Archivum, LXX (II), 2020, pp.

325-358

Developing speaking skills and learning

pronunciation with new technologies in the
French as a Foreign Language classroom
Mario Tomé Díez
Universidad de León
[email protected]

Recibido: 09/03/2020
Aceptado: 20/11/2020

ABSTRACT:
This study examines the role that new technologies, social media and telecollaborative
projects have played in the development of oral production skills, as well as in learning
and correction in pronunciation. During the period 2005 to 2015 several experiments
were conducted for this purpose as part of a French language course at the University
of León, Spain. We sought to examine the characteristics and modalities of different
oral productions from students, as well as ICT tools and teaching tasks which led to the
creation of audiovisual recordings published in several educational web environments
(weblogs, podcasts, social networks, education platforms). We looked also at the role
which students, tutors and teachers play in the correction of pronunciation, taking
into consideration the feedback strategies that have been observed in their interaction,
with the main focus on autocorrective feedback, such as in collaborative pronuncia-
tion tasks corrected by the students. We have also attempted to gauge the reactions of
students to the use of these tools, learning environments and pronunciation tasks, by
undertaking three surveys which focus on their pronunciation and ICT skills in the
context of French as a Foreign Language.
KEY WORDS: CALL, Computer-assisted pronunciation teaching, French as a For-
eign Language, feedback strategies.
326 Mario Tomé Díez A O L X X (I I )

Desarrollo de la competencia de producción oral y

aprendizaje de la pronunciación a través del
uso de las nuevas tecnologías en la clase
de Francés como Lengua Extranjera

RESUMEN:
Este estudio aborda el papel que las nuevas tecnologías, las redes sociales y los proyec-
tos de telecolaboración han desempeñado en el desarrollo de competencias de produc-
ción oral, así como en el aprendizaje y la corrección de la pronunciación. Durante el
período 2005 a 2015, se realizaron varios experimentos con este fin en el marco de un
curso de francés lengua extranjera en la Universidad de León, España. Se examinan las
características y modalidades de las diferentes producciones orales de los estudiantes,
así como las herramientas NTIC y las tareas pedagógicas que permitieron la creación
de grabaciones audiovisuales publicadas en varios entornos web educativos (weblogs,
podcasts, redes sociales, plataformas educativas). También observamos el papel que
juegan los estudiantes, tutores y profesores en la corrección de la pronunciación, te-
niendo en cuenta distintas estrategias de retroalimentación, atendiendo especialmente
al feedback autocorrectivo, así como en las tareas colaborativas de corrección de la pro-
nunciación. Asimismo, hemos intentado medir las reacciones de los estudiantes ante
estas herramientas, entornos de aprendizaje y tareas de pronunciación, mediante la
realización de tres encuestas que se centran en su pronunciación y competencias NTIC
en el contexto del Francés lengua extranjera.
PALABRAS CLAVE: CALL, enseñanza de la pronunciación asistida por ordenador,
Francés lengua extranjera, estrategias de retroalimentación.

1. Introduction
In the field of Computer-Assisted Language Learning
(CALL), most of the applications and research studies focus on
vocabulary, grammar or writing skills, while pronunciation and
oral skills are often neglected. This shows that the earlier trend
in the teaching of languages, in which pronunciation is rarely
mentioned in textbooks and classroom methods, continues. Such
a situation was understandable in the era of the printing and
literary culture, which prioritised the written aspect of language
learning over the oral. However, in recent years, various media
A O L X X (I I ) Developing speaking skills and learning pronunciation... 327

and technologies have been introduced into the classroom (tape,

radio, television, language laboratory), gradually standardizing
the use of the spoken word.
Today, information technology and communication (ICT) and
the Internet especially, are crucial in education, as demonstrated
by various national and international standards (UNESCO, 2008,
ISTE, 2007, 2008). Also, the European directives on the teaching
of languages (CEFR, 2001) highlight the importance of oral skills
in their new communication perspectives. Thus, it is increasingly
apparent and necessary that pronunciation forms a key aspect of
methods and practices for learning foreign languages.
Computer-assisted pronunciation teaching (CAPT), has a
broad horizon for exploration and the sharing of methods and
research with other disciplines, and its great potential as well as
its limitations must not be ignored, as indicated in the work of
Chun, 1989, 1998; Engwall, 2006; Hardison, 2004; Hincks, 2003;
Llisterri, 2007, Menzel et al., 2001; Molholt, 1988, Morris, 2005;
Neri et al., 2002, Pennington, 1999 , Pi-Hua, 2006 and Volle, 2005.
Whilst many of these studies are concerned with voice
recognition systems and technologies (ASR), computer programs
and software and virtual tutors or teachers, our experiments
address the potential of the current network (web 2.0) and ICT
in the classroom. When students, accompanied by a teacher, use
the resources, tools, tasks, interactions and communication, they
develop their oral skills (especially oral output) as well as their
consideration and practice of correct pronunciation.
Since 2001 we have been developing different educational
activities within the programme Campus Virtuel FLE, for learning
both in the classroom and at home, that forms part of the
research project FLENET (Français langue étrangère et Internet) at
the University of Leon (Spain). Taking into account the results
obtained, the aim of this paper is to consider the following
objectives:
328 Mario Tomé Díez A O L X X (I I )

- Identify tools and web environments that favour

students’ oral production in situations of real and collaborative
communication.
- Establish different types of pedagogical tasks that allow a
better development of these oral productions.
- Analyze the characteristics and patterns of oral productions
performed by students.
- Evaluate students’ reaction to the application of these tools,
environments and tasks.
- Explore the feedback strategies in relation to the students,
tutors and teachers, focusing particularly on autocorrective
feedback and collaborative practices to correct pronunciation.

