A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences

Fabre-Merchan, Paolo; Torres-Jara, Gabriela; Andrade-Dominguez, Francisco; Ortiz-Zurita, Ma. Jose; Alvarez-Munoz, Patricio

doi:10.5539/elt.v10n12p83

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…It is in line with Mehdiyev's viewpoint (2020); she shares recent developments in educational technology, internet and virtual learning environments provide an effective basis for the application of modern approaches such as the learning autonomy in the fields of foreign language learning and teaching. This study's results also match with the theory stated by Fabre-Merchan et al (2017). They contend that many ICT resources can be used as a way to improve students' English pronunciation and communicative skills.…”

Section: Suggestion For the Improvement Of O'speaksupporting

confidence: 87%

O’speak for English Phonetic and Phonology Class: What’s on Students’ Mind?

Anggraeni

Kusumaningrum

Asmara

2021

SAGA

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In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.

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Section: Suggestion For the Improvement Of O'speaksupporting

confidence: 87%

O’speak for English Phonetic and Phonology Class: What’s on Students’ Mind?

Anggraeni

Kusumaningrum

Asmara

2021

SAGA

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“…The only committed errors in this sub-category was incorrect pronunciation (N=13, %11).This was seen in the words of Gill '/ˈkaep. tʃəred/ instead of /ˈkaep.tʃər/ (capture) they had to capture the photo that day', '/ˈweb.saɪte/ nstead of /ˈweb.saɪt/ (webs te) (Lou se), 'A webs te can help you fi nd new information' and '/keː/ nstead of /k ː/he should get the key to be there before the client' (Adam).The fi nding is in line with the fi ndings of Fabre-Merchan, et al, (2017) who stated that learners produce their own phonemes leading to misunderstanding. Learners lack phonemic awareness and decrease their ability to produce the English language.…”

Section: Subcategories Of the Linguistic Competencesmentioning

confidence: 65%

Classification of Spoken Errors Regarding the Communicative Competencies

Çetereisi¹,

Bostanci²,

Kurt³

2020

RCIS

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Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classifi cation of spoken errors using the Common European Framework for Language's (CEFL) (2001) on the communicative language competences was developed to shed light into the diffi culties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The fi ndings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners.

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“…Within the reading component, a range of skills can be addressed, including phonological awareness, phonics, vocabulary, and comprehension. These particular domains are essential for ESS learners as they acquire language proficiency and comprehend subject matter (Fabre-Merchán et al, 2017;Jamaludin et al, 2016;Ramanair et al, 2020). Plus, ESL students may encounter difficulties when dealing with colloquial language, slang, or cultural allusions embedded within the text (Mohammed, 2018;Sivagnanam and Yunus, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

Samsonova

2023

Int. J. Child. Educ.

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The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

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A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences

Cited by 7 publications

References 7 publications

O’speak for English Phonetic and Phonology Class: What’s on Students’ Mind?

O’speak for English Phonetic and Phonology Class: What’s on Students’ Mind?

Classification of Spoken Errors Regarding the Communicative Competencies

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

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