Online Language Learning Communities and the Development of Pronunciation in English as a Foreign Language
Palabras clave:
Online communities, pronunciation skills, interactionResumen
Technology has advanced dramatically as a major contributing factor in education and in foreign language learning particularly. New and diverse online learning environments have offered the alternative for language students to complement language learning traditionally taken place in the classroom with enhanced interaction in Online Language Learning Communities (OLLC). This research is based on a mixed method design and examines the use of significant OLLC aimed at improving pronunciation in A1-A2 English Level students at the Language Academic Institute of Central University. The data were obtained through the statistical values reported by the OLLC of the experimental group, as well as the statistical values reported by the textbook platform. Voice recordings were used to reveal if OLLC are effective in relation to the development of pronunciation. Additionally, after applying a questionnaire related to the OLLC used, the OLLC that was considered most appropriate and pleasant for the students during the work time was determined. Finally, the results indicated that the students who participated in the OLLC improved their pronunciation by decreasing the number of pronunciation errors.
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In Managing Innovation and Information Technology, Jin M. & Du Z. (Ed). WIT Press. UK, pp:
59 – 66.
Zourou, K (2013). Research challenges in informal social networked language learning communities.
eLearning Papers34. www.opneeducationerupa.eu/en/elearning_papers nº34, October 2013. Retrieved
on January 15, 2018, http://www.openeducationeuropa.eu/sites/default/files/asset/In-depth_34_4.
pdf
Zourou, K., & Loiseau, M. (2013). Bridging design and language interaction and reuse
in Livemocha’s culture section. In M.-N. Lamy and K. Zourou (Eds.). Social networking for
language education (pp.77– 99). Basingstoke, UK: Palgrave Macmillan.
prove Merging and Substitution Pronunciation Mistakes. INNOVA Research Journal Vol 3,
N°. 4, 44-56.
Brown, A. (1992). Survey of Attitudes and Practices Related to Pronunciation Teaching. AMES. Australia.
Claire, S. (1993). Pronunciation in the NSW Adult Migrant English Service: Current practice, future
directions. Masters Thesis. University of Technology, Sydney.
Crystal, David. (2010). Should English be taught as a “global” language? Macmillan P u b l i s h e r s
Ltd., Retrieved February 4, 2018. http://www.youtube.com/watch?v=tLYk4vKBdUo/.
Council of Europe. (2001) Common European Framework of References for Languages:
Learning, teaching, assessment. Modern Languages Division, Language Policy Unit, Strasbourg
www.coe.int/lang-CEFR. Cambridge University Press. Retrieved January 8, 2018,
http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of
English as a second language. Department of Education, Training and Youth Affairs. Australia.
Garrison, D., Cleveland, I., & Fung, T. (2007). Student role adjustment in online
communities of inquiry: Model and instrument validation. Journal of Asynchronous
Learning Networks 8(2): 61–74. Retrieved January 8, 2018
from http://www.sloan-c.org/publications/jaln/v8n2/pdf/v8n2_garrison.pdf.
Gilakjani, A. (2012). The Significance of Pronunciation in English Language Teaching.Retrieved
March 13, 2018.
http://www.ccsenet.org/journal/index.php/elt/search/results/.
Harmer, J. (2005). The Practice of English Language Teaching. UK.
Harrison R. and Thomas M. (2009). Identity in Online Communities: Social Networking Sites and
Language Learning. International Journal of Emerging Technologies & Society Vol. 7, No. 2, 2009,
pp: 109 – 124.
Hernández, R. (2014). Metodología de la Investigación. México: McGraw Hill Education.
Hill J. and Raven A. (2009). Online Learning Communities: If You Build Them,
Will They Stay? ITFORUM PAPER #46. Retrieved February 2, 2018 from
https://web.archive.org/web/20001118002200/http://it.coe.uga.edu:80/itforum/paper46/paper46.htm
Jenkins, J. (2002). Global English and the Teaching of Pronunciation. British Council. UK.
