[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598086-105":59,"doc-detail-598086-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","choosing-technology-tools-to-meet-pronunciation-teaching-and-learning-goals","Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals","","The article evaluates technology tools for teaching pronunciation by organizing tool selection around key pedagogical tasks. It reviews past skepticism and summarizes evidence supporting computer-assisted pronunciation teaching, then argues that teachers can choose less intimidating, goal-aligned resources. Selection criteria include fit with learning objectives, quality and accuracy, ease and reliability of use, and cost constraints. The paper outlines major teaching tasks: providing pronunciation models, enabling recording for self-correction, collecting and responding to learner recordings, and supporting independent practice.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/choosing-technology-tools-to-meet-pronunciation-teaching-and-learning-goals/598086/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/choosing-technology-tools-to-meet-pronunciation-teaching-and-learning-goals/598086.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the article recommend choosing pronunciation technology tools?","Question",{"text":111,"@type":112},"By starting with the pedagogical tasks teachers must perform and selecting tools that best support each task toward learners’ pronunciation goals.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What criteria are used to evaluate whether a technology tool should be included?",{"text":116,"@type":112},"The tool must match learning objectives, provide quality and accurate information, be practical and easy to use reliably, and be free or inexpensive when possible.",{"name":118,"@type":109,"acceptedAnswer":119},"What main pronunciation teaching tasks does the article focus on?",{"text":120,"@type":112},"Providing a pronunciation model, recording learners’ practice for self-correction, collecting and responding to recorded practice, and offering independent pronunciation practice.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598086,1792086262,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals  \nFor decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make pronunciation teaching seem doubly intimidating. If we look at technology from a different viewpoint, focusing first on the pedagogical tasks that teachers need to perform and then choosing the most effective tools to support each one, we can achieve better results for both teachers and learners. Based on both research and the classroom practice of experienced teachers, this article evaluates a range of available tools to accomplish tasks such as providing a pronunciation model, recording and responding to learners’ pronunciation practice, and offering independent practice. The focus is on tools that are readily available to most classroom teachers, practical to learn and use, and free or inexpensive.  \nAs long ago as the late 1800s (Roby, 2004), language teachers  \nwere looking for ways to apply newfangled sound-recording  \ntechnology in teaching. However, it was not long before disillusionment set in. In 1918, a contributor to the Modern Language Journal concluded that “The use of the talking machine in teaching languages is by no means new … and the silent verdict brought in by its general abandonment is that it is not worth the trouble it involves”(Clarke, 1918, p. 116) .  \nWhat is the situation 100 years later? We now have a vast array of technological tools to assist in language teaching and pronuncia  \nThe CATESOL Journal 30.1 • 2018 • 195  \ntion teaching in particular. We have also accumulated ample evidence of the effectiveness of technology in teaching pronunciation (Hincks, 2003; McCrocklin, 2014; Mitra, Tooley, Inamdar, & Dixon, 2003; Neri, Cucchiarini, & Strik, 2003; Neri, Mich, Gerosa, & Giuliani, 2008; Wallace, 2016; and others). However, the sheer numbers and variety of the available technologies may seem daunting to teachers who are simply looking for effective tools to use in their classrooms. But if we look at this topic in a different way, starting with the pedagogical tasks that teachers and students need to perform and considering the most useful tools to accomplish each one, technology can be considerably less intimidating. As Levis (2007) points out,“CAPT [computer assisted pronunciation teaching] applications are tools to meet instructional goals, and the tool should be appropriate to the job”(p. 186) .  \nSelecting Technology Tools  \nThis article looks at technology tools from the viewpoint of teachers who do not have the time, the means, or the desire to become experts in phonetics or acoustic analysis. Their goal is to teach effectively and to guide their students in making their pronunciation more understandable. In order to choose the best tools to help classroom teachers, we need to consider these criteria:  \n• Appropriateness to learning objectives: Will the tool support the teacher in accomplishing specific teaching tasks? Will it help students reach their pronunciation goals?  \n• Quality and accuracy: Does the tool provide accurate information in keeping with sound principles of phonology and pedagogy?  \n• Practicality of use: Is the tool easy to learn and use? Does it work reliably and do what it claims to do?  \n• Cost: Is the tool free, inexpensive, or already available? Particularly in times of budget cuts and tight resources, this is an important consideration.  \nThe tools chosen for inclusion in this article meet these criteria overall; where some do not measure up on some points, that has been noted. This is not intended to be an exhaustive list of all available technological tools, but a selection of some that have proved useful and reliable. In addition, programs or websites de","cbCaicBTlvBhFBkA","https://ap.wps.com/l/cbCaicBTlvBhFBkA","pdf",1103898,18,"English","# Selecting Technology Tools\n## Criteria for choosing tools\n# Pedagogical tasks supported by technology\n## Providing a pronunciation model\n## Recording students’ pronunciation practice\n## Collecting and responding to recorded practice\n## Providing independent pronunciation practice","[{\"question\":\"How does the article recommend choosing pronunciation technology tools?\",\"answer\":\"By starting with the pedagogical tasks teachers must perform and selecting tools that best support each task toward learners’ pronunciation goals.\"},{\"question\":\"What criteria are used to evaluate whether a technology tool should be included?\",\"answer\":\"The tool must match learning objectives, provide quality and accurate information, be practical and easy to use reliably, and be free or inexpensive when possible.\"},{\"question\":\"What main pronunciation teaching tasks does the article focus on?\",\"answer\":\"Providing a pronunciation model, recording learners’ practice for self-correction, collecting and responding to recorded practice, and offering independent pronunciation practice.\"}]","Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals | PDF",45]