ICT Supported Pronunciation Training Program for English Teachers in Japan
Abstract
With the progress of Information and Communications Technology (ICT), a significant amount of online resources have been available to language learners for self-training. This makes it quite essential for language teachers to learn to combine their traditional face-to-face teaching practice and the use of ICT in their classroom.
In order for teachers to be digitally competent and develop ICT supported teaching skills, they need to develop the latter by experiencing ICT supported language learning themselves, as well as by learning the effectiveness of combining face-to-face teaching in the classroom setting and ICT supported e-learning activities. In this study, we aim to explore the necessity and effectiveness of ICT supported training programs for improving English teachers’ pronunciation.
Given the busy and inflexible lifestyles of teachers in Japan, it is desirable that pronunciation training programs for teachers should be “asynchronous” e-learning, consisting of both inform and perform courses that are open, easy to access, affordable, and less restrictive as to the time and location of studying. Further, it is also important to combine the e-learning courses and instructor-led, face-to-face sessions with collaborative, knowledge-sharing online communities to keep teachers motivated.
We believe that English teachers’ pronunciation development programs should be blended programs consisting of four units: (i) online inform courses on the English sound system and second language acquisition; (ii) online perform courses for pronunciation practice and listening comprehension; and (iii) a series of one-day, face-to-face pronunciation sessions on weekends and holidays; and (iv) an online community for teachers.
ICT Supported Pronunciation Training Program for English Teachers in Japan
Session 3-2 Prairie Room Center
With the progress of Information and Communications Technology (ICT), a significant amount of online resources have been available to language learners for self-training. This makes it quite essential for language teachers to learn to combine their traditional face-to-face teaching practice and the use of ICT in their classroom.
In order for teachers to be digitally competent and develop ICT supported teaching skills, they need to develop the latter by experiencing ICT supported language learning themselves, as well as by learning the effectiveness of combining face-to-face teaching in the classroom setting and ICT supported e-learning activities. In this study, we aim to explore the necessity and effectiveness of ICT supported training programs for improving English teachers’ pronunciation.
Given the busy and inflexible lifestyles of teachers in Japan, it is desirable that pronunciation training programs for teachers should be “asynchronous” e-learning, consisting of both inform and perform courses that are open, easy to access, affordable, and less restrictive as to the time and location of studying. Further, it is also important to combine the e-learning courses and instructor-led, face-to-face sessions with collaborative, knowledge-sharing online communities to keep teachers motivated.
We believe that English teachers’ pronunciation development programs should be blended programs consisting of four units: (i) online inform courses on the English sound system and second language acquisition; (ii) online perform courses for pronunciation practice and listening comprehension; and (iii) a series of one-day, face-to-face pronunciation sessions on weekends and holidays; and (iv) an online community for teachers.