Alfabetización digital y aprendizaje autónomo. La pronunciación de consonantes oclusivas sordas con English Accent Coach

Authors

  • Cristina CRISON Universidad Rovira i Virgili
  • Daniel ROMERO Universidad Rovira i Virgili
  • Joaquin ROMERO Universidad Rovira i Virgili

DOI:

https://doi.org/10.16921/chasqui.v1i157.5062

Keywords:

alfabetización digital, aprendizaje autónomo, English Accent Coach, oclusivas sordas.

Abstract

Este estudio experimental examina la relación entre la alfabetización digital y el aprendizaje autónomo en la pronunciación de las consonantes oclusivas sordas /p, t, k/ en inglés, utilizando la plataforma English Accent Coach. Diez estudiantes de instituciones educativas públicas, de entre 13 y 15 años, participaron en un pretest, tratamiento y posttest, donde se grabaron producciones de palabras monosilábicas. El enfoque metodológico incluyó el análisis acústico de la aspiración mediante espectrogramas en el programa PRAAT. Los resultados sugieren que la herramienta digital contribuye a la mejora de la producción de la aspiración en estos fonemas y que además la incorporación de herramientas digitales promueve el desarrollo de habilidades de alfabetización digital como el trabajo autónomo.

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Published

28-12-2024

Issue

No. 157 (2024): Niñas, niños y adolescentes conectados: prácticas comunicativas, riesgos y mediaciones digitales en el sur global

Section

Monográfico 157. Niñas, niños y adolescentes conectados: prácticas comunicativas, riesgos y mediaciones digitales

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