Applying ICTs to Test EFL Pronunciation: A Study Based on L1 Spanish-Catalan Intermediate Learners

Abstract

[eng] Due to the persistent difficulty that L2 learners of English tend to find in pronunciation taking into account that it is the least emphasised skill when learning a foreign language, Information and Communication Technologies (ICTs) can be a reliable tool when it comes to teaching, learning and improving English speech. With this purpose in mind, this study explored the use of ICTs in the context of teaching and learning foreign language pronunciation. In particular, it dealt with the application of different Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) tools (i.e. Google Drive, Power Point, Phon and pronunciation websites) with the aim of analysing the pronunciation of seventeen minimal pairs. The target sounds addressed were four English vowel contrasts, namely /ɒ/ vs. /ʌ/, /eɪ/ vs. /aɪ/, /ɪ/ vs. /iː/ and /ɜː/ vs. /ɑː/. Participants were 11 Spanish-Catalan EFL learners from fourth year of secondary school. They had to perform two related pronunciation tasks through different types of tasks (controlled vs. spontaneous) by means of distance learning. The study took place over a period of three weeks: first they did task 1, a week was left in-between so as to avoid task-effects, and on the third week they did task 2. Results showed that the spontaneous task was favoured over the controlled one as participants made fewer errors in the former. Words with higher lexical frequency were pronounced better than those with a lower lexical frequency. In addition, participants’ L1 phonological and orthographical systems had an impact on their pronunciation. Finally, the degree of phonological transparency of the target words also conditioned the way they were pronounced.