Synchronous computer-mediated communication in English pronunciation teachingA case study of Rovira i Virgili University

  1. Quesada Vázquez, Leticia 1
  1. 1 Universidad Nebrija, España
Journal:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Year of publication: 2022

Issue Title: Estilos de Aprendizaje y Estilos de Enseñanza. Propuestas pedagógicas para la transformación de la educación

Volume: 15

Issue: 1

Pages: 123-134

Type: Article

DOI: 10.55777/REA.V15IESPECIAL I.4431 WoS: 000905175300010 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estilos de aprendizaje = Journal of Learning Styles

Abstract

Remote learning has been in the spotlight since the emergence of the coronavirus pandemic, notably boosting the development of distance learning in the last two years; as universities were obliged to close worldwide and lecturers had to teach online during lockdown, the use of Synchronous Computer-Mediated Communication (SCMC) started to prevail. Pronunciation instruction was not an exception. Indeed, in-person lectures had used technology to support face-to-face (F2F) education by using videos and articles in class. However, educators had to adapt rapidly to teach through video-based platforms. Although much investigation has been conducted on Computer-Assisted Pronunciation Training (CAPT), and researchers currently show more and more interest in the use of new technologies within the pronunciation classroom, little research has been done regarding the teaching methodologies applied in teacher-guided online pronunciation instruction.

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Funding information

The research leading to these results and subsequent publication has received funding from the project PID2020-117804GB-I00 from the Spanish Ministry of Economy and Business and the research group LAELE of Nebrija University.

Funders

  • Spanish Ministry of Economy and Business Spain
  • research group LAELE of Nebrija University Spain

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