2. Review of literature
The educational potential of ICT and the web are recognized
by many authors (For the teaching of languages, see Cameron,
1999; Chapelle, 2001; Fotos & Browne, 2004), but we believe that
the most important are those that highlight their communicative
and collaborative potential (Downes, 2005, 2007; Lamy &
Hampel, 2007; O’Hear, 2006, Siemens, 2008; Warschauer & Kern,
2000), as well as the interactive role within this context. We can
also provide guidance on integrating ICT in education, the ICT
Competency Standards for Teachers (UNESCO, 2008) and the
National educational technology standards for students and
for teachers (ISTE, 2007, 2008), especially in the following areas:
using class resources and digital tools or Web sites, participating
in education or virtual intercultural projects with other students
or teachers and developing communication and collaboration
between students and teachers in social networks and the wider
teaching community.
Several authors and directives (CEFR, 2001) have also stressed
the importance of task-based teaching of communication skills
(Nunan, 1989, 1991; Skehan, 1998) and of using different ICT
devices in the classroom or online (Oliver &. Herrington, 2001;
Pothier, 2003). Nunan (1989) defines the task as “piece of meaning-
A O L X X (I I ) Developing speaking skills and learning pronunciation... 329

focused work involving learners in comprehending, producing

and / or interacting in the target language.” It is also neccessary
to provide suggestions for the classification of learning tasks and
to search for the same kind of variety in their implementation of
ICT: De Lièvre, Depover & Quintin, 2002; Henri & Lundgren-
Cayrol , 1997; Tomé, 2006.
With regards to Computer-Assisted Pronunciation Training
(CAPT), it is necessary to highlight the research of Neri,
Cucchiarini, Strik & Boves (2002) on the three key factors:
input, output and feedback. It is also important to consider the
reflections of Engwall (2006) on the feedback received from the
teaching of pronunciation. We will also take into account, to a
greater or lesser extent, work which has addressed didactics
and correct pronunciation such as that of Celce-Murcia (2001),
Engwall & Bälter (2007), Morley (1991), Morris (2005), Murphy
(1991) or Pi-Hua (2006). The following aspects summarized
below are the confluence in our research:

- The importance of tailored and varied tasks and resources,

so that students are motivated to develop their oral skills.
- Both oral practice and tasks should take place within a
realistic communicative and collaborative context in which the
student feels comfortable and encouraged.
- The requirement that the student plays an active role in
order to achieve a balance between the development of their
written and oral skills.
- The student’s oral practice is essential in improving their
awareness of phonology and allows them to detect errors and
articulatory problems and therefore correct themselves.
- Feedback can be given in various forms, whether it be
from the teacher or guardian, other students or by the students
themselves (tasks and resources which allow students to correct
themselves) and distinctions can be made between different
types of feedback (explicit, implicit, elicitation, negotiation,
interaction).
330 Mario Tomé Díez A O L X X (I I )

- Interaction with other students, tutors or native speakers in

class or on the Web can motivate students to develop their oral
skills and feedback (peer feedback, Morris 2005).
- Communication is prioritised in the learning of the
pronunciation of a foreign language, more so than the acquisition
of a perfect accent and articulation. Particularly with regards
to beginner students we consider it essential to work with
the phonemes which cause major mistakes and articulatory
difficulties and to address a simple and non-regulatory vocalic
(Companys, 1981, Leon, 1964; Tomé, 1994; Wioland, 1991).
- The fundamental errors of Spanish students in FLE are linked
to both suprasegmental factors (rhythm and intonation in gener-
al) and segmental factors. Among this last group it is important to
highlight the vowels [y] / EO / and nasal vowels, the semivowels;
consonants [v], [z] [R] and the palatal fricatives that correspond
to the spelling “ch” and “j “(Duflot & Tomé, 2005); Tomé, 1994).

3. Research methodology
Students taking part in this research study are taught in
different areas of French as a foreign language (at either beginner
or advanced level) at the University of Leon. The central and
largest group (85%) belongs to the program level of beginner
or remedial learners, which from October to June have three
teaching hours per week: two in the computer room and one
in the traditional classroom. The textbooks used by this group
are Taxi 1! (Capelle & Menand, 2003) and Cahier de prononciation
française (Duflot & Tomé, 2005). In the first semester students
participate in an online telecollaborative project with the
University Stendhal - Grenoble 3 (France).
Our study is mainly based on a selection of oral productions
from FLE pupils who have been recorded in various digital media
(mp3, wave or wav files, podcasts or online audioblogs, video
sequences in flv or avi format) that can be found at website ORAL
FLE AUDIO Projet. The following parameters should be recorded
in transcripts and references: Title, number of students involved
A O L X X (I I ) Developing speaking skills and learning pronunciation... 331

(1A, 2A, 3A) whether the interaction takes place with the teacher
(A & P), a guardian or a native speaker (A & T), the level of
French: beginner (N1), intermediate (N2), advanced (N3), digital
media used: audio (A) or video (V); type of activity: Oral (PO) or
oral correction (CO), exercise (E) or task (T), form in which it is
placed on the web: learning platform (EP), education blog (BE),
social networking education (RE) or telecollaborative project (PT)
and finally, the year (Example: Title-2A-N1-A-PO-TBE-Year).
Three types of questionnaires were proposed to students in
FLE to evaluate their reactions to this type of training as well as
their perception of the skills acquired:

- Questionnaire: ICT competences (CCTIC).

- Questionnaire: FLE pronunciation skills (CCP).
- ICT and pronunciation (CFTICP); (see Appendix 2).

In the following chapters the tools and web environments that

have been used over the course of our research and pedagogical
investigation will be presented, as well as the different types of
tasks proposed to the students.

3.1. Web Environments and Tools

The training method with which we have developed
our research has been mainly face to face, with the teacher
accompanying the students in a computer room at the University
of Leon. Sometimes students have worked on their own at home,
usually to make audio recordings of the exercises in the textbook
Cahier de prononciation française (Duflot & Tomé, 2005).
Normally the ICT room was equipped with computers
provided with headphones and microphone, a high speed internet
connection and also occasionally, a webcam, a digital camcorder
or digital camera. The computers had all the hardware, software,
programs and web tools necessary for the development of the
proposed tasks: Moodle platform, web browsers, MS Word, Paint,
audio recorders, etc.
332 Mario Tomé Díez A O L X X (I I )

