Abstract
This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers’ majors, experience, and technology competence with using technology in teaching English pronunciation. Data was collected by using a questionnaire. The study tool was a model adapted from different studies. The participants of the study were sixty English language instructors at different Saudi universities. The result indicated that there was a statistically significant difference in the three constructs of the model based on the participants’ technology competence. The results revealed that content knowledge had a small correlation with pedagogical knowledge, and with technological knowledge. Pedagogical knowledge had a strong positive correlation with technological knowledge.
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Data Availability Statement
Data will be available upon reasonable request.
Change history
22 August 2023
A Correction to this paper has been published: https://doi.org/10.1007/s10936-023-09987-8
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Funding
King Saud University, Riyadh, Saudi Arabia. Research Supporting Project Number (RSPD2023R810).
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Appendix A
Appendix A
Background information
University.
Age.
Gender.
Major (TESOL– Linguistics- Literature-Translation).
How do you rate yourself in using technology? Professional- very good – Good- Fair.
How many years have you been teaching English?
Have you taught English Pronunciation, Phonetics, phonology?
If yes, how many semesters have you taught them? (Between 1 to 5; 6–10; more than 10 semesters).
Have you participated in designing the course specifications?
Do you think that the current course is sufficient for pronunciation training?
Have you used any website or application for teaching pronunciation? If yes, please specify some of them.
Have you attended any training course designed solely for teaching pronunciation?
Content knowledge
I have sufficient knowledge about vowel sounds.
I have sufficient knowledge about word stress.
I have sufficient knowledge about sound–spelling correspondence.
I have sufficient knowledge about consonant clusters.
I have sufficient knowledge about aspects of connected speech (e.g., assimilation, linking, deletion)
I have sufficient knowledge about construction stress (e.g., how affixation impacts word stress).
I have sufficient knowledge about rhythm.
I have sufficient knowledge about intonation.
I think that only native speakers can appropriately teach English pronunciation.
Pedagogical Knowledge
I wish I had more training in teaching pronunciation when I studied at the university level.
I do not have appropriate materials for teaching English pronunciation.
I can identify difficulties that my learners may face for English pronunciation.
I can explain and illustrate pronunciation topics in interesting ways.
I can develop and implement a wide range of techniques to teach pronunciation.
I can design and implement pronunciation assessment techniques effectively.
I can differentiate between teaching spoken fluency and teaching pronunciation.
I prefer teaching spoken fluency to teaching pronunciation (accuracy).
I can work productively with pedagogical resources designed to support pronunciation teaching.
I can use songs effectively to teach pronunciation.
Technology
I hesitate to use technology-based tools in teaching pronunciation because I may look technology-illiterate.
The use of technology-based tools helps me improve my pronunciation instruction.
Technology-based tools make it possible for me to teach pronunciation more productively.
Technology-based tools allow me to find more interesting materials in teaching pronunciation.
I feel that I am not in complete control when I use technology-based tools in teaching pronunciation.
I can use technology-based tools for teaching pronunciation only when it is necessary.
I studied pronunciation with the help of technology during my study at bachelor’s degree.
I can use non-pedagogical tools and applications to support pronunciation learning (e.g., smart phones, tablets).
I can use non-pedagogical Internet sources (e.g., Ted Talks) to support pronunciation learning.
Open-Ended Questions
What are the major problems you faced during your teaching these courses?
Please provide us with your suggestions to improve pronunciation courses.
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Alghamdi, K.A. Teachers’ Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation. J Psycholinguist Res 52, 1821–1839 (2023). https://doi.org/10.1007/s10936-023-09962-3
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DOI: https://doi.org/10.1007/s10936-023-09962-3