1.919 [DOI:10.18806/tesl.v19i1.919]
8. Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners. MA: Pearson Education, Inc.
9. ChanLin, L. J., Hong, J., Horng, S., Chang, & Chu, C. (2006). Factors influencing technology integration in teaching: A Taiwanese perspective. Innovations in Education and Teaching International, 43(1), 57–68. https://doi: 10.1080/14703290500467467 [DOI:10.1080/14703290500467467]
10. Clark, K. D. (2000). Urban middle school teachers' use of instructional technology. Journal of Research on Computing in Education, 33(2), 178-195. [DOI:10.1080/08886504.2000.10782308]
11. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Rout¬ledge.
12. Dashtestani, R. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers' attitudes and perspectives. JALT CALL Journal, 8(2), 55-70. doi:10.1080/09588.
13. Dawson, K., Cavanaugh, C., & Ritzhaupt, A. (2008). Florida's EETT leveraging laptops initiative and its impact on teaching practices. Journal of Research on Technology in Education, 41(2), 143-159. [DOI:10.1080/15391523.2008.10782526]
14. Dogruer, N., Eyyam, R., & Menevis, I. (2010). The attitudes of English preparatory school instructors towards the use of instructional technology in their classes. Procedia Social and Behavioral Sciences, 15(2), 5095-5099.
15. Farhat, P. A., & Dzakiria, H. (2017). Pronunciation barri¬ers and computer assisted language learning (CALL): Coping the demands of 21st century in second language learning classroom in Pakistan. International Journal of Research in English Education, 2(2), 53-62. DOI: 10.18869/acadpub.ijree.2.2.53. [DOI:10.18869/acadpub.ijree.2.2.53]
16. Fathiyan, M. (2004). The study of a desired pattern of computer literacy for Iranian teachers. The University of Science and Industry, The Ministry of Education, The Design and Develop and Application Office of Information and Communication Technology.
17. Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Department of Education, Training and Youth Affairs, Canberra: Australia. doi:10.1016/j.sbspro.2014.03.478. [DOI:10.1016/j.sbspro.2014.03.478]
18. Gilbert, J. B. (2008). Teaching pronunciation using the prosody pyramid. New York: Cambridge University Press. https://pronsig.iatefl.org/Info/Gilbert-Teaching-Pronunciation.pdf
19. Haghighi, M., & Rahimy, R. (2017). The effect of L2 mini¬mal pairs practice on Iranian intermediate EFL learners' pronunciation accuracy. International Journal of Re¬search in English Education, 2(1), 42-48. DOI: 10.18869/acadpub.ijree.2.1.42 [DOI:10.18869/acadpub.ijree.2.1.42]
20. Hashemian, M., & Heidari Soureshjani, K. (2013). An analysis of pronunciation errors of Iranian EFL learners. IJRELT, 1(1), 5-12.
21. Hayati, A. M. (2010). Notes on teaching English pronunciation to EFL learners: A case of Iranian high school students. Canadian Center of Science and Education, ELT, 3. http://dx.doi.org/10.5539/elt.v3n4p121 [DOI:10.5539/elt.v3n4p121]
22. Jafari, D., Dabaghi, A., & Vahid Dastjerdi, H. (2015). The effects of integrating ICT resources into reading comprehension in Iranian high school. International Journal of Research Studies in Language Learning, 4(2), 57-68.
23. Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14, 581-597. Retrieved December 3, 2015 from http://www.editlib.org/p/6046
24. Kabadayi, A. (2006). Analysing pre-school teachers and their teachers cooperating attitudes towards the use of educational technology. Educational Technology, 5, 1303-6521.