The students’ speech has been recorded with the programs

installed on the computer (Windows Sound Recorder or StepVoice
Recorder) or more often with online recorders of web-blogs
and social networks (Podomatic, Jamglue, AudioBoo, Evoca, Voki).
StepVoice Recorder is a simple program that is installed on your
computer that lets you easily record audio sequences of good
quality and in mp3 format, and which allows for a more dynamic
management of audio files to be sent or published on the website.
Podomatic is an online community for exchange of podcasts
with a blog platform that allows the free publication of written
messages with audio or video sequences. The student can send
their mp3 files and record their voice directly through the recorder
provided by the web site. Our experiments with ‘Podomatic’ have
focused on the creation of collective audioblogs for the class in
which the students and professor were participating, publishing
their work and speech. The recordings are available at Oral FLE
Audio Projet: Audio Blog FLE 2006, Audio Blog FLE 2007.
Jamglue is a social network for sharing and remixing
music. Its main feature is the creation and processing of sound
sequences in mp3 format as well as it’s web-friendly recorder.
As in other cases we have carried out a détournement of this tool
for educational purposes to teach FLE so that students can create
and record their speech as podcasts. To do this they should open
a free Jamglue space, they will therefore be able to organize their
recordings and then send the files to the Moodle platform or
create a Web link that leads the reader to where the audio can be
heard. Jamglue has been canceled and these oral productions are
available at Oral FLE Audio Projet: AudioBlogs Jamglue 2007-2009 -
ArchivesRedIRIS.
Chinswing is a website that allows you to create audio
conversations asynchronously as a forum for discussion but with
the voice of the participants. With the help of a microphone and
a web video recorder we can talk with others directly therefore
it has good potential for application in online linguistic projects
and exchanges that may be interested in the practice and
A O L X X (I I ) Developing speaking skills and learning pronunciation... 333

development of oral skills for the learning of a foreign language.

These recordings are available online at Chinswing – FLE Campus.
UStream TV is a community of live broadcasting video that
enables the retransmission of live video footage by simply
connecting a webcam to the PC, which allows television
broadcasts or webconferences. We have used this area of
audiovisual communication within the proposed online
communication (Projet Leon - Grenoble), and for the tasks of
the type of pronunciation dramatized into games, which we
filmed video clips of students “performing” scenes preparating
their work and correcting pronunciation. These recordings are
available at Oral FLE Audio Projet: Archives AUDIOVISUELLES -
Weblogs, podcast et réseaux.
Moodle is a learning platform that provides e-learning
courses and allows for the creation of learning communities on
the web. This CMS (content management system) has significant
communication features to create an environment of teaching and
learning online, and to encourage interaction between teachers
and guardians, students and educational resources or tasks. Our
experience in this learning environment can be summarized in
two directions:

1. FLE development courses for students who can not follow

the programs of attendance: completion of oral tasks at home.
2. Support exchanges of telecollaborative projects (Projet Leon
- Grenoble), which has been used especially the “Forum” which
allows a quick and convivial communication through sending
written messages (tasks, information, questions) or lower case
attachments (documents, images, audio or video recordings).
Our platform Moodle is hosted on the server of the University of
Leon in the Internet address that is listed in Appendix 1.

3.2. Teaching Tasks

In our goal to develop the oral skills and speech of FLE
students, we have always believed that tasks are a key factor, since
334 Mario Tomé Díez A O L X X (I I )

they create an environment which encourages communication

and cooperation, stimulate interaction and provoke speech
production (Engwall, 2006, Neri et al., 2002, Nunan, 1989).
The model for pedagogical tasks which we have usually
undertaken consists of the following:

- Web Resources (texts, websites, audiovisual materials).

- Audio or video sequences which enhance listening skills.
- Clear advice concerning speech or written work as well as
oral comprehension.
- Guidelines, information and tools to accompany and help
the student.

The following example, CybeRallye FLE: Le train se découvre,

summarizes all of these components. This audiovisual task
for speech enhancement is directed at students of beginner or
intermediate level, and can be carried out within a blog in class
or using the Moodle platform. The maximum time allowed for the
completion of the two sessions is about an hour each. Students
work with the teacher in the computer room or occasionally
independently outside of the classroom. The student’s work will
primarily consist of his/her oral work recorded in the form of an
MP3 attachment or a link to a podcast, accompanied by a text
with these answers and the link to the audio sequence. The work
may give way to a third sharing session or discussion in which
teachers and students examine the content produced, suggest
alternatives, and share the difficulties and discoveries that they
have made on correct pronunciation, (mainly suggested by the
teacher and sometimes among students).
A O L X X (I I ) Developing speaking skills and learning pronunciation... 335

                   CybeRallye  FLE:  Le  train  se  découvre    

Dans  la  Cité  des  Sciences  nous  allons  visiter  l'ʹexposition  virtuelle  Le  train  se  découvre.    
Suivons  les  étapes..    

                   CONSIGNE  :    

Etape  1:  D'ʹabord  nous  regarderons  le  plan  général  de  l'ʹexposition.    

Cliquez  sur  l'ʹimage  pour  voir  la  vidéo  et  répondez  aux  questions  suivantes:    
           -­‐‑  Où  devons-­‐‑nous  aller  pour  voir  les  photos?    
           -­‐‑  Où  se  trouve  le  plan  de  l'ʹexposition?    

Etape  2:  Ensuite  nous  allons  visiter  une  exposition  sur  le  train  dans  le  monde  de  la  peinture.    

Cliquez  sur  l'ʹimage  pour  écouter  la  présentation  des  tableaux:    

           Répondez  aux  questions  suivantes:    

           -­‐‑  Qui  est  l'ʹauteur  du  tableau  La  Gare  St.  Lazare?    
           -­‐‑  Quel  est  le  titre  du  tableau  de  Van  Gogh?    
           -­‐‑  Quelle  peinture  préférez-­‐‑vous  et  pourquoi?  

Etape  3:  Vous  devez  enregistrer  vos  réponses  avec  un  magnétophone  web  ou    
     logiciel  d’enregistrement.  

Etape  4:  Vous  pouvez  déposer  votre  travail  dans  l’espace  "ʺCommentaires"ʺ  ou  dans  votre  blog,
   en  téléchargeant  le  fichier  mp3  ou  en  indiquant  le  lien  audio  vers  votre  podcast.  

