Presentation Proposals for GLoCALL 2021

Opened: Saturday, 1 December 2018, 12:00 AM [JST]

Note: The role you are currently using is a different role from your usual role. The messages below are those that would appear if you were actually logged in as a user with this role. The messages are displayed for testing purposes, and they may not strictly be relevant to your actual registration status.

In order to add, edit or delete a presentation proposal for this conference, you need to log in to this website and enrol in this Moodle course.

If you have a username but are not enrolled in this Moodle course, please click here to enrol and then revisit this page to continue the proposal submission process.

To add a presentation proposal, please click the "Add entry" link below, and fill out the form on the next page.

To edit a presentation proposal, please click the "View single" link below, and then click the edit icon on the next page.

To delete a presentation proposal, please click the "View single" link below, and then click the delete icon on the next page.

Main presenter
Prince Sattam bin Abdul Aziz University (Al-Kharj, Saudi Arabia)
Presenter [2]
Dr. Jamal MOHAMMAD AHMED ALI Prince Sattam bin Abdul Aziz University
Presenter [3]
Presenter [4]
Presenter [5]
Presentation details
Presentation title
Effectiveness of Digital Technology Tools in Teaching Pronunciation to Saudi EFL Learners (1)
Presentation abstract
The use of digital technology has become ubiquitous in every walk of our lives. It has impacted upon not only social and technological aspects, but also educational areas, including (English) language teaching. Digital tools, the gift of new technologies, have proved to be an essential component of English Language Teaching (ELT). This study focused on finding out the efficacy of teaching pronunciation via digital tools (CDs, digital books, projectors, smart boards, and synchronous and asynchronous online materials) as opposed to traditional methods (printed material, drilling and imitating the teacher) to Saudi male EFL undergraduates. To investigate the differences, a quasi-experimental, pre-posttests design (between-subjects) was used. The experimental and control groups (n=25 in each group) were tested before and after the treatment on similar intra-sentential pronunciation activities at segmental (minimal pairs, word recognition, and consonant and vowel identification) and supra-segmental (stress patterns) levels. The results revealed that the participants in the experimental group learned pronunciation significantly better than the participants in the control group. This means that if students are exposed to digital technology tools, they will learn pronunciation better in comparison to the conventional method of teaching. The study was significant for both teachers and learners as it may help them to make use of digital technology tools to improve students’ pronunciation as well as improve their speaking skills.
Original submission
CALL, digital tools, pronunciation, teaching, learning
Application of technology to the language classroom
Possible presentation times
Presentation video
Comments or questions
Submitted by
Saleem Mohd Nasim
Submitted: Wednesday, 1 September 2021, 4:53 AM [JST]
Modified: Thursday, 11 November 2021, 11:36 PM [JST]
Peer review
Peer review score
Peer review details
Peer review notes
Schedule number