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Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation

Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation

Ana María Pinto-Llorente
Copyright: © 2022 |Pages: 21
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch035
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MLA

Pinto-Llorente, Ana María. "Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 747-767. https://doi.org/10.4018/978-1-6684-5682-8.ch035

APA

Pinto-Llorente, A. M. (2022). Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 747-767). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch035

Chicago

Pinto-Llorente, Ana María. "Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 747-767. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch035

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Abstract

The present research is an innovative study that intends to analyse the effectiveness of a b-learning digital ecosystem implemented in the area of English phonetics and phonology. It also aims to highlight the benefits of some transmissive, interactive, and collaborative resources in learning of the subject. It is a quantitative research with an ex-post-facto design, collecting data through a questionnaire. The results demonstrated that pre-service teachers had positive views towards the digital ecosystem to improve their English pronunciation level and their ability to perceive and produce English more accurately. The findings also emphasized the potential of the digital ecosystem to provide a more natural environment for pronunciation practice and a more individualized instruction focused on learners who become active learners generating knowledge.

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