             Pistes  et  outils:  

-­‐‑  Testez  vos  connaissances  sur  le  train  en  cliquant  sur  la  rubrique  "ʺLe  train  en  Quizz"ʺ.    
-­‐‑  Cliquez  sur  les  liens  audio  pour  écouter  les  informations  sur  la  l'ʹexposition.  
-­‐‑  Consultez  les  rubriques  suivantes  pour  préparer  votre  enregistrement  audio:  
                   Articulation  des  sons  –  Phonétique  FLE  
                   Synthèse  vocale  en  ligne  
                   Jamglue  -­‐‑  Mode  d’emploi    

Without establishing at this point a comprehensive

Without   establishing at   this point   a comprehensive classification of   the proposed tasks, we can
classification of the
note the following tasks, proposed
all   available on thetasks, we can
web addresses note
given in thethe
final  following
chapter and in
tasks, all available on the web addresses given in the final chapter
previous publications (Tomé, 2006, 2007).

and in previous publications (Tomé, 2006, 2007).

- Listening comprehension exercises that allow the student to

correct themselves could be part of a task or teaching scenario.
They are often integrated into CybeRallye audio sequences (quête
336 Mario Tomé Díez A O L X X (I I )

au trésor, WebQuest, jeu de piste) that students must listen to or

put into writing: identification and discernment of phonemes
or words, dictation (usually created with a Java program or
a generator of exercises which allow self-correction such as
HotPotatoes and similar programs.
- Audio presentations and discussions. These are designed to
provide authentic communication and collaboration scenarios
(telecollaborative projects, participation in an educational social
network or blog) in which students must present themselves,
their city, region or university, through an audio or video
recording individually or in a dialogue with another student.
There are other alternatives such as tasks which require the pupil
to express, either individually or in a conversation, their personal
tastes or views on a famous person, book, film or website.
- Discoveries and intercultural exchanges. In these exploration
tasks or virtual journeys through the Internet, students must play
an active role and improve their intercultural and sociolinguistic
knowledge. Usually within a scénario pédagogique (CybeRallye)
the student discovers and comes into contact with different
aspects of the social and cultural life of another country (France):
works of art, museums, writers, artists, historical figures,
customs, etc. Resources and streaming media that accompany
this type of exercise are available on the web.
- Dramatizations and pronunciation games. These speaking
and comprehension tasks often include video sequences which
address the correction of a pronunciation error or articulatory
difficulty common for Spanish speakers. Students should con-
sider and apply these sequences to their own experience in order
to recreate or interpret them later in genuine situations where
correction is required amongst other students. They consist of
simulated dramatizations that can be recorded in the form of a
podcast or filmed with a webcam or digital camera to be pub-
lished later in a social network or blog in class. In recent years we
have used the UStream TV site for publishing these small dramas
in which students and amateur players alike interpreted the roles
A O L X X (I I ) Developing speaking skills and learning pronunciation... 337

of teacher or student in a scene giving examples of pronunciation

correction. There are other variants of the tasks in which pupils
play sounds or cries of animals or use onomatopoeia, poems or
songs to promote understanding and improved oral production
of certain phonemes or phonological oppositions in French.
- The search and analysis of ICT and web resources. Designed
for middle and advanced level students, these tasks seek to de-
velop their critical capacities, corresponding to the type of ex-
ploration work, critical analysis and problem solving collectively
proposed by Henri & Lundgren-Cayrol (1997). The student must
make an audio or video recording in which he/she presents and
analyzes a website, a blog, a podcast, a radio broadcast or a video
community like Dailymotion, Google Video or Youtube.
- Discoveries and practice exercises on social websites.
Students first discovered certain environments and tools
in the present social web, including blogs, wikis, social
networks, discussion forums or chat rooms (synchronous mode
conversation). They must register, open spaces and create their
own web of communication, collaboration and publishing.
Naturally the practice of oral skills is prioritised within these
tasks and sites which allow the user to create audio or video
content are suggested, especially social networks like AudioBoo,
Chinswing, Evoca, Jamglue, Ning, Podomatic, UStream TV or Voki.

3.3. Research Questions

As we can see, in the development of this research various
factors and important participants that are closely interrelated
come together: the web tools and environments, pedagogical
tasks and the people involved (students, tutors, teacher). Hence
the questions that have guided our study are:

1. What are the characteristics and trends in the speech

productions of students?
2. How have students reacted to the implementation of these
web tools and pedagogical tasks in the learning of pronunciation?
338 Mario Tomé Díez A O L X X (I I )

3. What role do the students, tutors and the teacher play in

the correction of pronunciation and what feedback strategies
have been observed in their interaction?

4. Results and discussion

4.1. Oral production of students
For our research a large variety of oral productions have
been chosen that work at both the level of the students and the
teaching tasks they had to enhance. Difficulties with articulation
and errors in pronunciation that are observed in most of the
recordings correspond with what we can view as typical errors
of Spanish speakers, which have been studied previously.
(Tomé 1994, 1995, 1997) the errors can be summarized as the
following: nasal vowels and [y], /OE/; semivowels yod [j] and
[ ]; consonants [v], [z], [ ], [ ], [R], and also different problems
associated with the rhythm and intonation of French.
We can distinguish the following methods of oral production,
taking into account the following key factors that characterize them:

- The type of online tool or environment used

- The type of task in which it is situated
- The type of interaction and context of communication
- The type of corrective feedback that is implied.

With regard to the tools and web environments used, there

are two fundamental types: A) productions that are solely audio,
performed with the help of digital recorders (software installed
on PCs such as StepVoice Recorder, or available on social networks
like Jamglue); B) audiovisual productions, which are comprised of
sequences filmed with a digital video camera or more frequently
with a webcam for the social networking network UStream TV.
We must also consider the area of web publishing or production
(blog, podcast, social network, teaching platform etc.) as it
may determine or generate different forms of communication,
interaction and collaboration.
A O L X X (I I ) Developing speaking skills and learning pronunciation... 339

Paying attention to the nature of the task in which the

characteristics of oral productions vary and showed the different
types of behavior (carrying out of listening and repetition
exercises and also reading texts and self-corrected dictation)
or communication and collaboration (audio presentations and
dialogues between students).
Through the type of interaction and context of communication
in which students are immersed we have obtained both individual
With regard to the tools and web environments used, there are two fundamental types: A)
productions that are solely audio, performed  with  the help  of digital recorders (software installed  
and
on PCs   group oral productions,
such as   StepVoice   Recorder, or availablethe latter
on social usually
networks between
like Jamglue); two
B) audiovisual
people, whether it be a tutor, teacher or another student. Also we
productions, which are   comprised of sequences filmed with a   digital video camera   or more  
frequently   with a webcam for the social networking   network   UStream TV. We must also consider  
have observed different patterns of interaction in terms of web
the  area  of  web  publishing  or  production  (blog,  podcast,  social  network,  teaching  platform  etc.)  as  it
environments,
may the type forms
determine  or generate  different of task and context
of communication, to a greater
interaction or lesser
and collaboration.

degree of authentic communication and collaboration.