Jones, A. (2014). Social Media for Informal Minority Language Learning: Exploring Welsh Learners’
Practices In Proceedings of the European Conference on Social Media University of Brighton UK, Rospigliosi
A. & Greener S. (Ed.) Academic Conferences and Publishing International Limited (CPIL). UK.
Kelly, G. (2012). How to teach pronunciation. Pearson Education Limited. UK.
Luppicini, R. (2007) Online Learning Communities. Information Age Publishing. US
Pérez, I., García, A., & Salinas, J. (2001): Comunidades virtuales al servicio de los profesionales, EDUTEC,
la Comunidad Virtual de Tecnología Educativa. Educación y bibliotecas, 122, abril. 58-63. Retrieved
April 10, 2018 from http://gte.uib.es/pape/gte/sites/gte.uib.es.pape.gte/files/Comunidades%20
virtuales%20al%20servicio%20de%20los%20profesionales.pdf
Pourhossein, A. (2011). Why is Pronunciation So Difficult to Learn? School of Educational Studies,
Universiti Sains Malaysia, Malaysia. Received: January 8, 2011 Accepted: March 21, 2011 doi:10.5539/
elt.v4n3p74
Quesada, P. (2017). Factors that influence the English Language Teaching-Learning Process in Ecuadorian
High Schools in the context of E-education and E- Society. Conference Paper. Ecuador.
Rourke, L., Anderson, T., Garrison, D., & Archer, W. (2001) Assessing social presence in asynchronous
text-nased computer conferencing. Journal of Distance Education, CAN.
Santamaría, F. (2007). Language Learning Community (LLC): aprendizaje de idiomas por medio de
comunidades. Retrieved April 25, 2018. http://fernandosantamaria.com/blog/language-learning-community-
llc-aprendizaje-de-idiomas-por-medio-de-comunidades/
Swan, K. & Shea, P. (2005). The development of virtual learning communities. In S.R. Hiltz & R. Goldman,
Asynchronic Learning Networks: The Research frontier. New York: Hampton Press, 239 -260.
Tennant, A. (2007). Sound Foundations: Learning and Teaching Pronunciation; Sound Reasons for
Teaching Pronunciation. Macmillan Publishers Ltd., Retrieved February 27, 2018. http://www.onestopenglish.
com/skills/pronunciation/pronunciationmatters/pronunciation-matters-sound-reasons-
for-teachingpronunciation/155507.article /.
Trask, R. (1996). A Dictionary of Phonetics and Phonology. UK.
Ur, P. (2012). A course in English Langauge Teaching. UK.
Walker, R. (2001). Pronunciation for International Intelligibility. Retrieved April 20, 2018. http://www3.
telus.net/linguisticsissues/internationalintelligibility.html/.
Zhao, R. and Chen, J. (2014). Social interaction and continuance intention toward online language learning.
In Managing Innovation and Information Technology, Jin M. & Du Z. (Ed). WIT Press. UK, pp:
59 – 66.
Zourou, K (2013). Research challenges in informal social networked language learning communities.
eLearning Papers34. www.opneeducationerupa.eu/en/elearning_papers nº34, October 2013. Retrieved
on January 15, 2018, http://www.openeducationeuropa.eu/sites/default/files/asset/In-depth_34_4.
Zourou, K., & Loiseau, M. (2013). Bridging design and language interaction and reuse
in Livemocha’s culture section. In M.-N. Lamy and K. Zourou (Eds.). Social networking for
language education (pp.77– 99). Basingstoke, UK: Palgrave Macmillan.
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Publicado
2018-10-03
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Aulestia Vallejo, L., & Monteros, I. (2018). Online Language Learning Communities and the Development of Pronunciation in English as a Foreign Language. Kronos – The Language Teaching Journal, 1(01), 13–25. Recuperado a partir de https://revistadigital.uce.edu.ec/index.php/KronosJournal/article/view/879
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Derechos de autor 2018 Luis Aulestia Vallejo, Ivanova Monteros
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
