The Usage of Smartphone in Improving English Language Pronunciation at University Level
Learning correct pronunciation is a challenging job for second language learners. Learning correct pronunciation is possible only by the continuous effort in listening and practicing the Received Pronunciation, the most prestigious and standards accents of British English. Smartphones help the learners to speak English with pronunciation. The current research study was an effort to explore the usage of smartphones in improving English language pronunciation at the university level. Descriptive and quantitative research method was used in this study. Data were collected through a questionnaire that had close-ended items. Questionnaires were distributed among 383 learners studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of frequency percentage, mean sore and standard deviation by applying the independent sample t-test. The results of the study demonstrated that using smartphones actually helps in improving students pronunciation due to continuous listening to authentic online audio videos materials. Eventually, students learn to pronounce English words individually and in connected speech like that of native speakers of English.
-
Smartphones, English Language, Pronunciation, University, Education
-
(1) Shahida Naz
PhD Scholar, Department of English, The Islamia University of Bahawalpur, Punjab, Pakistan.
(2) Mamuna Ghani
Professor, Department of English, The Islamia University of Bahawalpur, Punjab, Pakistan.
- Bashar, S. K., Han, D., Soni, A., McManus, D. D., & Chon, K. H. (2018, March). Developing a novel noise artifact detection algorithm for smartphone PPG signals: Preliminary results. In 2018 IEEE EMBS International Conference on Biomedical & Health Informatics (BHI) (pp. 79-82). IEEE.
- Benzies, Y. J. C. (2017). Contributions of new technologies to the teaching of English pronunciation. Language Value, 9(1), 1-35.
- Bogardus, F. S. (1931). Daniel W. Voorhees. The Indiana Magazine of History, 91-103.
- Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), 157-225.
- Cavus, N., & Ibrahim, D. (2016). Learning English using children's stories in mobile device. British Journal of Educational Technology, 3(1), http://onlinelibrary.wiley.com/doi/10. 1111/bjet.12 427/abstract.
- Chen, I. J., Chang, C. C., & Yen, J. C. (2012). Effects of presentation mode on mobile language learning: a performance efficiency perspective. Australasian Journal of Educational Technology, 28(1), 122-137.
- Chiu, C. Y. (2015). Smartphones on College Students' Life and English Learning Experiences. National Formosa University.
- Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers & Education, 50(2), 511-524.
- Darko-Adjei, N. (2018). The use and effect of smartphones in students' learning activities: Evidence from the University of Ghana, Legon.
- Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research based approach. TESOL Quarterly, 39(3), 379-397
- Ferreira, J. B., Klein, A. Z., Freitas, A., & Schlemmer, E. (2013). Mobile learning: definition, uses and challenges. In Increasing student engagement and retention using mobile applications: Smartphones, Skype and texting technologies. Emerald Group Publishing Limited.
- GhouNane, N. (2017). The attitudes of second year EFL students at Dr Moulay Tahar University towards lear ning english pronunciation through mobile assisted language. Arab World English Journal (AWEJ), 5(Special Issue on CALL), 110-123.
- Gilakjani, A. P. (2012). The significance of pronunciation in English language teaching. English Language Teaching, 4(4), 96-107.
- Jacobs, I. (2013). Modernizing education and preparing tomorrow's workforce through mobile technology. Thei4j Summit, 2.
- Jones, R. H. (1997). Beyond
- Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
- Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
- Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge Publications.
- Kurtz, L. (2012). Learning from twenty-first century second language learners: A case study in smartphone use of language learners (Doctoral dissertation), Iowa State University.
- Lear, E., Carey, M., & Couper, G. (2015). Introduction to special issue: new directions in pronunciation theory and practice. Journal of Academic Language & Learning, 9(1), E1-E3.
- Liaw, M. L. (2014). The affordance of speech recognition technology for EFL learning in an elementary school setting. Innovation in Language Learning and Teaching, 8(1), 79-93.
- Morse, J. M. (2016). Mixed method design: Principles and procedures 4, New York: Routledge.
- Munro, M. J., & Derwing, T. M. (2015). A prospectus for pronunciation research in the 21st century: a point of view. Journal of Second Language Pronunciation, 1(1), 11-42.
- Saidouni, K., & Bahloul, A. (2016). Teachers and students' attitudes towards using mobile-assisted language learning in higher education. Arab World English Journal (AWEJ), 3(Special Issue on CALL).
- Seyedabadi, S., Fatemi, A. H., & Pishghadam, R. (2015). Towards better teaching of pronunciation: review of literature in the Area. Mediterranean Journal of Social Sciences, 6(4), 76-81.
- Solé, C. R., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL, 22(1), 39-52.
- Song, Y., & Fox, R. (2008). Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3), 290-314.
- Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105-120.
- Thomas, K., & Munoz, M.A. (2016). Hold the phone! High school students' perception of mobile phone integration in the classroom. American Secondary Education, 44(3), 19-37.
- West, D. M. (2012). Digital schools: How technology can transform education. New York: Brookings Institution Press.
- White, J., & Mills, D. J. (2014). Examining attitudes towards and usage of smartphone technology among Japanese university students studying EFL. CALL-EJ, 15(2), 1-15.
Cite this article
-
APA : Naz, S., & Ghani, M. (2018). The Usage of Smartphone in Improving English Language Pronunciation at University Level. Global Regional Review, III(I), 518-530. https://doi.org/10.31703/grr.2018(III-I).38
-
CHICAGO : Naz, Shahida, and Mamuna Ghani. 2018. "The Usage of Smartphone in Improving English Language Pronunciation at University Level." Global Regional Review, III (I): 518-530 doi: 10.31703/grr.2018(III-I).38
-
HARVARD : NAZ, S. & GHANI, M. 2018. The Usage of Smartphone in Improving English Language Pronunciation at University Level. Global Regional Review, III, 518-530.
-
MHRA : Naz, Shahida, and Mamuna Ghani. 2018. "The Usage of Smartphone in Improving English Language Pronunciation at University Level." Global Regional Review, III: 518-530
-
MLA : Naz, Shahida, and Mamuna Ghani. "The Usage of Smartphone in Improving English Language Pronunciation at University Level." Global Regional Review, III.I (2018): 518-530 Print.
-
OXFORD : Naz, Shahida and Ghani, Mamuna (2018), "The Usage of Smartphone in Improving English Language Pronunciation at University Level", Global Regional Review, III (I), 518-530
-
TURABIAN : Naz, Shahida, and Mamuna Ghani. "The Usage of Smartphone in Improving English Language Pronunciation at University Level." Global Regional Review III, no. I (2018): 518-530. https://doi.org/10.31703/grr.2018(III-I).38