Paying attention   to the nature of the task in   which   the characteristics of oral productions vary
Finally
we will focus
and  showed  the on types
different the ofdifferent
behavior (carrying typesoutofofcorrective feedback thatand  
listening and  repetition  exercises
we reading
also have observed incorrected  
texts and self-­‐‑ the oral production
dictation) of students
or communication   and discuss
and   collaboration   (audio
presentations and  dialogues between  students).
them in more depth in the next paragraph.
We willtype
Through  the comment on and transcribe
of interaction  and  context some of these examples
of communication  in  which  students to
are immersed  
we have obtained   both individual and   group   oral productions, the latter usually between two
get an idea of the different methods, characteristics and implicit
people, whether it be  a  tutor, teacher or another student. Also we  have  observed different  patterns
teaching
of interaction in strategies
terms of webthat they involve.
environments, the   type   ofThese
task andcan contextbetoseen onorthe
a   greater lesser
degree of authentic communication  and  collaboration. Finally we will focus on  the different types
web ORAL FLE AUDIO Projet.
of corrective  feedback that we  have  observed in the oral production  of students and  discuss them in  
GemmaDavidDaniUnileon
more depth  in  the next paragraph. (3A-N1-A-PO-TPT-2005). This
speech task, carried out by students Gemma, David and Dani
We will comment on and transcribe some of these examples to   get an idea   of the different
who are
methods, at beginner
characteristics level,
and implicit is anstrategies
teaching audiothat recording
they involve.that is part
These  can be  seenofonathe  
telecollaborative
web ORAL FLE AUDIO  Projet. project (Projet Leon - Grenoble: PLG) in 2005. For
this dialogue students from the University of Leon have used the
recorder installed on
GemmaDavidDaniUnileon their
(3A-­‐‑N computer
1-­‐‑A-­‐‑PO-­‐‑ TPT-­‐‑2005). This(StepVoice
speech   task, Recorder)
carried   outand the
by students
Gemma, David and Dani who are   at beginner level, is an audio recording that is part of a  
mp3 file has been uploaded onto one of the Moodle forums for the
telecollaborative   project   (Projet Leon -­‐‑ Grenoble: PLG) in   2005. For this dialogue students from the
tutor toofcheck.
University Leon  have used  the recorder installed  on  their computer (StepVoice  Recorder) and  the
mp3 file has been  uploaded  onto one of the Moodle forums for the tutor to check.

Gemma:  Je  m'ʹappelle  Gemma  et  je  vais  parler  de  notre  université.  Je  suis  une    
                       étudiante  de  Philologie  Anglaise  qui  est  dans  la  faculté  de  Philosophie  et  Lettres.    
David:  Je  m'ʹappelle  David.  Je  vais  à  la  Faculté  à  pied.  Mes  cours  sont  le  matin    
                     et  l'ʹaprès-­‐‑  midi.  
Dani:  Je  suis  Dani.  J'ʹaime  aller  à  la  cafeteria  du  campus  et  prendre  un  café  avec  
                   mes  amis.  Les  "ʺtapas"ʺ  et  le  jambon  de  León  sont  très  bons.  

TO5texteEsmeralda (1A-­‐‑N1-­‐‑V-­‐‑PO-­‐‑TRE-­‐‑2007). The   beginner level student Esmeralda has   been

recorded with a   webcam during the   preparation of an oral task (writing and reading of a   text)
proposed by  the tutor Ombika (University  of Grenoble) within a telecollaborative project (PLG) in
the  year 2007, which was uploaded onto  the social network  UStream TV and  the Moodle platform.
 340 Mario Tomé Díez A O L X X (I I )

TO5texteEsmeralda (1A-N1-V-PO-TRE-2007). The beginner lev-

el student Esmeralda has been recorded with a webcam during
the preparation of an oral task (writing and reading of a text) pro-
posed by the tutor Ombika (University of Grenoble) within a tel-
ecollaborative project (PLG) in the year 2007, which was uploaded
onto the social network UStream TV and the Moodle platform.

   Salut  Ombika,  je  vais  enregistrer  le  texte.  Monsieur,  la  dame  de  saumon  est  à  droite    
dans  votre  assiette.Le  riz  sauvage  est  au  milieu  de  votre  assiette.  Les  crevettes  sont  
à  gauche.  Finalement  le  cocktail  est  devant  votre  assiette.    
Mademoiselle,  le  verre  d'ʹeau  et  le  verre  de  vin  rouge  sont  devant  votre  assiette.  
La  bouteille  d'ʹeau  gazeuse  est  au  milieu  de  la  table  à  gauche.  La  brick  d’agneau  est  au  coin  
de  votre  assiette.  Finalement  la  fricassée  de  flèves  est  devant  vous  dans  votre  assiette.  
Pour  vous,  le  couteau  est  à  gauche  de  la  table.  L'ʹassiette  est  devant  vous  sur  la  table.  
Mademoiselle,  la  fourchette  est  à  gauche  de  votre  assiette.  La  corbeille  à  pain  est  au  
milieu  de  la  table  à  gauche.  Monsieur,  la  corbeille  à  pain  est  au  milieu  de  la  table.  

PaulaL4Ex2
PaulaL4Ex2 (1A-­‐‑N1-­‐‑A-­‐‑(1A-N1-A-PO-ERE-2013). Thisby speech
PO-­‐‑ERE-­‐‑2013). This speech exercise   created exercise
a   beginner level student,
Paula,  was  made  with  the  recording  device  on  the  social  network  website AudioBoo in  2013.  This  is  a
createdactivity
standard by aof  listening
beginner level student,
and repetition of  words andPaula,
phrases and was madetowith
is intended the
help students
recording
tackle   device
nasal vowels, whichon the one  
present social network
of the   most notable   difficultiesAudioBoo
website in 2013.
for Spanish speakers with
regards to both  listening and  speaking.  
This is a standard activity of listening and repetition of words
and phrases and is intended to help students tackle nasal vowels,
which present one of the most notable difficulties for Spanish
speakers with regards to both listening and speaking.

