Abstract
Many studies are related to the use of computer technology in learning and teaching but less work has been done to understand how computer technology users feel about them and how this technology helps in developing teachers’ teaching methods. Pronunciation Power software is one of the computer technologies for teaching English pronunciation. This study examined the role of Iranian teachers in utilizing Pronunciation Power software in pronunciation instruction. The researchers used qualitative method consisted of semi-structured interview questions with a volunteer sample of four teachers from an open university in Lahijan, Iran. The researchers answered the research question pertinent to the role of Iranian teachers about utilizing this software in the instruction of pronunciation. Based on the obtained findings, pronunciation power software changed the Iranian teachers' roles from a dispenser of information to a facilitator of information. This change of role gave them more autonomy and greater opportunities in teaching pronunciation.
Highlights
Pronunciation can always be introduced into the classes by teachers (Rajaduari, 2001) to strengthen the concepts that might have been taught before in pronunciation classes, enhance the importance of pronunciation as a necessary part of the teaching of English as a second/foreign language, provide opportunities for learners to practice and give motivation to learners to use it outside the classroom
This study examined the role of Iranian teachers in utilizing Pronunciation Power software in pronunciation instruction
This study developed an understanding of how Pronunciation Power software was used in English pronunciation instruction
Summary
Pronunciation can always be introduced into the classes by teachers (Rajaduari, 2001) to strengthen the concepts that might have been taught before in pronunciation classes, enhance the importance of pronunciation as a necessary part of the teaching of English as a second/foreign language, provide opportunities for learners to practice and give motivation to learners to use it outside the classroom. A number of researchers have investigated the impact of the use of computer technology on education in different fields. All of these researchers had a similar finding that is pertinent to the efficacy of the use of computer technology in education and how it helps in improving teaching methods and students’ knowledge (Frigaard, 2002; Schofield & Davidson, 2003; Timucin, 2006). The active agents in the process of changes and implementation of new ideas are teachers whose beliefs and attitudes may support or prevent the success of any educational reform like the use of an innovative technology program
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