Pronunciation Syllabi in Algerian Higher Education Institutions: The Need for Implementing ICT-Focused Frameworks
DOI:
https://doi.org/10.70091/Atras/vol07no01.7Keywords:
Algerian Higher Education, digital tools, Information and Communication Technologies, pronunciation skills, pronunciation teaching, syllabus analysisAbstract
This research paper examines the common teaching practices of pronunciation at the university level in the Algerian context and the potential of implementing digital tools and Information and Communication Technologies to address the issues that English as a Foreign Language students and teachers typically face. The paper focuses on previous syllabi analyses carried out by teacher-researchers from different Algerian higher educational institutions who investigated the logistics of traditional pronunciation teaching, the challenges encountered by students, and the potential benefits of incorporating digital tools and ICT. Ten (N=10) studies that met the inclusion criteria were reviewed and analysed to find themes and patterns that met the research objectives. The results suggest that traditional teaching practices fall short in meeting the module's objectives and in providing students with the necessary pronunciation skills. Based on the findings, this study proposes the implementation of digital tools to enhance instructional methods, provide opportunities for practice and engagement, and improve students’ pronunciation. This study enriches the literature on this topic and highlights the potential of digital tools and ICT.
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