Cahier  de  prononciation  française  (Leçon  4  –  Exercice  2)  

Exemple  :  Don  
1. Brésilienne
2. Le  temps
3. Le  pain
4. J’ai  faim
5. Ils  viennent

4.2 proposed  to

We have Reactions of 3students
pupils types of questionnaires regarding  their language skills and  ICT, in  
order to assess their ideas and  views on  this type of innovative pilot training  (see Appendix 3). The
We have proposed to pupils 3 types of questionnaires
number of students who have participated  (with  the average age  of between 18  and 21  years) is as
regarding
follows: theirlevel),
128  (beginner language skills and15  (advanced
34  (intermediate  level), ICT, in order to assess
level). We  will theirthe  
now discuss
most significant results.
ideas and views on this type of innovative pilot training (see
The ICT   skills of students at the beginning of the course were adequate and   sufficient   to
participate  in this type  of experience. 95% showed knowledge  of the  basic web and electronic tools
(text editors, presentation programs, web browsers, multimedia   DVDs, games and virtual
environments, etc.). As far as means of communication, 95% said they had  used  e-­‐‑mail, Messenger
or  had  at  some  point  participated  in  a  chat  or  discussion  forum.  

By contrast, 95% said   they had   never participated   in   virtual learning environments, online
A O L X X (I I ) Developing speaking skills and learning pronunciation... 341

Appendix 3). The number of students who have participated

(with the average age of between 18 and 21 years) is as follows:
128 (beginner level), 34 (intermediate level), 15 (advanced level).
We will now discuss the most significant results.
The ICT skills of students at the beginning of the course were
adequate and sufficient to participate in this type of experience.
95% showed knowledge of the basic web and electronic tools
(text editors, presentation programs, web browsers, multimedia
DVDs, games and virtual environments, etc.). As far as means
of communication, 95% said they had used e-mail, Messenger
or had at some point participated in a chat or discussion forum.
By contrast, 95% said they had never participated in
virtual learning environments, online collaboration projects, or
educational social networks. With regard to the application of
digital resources and tools for learning a foreign language, 76%
said they had used websites, educational DVDs, and online
dictionaries and exercises in previous courses, but only 12% had
used an audio recorder in a teaching context. Finally, their legal
and ethical behavior with the use of information technology is
ambivalent and have therefore recognized to having occasionally
illegally acquired resources (songs, movies, software), 63%
claim to know how to cite documents and resources and use
ICT appropriately. Thus, new tools, resources and learning
environments that students have discovered for the first time
are different to those mentioned above, for example, online
collaboration projects, Moodle, Jamglue, UStream.TV, Podomatic,
Chinswing, etc.
In the questionnaire regarding pronunciation skills at the
beginning of the course (CCP), the consciousness of students
about their difficulties and articulation errors is primarily
reflected: 55% acknowledged having pronunciation problems
when it comes to communicating in French, compared with
45% who stated problems of grammar, syntax and vocabulary.
85% declared they had greatest difficulty in articulating sounds,
compared to 15% who struggled to understand or differentiate
342 Mario Tomé Díez A O L X X (I I )

sounds. 78% said that their difficulties with pronunciation are

related to vowels, consonants and semivowels, whereas 22%
said the issue lay with rhythm and intonation. Finally, 80%
considered that the development of their speaking skills was
most crucial, 18% thought writing skills were of most importance
and 2% focused on the acquisition of intercultural skills.
In the Final questionnaire: ICT and pronunciation (CFTICP),
56% of students recognized to have improved their skills and
knowledge of French in relation to aspects of pronunciation, while
44% believed to have improved in other areas (grammar, syntax,
vocabulary, culture, civilization). By means of which they have made
progress in pronunciation: 21% through the teacher of the help, 56%
from the help of tutors or native speakers, and 14% via the help
of other students. In relation with the correction of pronunciation,
44% considered it more useful to hear and repeat sounds, compared
to 56% who appreciate the assistance of another person (teacher,
mentor, partner). Finally, the methods that students prefer to correct
their own pronunciation would be: 50% for articulatory phonetics;
28% for listening repeating the sounds, 15% for the models and
games practiced in class, 7% for other methods.

4.3. The correction of pronunciation

In the learning and practice of a foreign language corrective
feedback of pronunciation is an essential element. Traditionally, it
has been the teacher who assumes the difficult task of correcting
pronunciation, but is usually overwhelmed by uncertainty of
the effectiveness of the methods used, as well as by the student’s
expectations that he will be able to resolve all their difficulties
and shortcomings. Unlike grammar or vocabulary, teaching
of pronunciation requires much effort and provides little
satisfaction, for it is often forgotten or relegated to the background.
Fortunately, new technologies can help, as with display systems
and voice recognition or the virtual tutors applied to the teaching
of languages, but also the students can be crucial when they are
actively involved, confident in their abilities and find a way to
A O L X X (I I ) Developing speaking skills and learning pronunciation... 343

correct their mistakes and improve for themselves. The following

examples of the correction of pronunciation try to show the central
role of the student and the importance of their collaboration for
the teaching and learning of pronunciation in their French classes.
Lyster & Ranta (1997) suggest that the teacher use the following
types of feedback when teaching a foreign language: explicit
correction, recast, repetition, clarification requests, metalinguistic
feedback and elicitation. Explicit correction (the teacher gives
the correct form and clearly indicates that what the student said
was incorrect) and recast (the teacher reformulates the student’s
utterance, removing the error) are very frequent and effective
and are perceived as a communicative confirmation rather than a
correction. However, clarification requests, metalinguistic feedback
and elicitation (the teacher encourages the student to provide the
correct pronunciation by open-ended questions or fill-in-the-gap
utterances) encourage motivation and the involvement of the
student in the development of independent correction (Engwall,
2006; Engwall & Baltes, 2007; Lyster & Ranta, 1997; Neri et al., 2002).
First question: What kind of feedback should be given?
Engwall & Balter (2007) give the following suggestions:

- “Feedback that is varied and of different types (recasts,

repetitions, elicitations, and explanations metalingustic).
- Feedback that is suitable for the exercise and the error.
- Feedback that involves the learner actively in monitoring
and pronunciation correction.
- Feedback that is explicit enough to be perceived, but limited
enough to not intrude on the exercise more than necessary”
(2007: 240).