25. Kim, S. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Educational Technology and Society, 9, 322-334. Retrieved from http://www.speech.sri.com/people/hef/papers/icassp97_pronunciation.pdf
26. Kumar, P., & Kumar, K. (2003). Effect of a web-based project on pre-service and in-service teachers' attitudes toward computers and technology skills. Journal of Computing in Teacher Education, 19, 87-92. [DOI:10.1080/10402454.2003.10784468]
27. Laborda, J. G., & Royo, T. M. (2007). Book review: How to teach English with technology (Gavin Dudeney & Nicky Hockly). Educational Technology & Society, 10(3), 320-324. https://pdfs.semanticscholar.org/7f12/cfc6bece0af50a708c1c943c9da4aad2bbef.pdf
28. Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3), 389-420. doi: http://dx.doi.org/10.3138/cmlr.56.3.389. [DOI:10.3138/cmlr.56.3.389]
29. Levin, T., & Wadmany, R. (2006a). Teachers' beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157-181. http://dx.doi.org/10.1080/15391523.2006.10782478 [DOI:10.1080/15391523.2006.10782478]
30. Liu, M., & Huo, H. (2007). Computer assisted language learning (CALL) in China: Some common concerns. US-China Foreign Language, 5(1), 52-58. https://pdfs.semanticscholar.org/8b97/8494848bc9fd8d871061d5b91b264d2cf8a6.pdf
31. MacDonald, S. (2002). Pronunciation–views and practices of reluctant teachers: Prospect. Australian Journal of TESOL, 17(3), 3-18. http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_3/17_3_1_MacDonald.pdf
32. Mak, B., Siu, M., Ng, M., Tam, Y. C., Chan, Y. C., & Chan, K. W. (2003). PLASER: Pronunciation learning via automatic speech recognition. Proceedings of the HLTNAACL 2003 Workshop on Building Educational Applications using Natural Language Processing, Edmonton, Canada, pp. 23-29. doi>10.3115/1118894.1118898 [DOI:10.3115/1118894.1118898]
33. Mello, L. R. (2006). Identifying success in the application of information and communication technology as a curriculum and learning tool. Technology, Pedagogy and Education, 15(1), 95-106. doi: 10.1080/14759390500435853 [DOI:10.1080/14759390500435853]
34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A Sourcebook of New Methods. Thousand Oaks, CA: Sage Publications.
35. Myers, J. M., & Halpin, R. (2002). Teachers' attitudes and use of multimedia technology in the classroom: Constructivist-based professional development training for school districts. Journal of Computing in Teacher Education, 18(4), 133–140. doi: 10.1080/10402454.2002.10784449
36. Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: When technology meets pedagogy. In Proceedings of CALL Conference "CALL Professionals and the Future of CALL Research", Antwerp, Belgium, pp. 179-188.
37. Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467. doi: 10.1076/call.15.5.441.13473. [DOI:10.1076/call.15.5.441.13473]
38. Ocak, M. A., & Akdemi, O. (2008). An investigation of primary school science teachers' use of computer applications. The Turkish Online Journal of Educational Technology, 7(4), 54-60 https://files.eric.ed.gov/fulltext/EJ1102938.pdf
39. Ozdamli, F., Hursen, C., & Ozcinar, Z. (2009). Teacher candidates' attitudes towards the instructional technologies. Procedia Social and Behavioral sciences, 1(1), 455-463. [DOI:10.1016/j.sbspro.2009.01.082]
40. Park, C. N., & Son, J. B. (2009). Implementing computer assisted language learning in the EFL classroom: Teacher perceptions and perspectives. International Journal of Pedagogy and Learning, 5(2), 80-101. doi: 10.5172/ijpl.5.2.80. [DOI:10.5172/ijpl.5.2.80]
41. Pourhossein Gilakjani, A. (2014). A detailed analysis over some important issues towards using computer tech¬nology into the EFL classrooms. Universal Journal of Educational Research, 2(2), 146-153. https://eric.ed.gov/?id=EJ1053898
42. Pourhosein Gilakjani, A. (2016). English pronunciation in¬struction: A literature review. International Journal of Research in English Education, 1(1), 1-6.
43. Pourhossein Gilakjani, A. (2017). English pronunciation instruction: Views and recommendations. Journal of Language Teaching and Research, 8(6), 1249-1255. doi: http://dx.doi.org/10.17507/jltr.0806.30 [DOI:10.17507/jltr.0806.30]
44. Pourhossein Gilakjani, A., Leong, L. M. (2012). EFL teachers' attitudes toward using computer technology in English language teaching. Theory and Practice in Language Studies, 2(3), 630-636. doi:10.4304/tpls.2.3.630-636 [DOI:10.4304/tpls.2.3.630-636]
45. Pourhossein Gilakjani, A., & Sabouri, N. B. (2017). A detailed analysis over Iranian EFL teachers' beliefs towards using pronunciation software in teaching English pronunciation. International Journal of Applied Linguistics & English Literature, 6(7), 227-235. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.227 [DOI:10.7575/aiac.ijalel.v.6n.7p.227]
46. Pourhossein Gilakjani, A., Sabouri, N. B., & Zabihniaemran, A. (2015). What are the barriers in the use of computer technology in EFL instruction? Re¬view of European Studies, 7(11), 213-221. doi: http://dx.doi.org/10.5539/res.v7n11p213 [DOI:10.5539/res.v7n11p213]
47. Rahimi, M., & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers' characteristics. World Journal of English Language, 1(2), 17-29. Accessed from: http://www.sciedu.ca/journal/index. php/wjel/article/viewFile/443/211 [12/02/2013] 22.
