Phonetic strategies in online English teaching for the Bachelor's in National and Foreign Languages
Phonetic Strategies in Online English Teaching for the Bachelor's in National and Foreign Languages
DOI:
https://doi.org/10.47230/unesum-ciencias.v10.n2.2026.44-52Palabras clave:
Phonetics, English teaching, Pedagogical strategies, Pronunciation, Virtual learningResumen
The research aimed to analyze the implicit or informal phonetic strategies used in English teaching within the online program of Pedagogy of National and Foreign Languages. A mixed methodology with descriptive and exploratory scope was applied. The population consisted of fourth-semester students and teachers, while the sample—selected through non-probabilistic convenience sampling—comprised 27 students and 5 teachers. Techniques included Likert-scale surveys, semi-structured interviews, and bibliographic review. The main results reveal that 52.4% of students had no formal training in phonetics, which negatively impacts oral development. Furthermore, 85.7% highlighted phonetics as essential for improving pronunciation, and 76.2% supported its inclusion as a formal subject. Additionally, 85.7% reported using digital tools such as the International Phonetic Alphabet (IPA), recordings, and apps to strengthen pronunciation. Teachers confirmed that although phonetics is not taught as an independent subject, they integrate strategies such as guided repetition, minimal pairs, tongue twisters, and auditory feedback. In conclusion, the study confirms the importance of phonetics in English language learning and emphasizes the need to formalize its teaching in the curriculum. It recommends including phonetics as a specific subject and promoting the use of digital tools to enhance oral production in virtual learning environments.
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Derechos de autor 2026 CARLOS JOSE PIN LOOR, Thalya Nathaly Zambrano Bravo , Jenny Alexandra Tenorio Rosales, Víctor Rene Morocho Palacios
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