For our research we have taken into account the different types
of feedback mentioned above, which have been implemented by
the teacher and tutors in different learning environments both
in class and outside of it (Projet Léon-Grenoble). However, we
particularly wanted to take into account the role of the student
344 Mario Tomé Díez A O L X X (I I )

with regards to autocorrective feedback as we believe that is a

determining factor in the development of the self-awareness and
the self-monitoring of a student, while at the same time being
crucial for the effective learning of pronunciation.
The following examples of corrective and collaborative
feedback show the centrality of the learner, their interaction and
creativity when faced with various authentic communication
situations thatweallow
For our research   the into
have taken   combination of new
account the different typestools, environments
of feedback   mentioned above,
which  have been  implemented by  the teacher and tutors in  different learning  environments both  in  
and tasks. Although the
class  and  outside  of  it  (Projet  Léon-­‐‑ following
Grenoble). commentswanted
However, we  particularly and totranscripts
take  into account
allow usthe  student
the  role  of to get an withidea
regardsof the different types
to autocorrective  feedback of feedback,
as we  believe  that their
is a  determining
factor in the   development of the   self-­‐‑awareness and the   self-­‐‑monitoring of a student, while at the
characteristics and the teaching strategies
same time being crucial  for the effective learning of  pronunciation.
implicit in them, it
is advisable to consult them in their audiovisual format (see
The   following examples of corrective   and collaborative   feedback show the   centrality of the  
Appendix 1) in order to understand their nature and significance.
learner, their interaction and creativity when faced with various authentic communication  
Sara:that  allow
situations corPron (A&P-1A-N1-A-CO-TBE-2006).
the combination of  new tools, environments and tasks.The Althoughnext task
the following
takes an audio recording made between the teacher and a
comments and transcripts allow us to get an idea   of the   different types of feedback, their
characteristics and the   teaching strategies implicit in   them,   it   is   advisable   to   consult   them   in   their
student
audiovisual atformat
beginner level,
(see Appendix 1) Sara,
in  order and is published
to understand  their naturein an educational
and  significance.
blog. After reading a text, the teacher focuses on correcting the
phoneme
Sara: corPron[y] or1A-­‐‑nasal
(A&P-­‐‑ vowels.
N1-­‐‑A-­‐‑CO-­‐‑ TBE-­‐‑2006). When
The   next faced with
task takes a difficulties
an audio recording made  
ofbetween
articulation
the teacher andthea student  at  beginner
teacher would level,propose
Sara, and is repetition
published in an of certain
educational  blog.
After reading a  text, the  teacher focuses on correcting the  phoneme  [y] or nasal vowels. When faced
syllables in order
with a difficulties to encourage
of articulation the  teacher would students to spelling
propose  repetition of certain their
syllablesown
in order
errors andstudents
to encourage provide a beneficial
to spelling their own errors articulatory context.
and provide  a  beneficial articulatory context.

Etudiante  :  Bon,  alors;  c’est  contre  le  mur    

Professeur  :  Attention,  répétez  :  mur.      
E.  :  mur      
P  :  mi,  mi,  mi,  mi  ;  mu,  mu,  mu,  mu.          
E.:  mi,  mi,  mi,  mi  ;  mu,  mu,  mu,  mu                
P  :  Continuez.        
E  :  Il  a  un  blouson.          
P  :  Attention.  La  nasale  A,  an.        
E  :  A,  an.        
P:  E,  in.        
E  :  E,  in.        
P  :  O,  on.      
E  :  O,  on.      
P  :  Ici,  nous  avons  la  voyelle  nasale:  E,  in.  
E  :  E,  in.      
P  :  un  livre.        
E  :  un  livre.    
P  :  E,  in.  Un  livre.    
E  :  E,  in.  Un  livre.  
P  :  D’accord,  très  bien.  

DaniElena: vache (2A-­‐‑N1-­‐‑A-­‐‑CP-­‐‑TBE-­‐‑2006). Beginner level students Daniel and Elena   created an
audio  recording  about correct pronunciation  between  two characters. This speaking task which  was
uploaded into  a class blog  (Podomatic -­‐‑ Audio Blog  FLE 2006) focuses on  the sound  /OE/ and  consists
A O L X X (I I ) Developing speaking skills and learning pronunciation... 345

DaniElena: vache (2A-N1-A-CP-TBE-2006). Beginner level

students Daniel and Elena created an audio recording about
correct pronunciation between two characters. This speaking
task which was uploaded into a class blog (Podomatic - Audio
Blog FLE 2006) focuses on the sound /OE/ and consists of a
dramatisation in a form of dialogue with words that contain the
sound. Thus a poetic game is created, which also includes the
cry of a cow (meuh!), in order to foster a correct pronunciation of
of a  dramatisation in  a  form  of  dialogue  with  words  that  contain  the  sound.  Thus  a  poetic  game  is
the sound, while also encouraging a greater effort in articulatory
created, which  also includes the cry of a cow (meuh!), in  order to foster a correct pronunciation  of
labialisation
the  sound, (arrondissement)
while  also in in
encouraging a  greater effort the pronunciation
articulatory of a soundin  
labialisation  (arrondissement)
which Spanish speakers often relax, confusing it with articulatory
the pronunciation   of a sound   which   Spanish   speakers often   relax, confusing it with   articulatory
variants  of  the  sound  /E/  (none  labialised  vowel).
variants of the sound /E/ (none labialised vowel).
Daniel:  Alors,  Elena,  répétez  s’il  vous  plaît:  Docteur,  mon  cœur  est  malade.  Un  cœur,  
       des  heures,  je  meurs  
Elena  :  Docteur,  mon  cœur  est  malade.  Un  cœur,  des  heures,  je  meurs    
D.:  Non,  non,  non,    avec  plus  d’effort  articulatoire,  s’il  vous  plaît  
E.:  Docteur,  mon  cœur  est  malade.  Un  cœur,  des  heures,  je  meurs    
D.:  Bien,  bien.  Comment  est-­‐‑ce  qu’elle  fait,  la  vache      
E.:    meuh,  meuh    
D.:  Très  bien,  très  bien.  