48. Richey, R. C. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends, 52(1), 24–25. https://thenextnewthing.files.wordpress.com/2009/11/aect-definitions-of-the-field.pdf [DOI:10.1007/s11528-008-0108-2]
49. Rostami, M. (2010). Utilization basic science's teachers' grades guidance school and high school of information and communication technology. Educational Technology, 6, 127-134. [Persian].
50. Rovai, A. P., & Childress, M. D. (2002). Explaining and predicting resistance to computer anxiety reduction among teacher education students. Journal of Research on Technology in Education, 35, 226–235. https://doi.org/10.1080/15391523.2002.10782382 [DOI:10.1080/15391523.2002.10782382.]
51. Sadeghi, M., & Mashhadi Heidar, D. (2016). The effect of using phonetic websites on Iranian EFL learners' word level pronunciation. International Journal of Research in English Education, 1(1), 31-37.
52. Sadik, A. (2006). Factors influencing teachers' attitudes toward personal use and school use of science teaching. ERIC Document Reproduction Service, No. ED 418 869. doi: 10.1177/0193841X05276688. [DOI:10.1177/0193841X05276688]
53. Schifter, C. (2000). Faculty participation in asynchronous learning networks: A case study of motivating and inhibiting factors. Journal of Asynchronous Learning Networks, 4(1), 15–22. https://onlinelearningconsortium.org/sites/default/files/v4n1_schifter_1.pdf
54. Selwyn, N. (1997). Students' attitudes toward computers: Validation of a computer attitude scale for 16-19 education. Computers and Education, 28(1), 35-41. [DOI:10.1016/S0360-1315(96)00035-8]
55. Shamsiah Mohamed & Ab. Rahim Bakar (2008). How prepared are trainee teachers of University Putra Malaysia (UPM) to integrate computer technology in classroom teaching? Journal of Social Sciences 4(1), 62-67. [DOI:10.3844/jssp.2008.62.67]
56. Teo, T. (2006). Attitudes toward computers: A study of postsecondary students in Singapore. Interactive Learning Environments, 14(1), 17–24. [DOI:10.1080/10494820600616406]
57. Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. https://researchspace.auckland.ac.nz/handle/2292/10387 [DOI:10.14742/ajet.1201]
58. Thompson, A. D., Schmidt, D. A., & Stewart, E. B. (2000). Technology collaboration for simultaneous renewal in K–12 schools and teacher education programs. In Council of Chief State School Officers, 2000 State Educational Technology Conference Papers. Washington, DC: Council of Chief State School Officers.
59. Weinberger, A., Fischer, F., & Mandl, H. (2002). Fostering individual transfer and knowledge convergence in text-based computer-mediated communication. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. Mahwah, NJ: Lawrence Erlbaum.
60. Wernet, S., Olliges, R., & Delicath, T. (2000). Post course evaluation of Web CT (Web Course Tools) classes by social work students. Research on Social Work Practice, 10(4), 487-504. [DOI:10.1177/104973150001000408]
61. Wong, S. L., Ng, S. F., Nawawi, M., & Tang, S. H. (2005). Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Journal of Educational Technology and Society, 8(1), 90–103. https://www.learntechlib.org/p/75241
62. Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207. doi:10.1080/10901027.2014.905808. [DOI:10.1080/10901027.2014.905808]
63. Yushau, B. (2006). Computer attitude, use, experience, software familiarity and perceived pedagogical usefulness: The case of mathematics professors. Eurasia Journal of Mathematics, Science, and Technology Education, 2(3), 1-17. https://eric.ed.gov/?id=EJ1108733 [DOI:10.12973/ejmste/75461]
64. Zammit, S. A. (1992). Factors facilitating or hindering the use of computers in schools. Educational Research, 34, 57-66. [DOI:10.1080/0013188920340106]
65. Zanguyi, S. (2011). Review of teachers' attitudes towards the use of educational technology in teaching process. Educational Technology, 6, 165-159. [Persian].

Add your comments about this article : Your username or Email:
CAPTCHA code

Send email to the article author


© 2018 All Rights Reserved | International Journal of Research in English Education

Designed & Developed by : Yektaweb