Improving Students’ Motivation Through New Technologies in an English Phonetics Classroom
A qualitative study of the perceived impact of the implementation of Instructional Technology on the motivation of students of undergraduate English phonetics.
||Instructional Technology, Technology-Enhanced Language Learning, Computer Assisted Pronunciation Training, Pronunciation Teaching, Affective Language Learning
International Journal of Learning, Volume 12, Issue 8, pp.39-48.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1013.802KB).
José María Moraga is in his second year as a doctoral student at the University of Seville (Spain). He taught Spanish as a Foreign Language at the University of North Carolina at Chapel Hill (US), where he also did some graduate studies. Other teaching experience includes teaching EFL at a public secondary school in Seville (Spain). His areas of interest include SLA, English phonetics and pronunciation teaching.
Carmen Del Solar is in her second year as a graduate student at the PhD program in Linguistics at the University of Seville, Spain. She holds a B.A. in English Language and Literature from this same university. Carmen spent the first year of her graduate studies as a visiting student at the Linguistics Department at the University of Pennsylvania, USA. Her prior research experiences include a position as a phonetics annotator at the University of Poitiers, France. Her interests include non-verbal communication, sociolinguistics, discourse analysis and intelligent dialogue systems.
Brenda Yolanda Rosado Guzmán is a Mexican Instructor in her first year as a doctoral student at the University of Seville (Spain). She has been working for the National Educational Department in México at Centro de Capacitación para el Trabajo Industrial (CE.CA.T.I.) which depends from Dirección General de Centros de Formación para el Trabajo (D.G.C.F.T.). Other experiences include being trained by SDCC (San Diego Community College) as an EFL facilitator. Her areas of interest include SLA, Affective Learning, Communicative approaches and Instructional Technologies.
Jorge Sánchez Torres is in his first year as a doctoral student at the University of Seville (Spain). He taught Spanish as a Foreign Language, on a private basis, at Aberdeen, Scotland and English as a Foreign Language, also on a private basis, in Seville (Spain). Other experiences are being Coach-Leader at the Children’s Sports School, University of Aberdeen, Scotland, co-working in ELIA IX (English Applied Linguistics Congress: Motivations, Attitudes & Anxieties in L2 Acquisition, Teaching and Use). His areas of interest include SLA, Affective Factors of Teaching/Learning, Cooperative Learning, Bilingualism, Autonomous Learning and Instructional Technologies.
There are currently no reviews of this product.
Write a Review