TODavidOlga (2A-N1-A-CO-TRE-2006). This audio recording

shows us two students at beginner level (David and Olga),
preparing a task published into a class blog. In this dialogue we
see a collaborative situation in which the student David proposes
the correction of the phoneme [z] with repetitions.

David  :  Ecoutez  et  répétez  les  mots  suivants  :  maison,  oiseau,  douze,  chaise.    
Olga  :    maison,  oiseau,  douze,  chaise.  La  maison  est  bleue.  La  maison  est  rose.  
D.  :  Attention,  corrigez:  maison,  rose.  
O.  :  maison,  rose,  douze,  chaise.    
D.  :  Plus  d’effort  articulatoire  :  maison,  rose,  douze,  chaise.        
O.  :  maison,  oiseau,  les  amis,  cerise.        
D.  :  Très  bien.  

LauraJuan_CPLecon5 (2A-N1-V-CO-TBE-2005). In the

recorded dialogue with UStream TV between students at beginner
level, Laura and Juan, we witness the reflections that they both
make about the pronunciation of the sounds [y] and “ch”, during

TODavidOlga (2A-­‐‑N1-­‐‑A-­‐‑CO-­‐‑TRE-­‐‑2006). This audio recording shows us two students at beginner

level   (David   and   Olga),   preparing   a   task   published   into   a   class blog. In   this dialogue we see a
collaborative situation  in  which  the student David  proposes the correction  of the phoneme [z] with  
repetitions.
 346 Mario Tomé Díez A O L X X (I I )

the preparation of a task for an educational blog (Campus Virtuel

FLE - Audio Video Blog ).

Juan:  C'ʹest  contre  le  mur,  sous  l'ʹaffiche.    

Laura:    mur.  
J.:  mur.        
L.:  mur.      
J.:  mur.  
L.:  affiche.    
J.:  affiche.    
L.:  affiche.  
J.:    affiche.    
L.:  le  chapeau.  
J.:  le  chapeau;  répétez:  chapeau.  
L.:  chapeau.  
J.:    Très  bien.  

Helena Helena
Blog (5A-­‐‑Blog (5A-N1-V-CO-TBE-2006).
N1-­‐‑V-­‐‑CO-­‐‑ The following
TBE-­‐‑2006). The  following video sequence  recorded video
by the  teacher with
sequence
a  digital recorded
camera  is based on an by the teacher
educational task thatwith a digitaltocamera
has the  intention share  blogsis basedby
published
the students (Audioblogs Etudiants Campus FLE).   Tow pupils of beginner level (Helena, Patricia, )
on an educational task that has the intention to share blogs
and two of intermediate  (Olga, Marta) took part, creating a  realistic situation in which the  student
published
Helena presents by the students
and displays her blog on (Audioblogs Etudiants
the   computer screen, Campus
while   other studentsFLE).
ask her
questions and suggest corrections.
Tow pupils of beginner level (Helena, Patricia, ) and two of
intermediate (Olga, Marta) took part, creating a realistic situation
in which the student Helena presents and displays her blog on
the computer screen, while other students ask her questions and
suggest corrections.

Helena:  Bonjour,  je  vais  vous  montrer  mon  blog.    

Olga:  Et  quelle  est  l’adresse  de  ton  blog  ?      
H.:  Regarde  le  blog  de  la  classe.    
Marta:    Tu  as  corrigé  le  texte?      
H.:  Non.  
M.:  Répétez  :  quelle  heure.  
Patricia:  quelle  heure.    
M.:  Non,  plus  d’effort  articulatoire:  quelle  heure.  
P.:  quelle  heure.  
M.:  C’est  bien.        
P.:  Helena,  tu  dois  corriger  l’orthographe  du  mot  «  vache  ».  Tu  as  oublié  un  «  e  ».    
H.:  Oui,  c’est  vrai,  merci.  

5.  Conclusion

Considering the   observations and results obtained over the   course   of our experiment we   can
highlight  the following aspects:

-­‐‑ A quantitative increase in   the oral production   of the pupils. Drawing on   our experience with  
teaching a group  of   25-­‐‑30 students, we found  that in  the traditional classroom and  during one hour
A O L X X (I I ) Developing speaking skills and learning pronunciation... 347

5. Conclusion
Considering the observations and results obtained over the
course of our experiment we can highlight the following aspects:

- A quantitative increase in the oral production of the pupils.

Drawing on our experience with teaching a group of 25-30
students, we found that in the traditional classroom and during
one hour of class each student speaks for approximately 4 minutes
on average (questions or answers, exercises, reading texts) while
in the computer room their speeches can vary between 15 and 30
minutes, depending on the proposed tasks.
- Students prefer real communication situations, as happens in
exchanges carried out in types of telecollaborative project (Projet
Leon-Grenoble), as well as the use of web resources, tools and
environments they are familiar with to facilitate communication
and collaboration.
- For the joint development of both language and ICT
skills, we have seen the implementation of students’ creativity
(participation in social networks, creating blogs and podcasts),
and also their discovery and understanding of the educational
role of the Web and ICT, especially in relation to their ability
communicate and collaborate.
- It also be noted that some social networks have disappeared
(Chinswing, Evoca, Jamglue) but they could be replaced by new
websites with similar characteristics.
- With regard to the learning and correction of pronunciation
we have based our research on the proposed production of oral
communication tasks with the aim that the students will speak in
class and will be able to balance the development of their written
and oral skills. We have tried a variety of methods and tools to
encourage the practice of pronunciation, and most importantly,
practice the correction of pronunciation. As studies such as
Engwall (2006) and Neri et al. (2002) reflect on the feedback
in the teaching and learning of pronunciation, we believe that
the difficulties and uncertainties in this field (when and how
348 Mario Tomé Díez A O L X X (I I )

to correct, various types of feedback, status and motivation of

the student) should be overcome with a proper combination
between resources, tasks, teachers and students. The feedback
is also essential for active involvement and creativity to develop
the ability for self-correction, as this article shows.
- The teacher plays a decisive role as an intermediary between
resources, tasks and students, accompanying the teaching
process and acting as a coach of corrective feedback. In these
technological contexts, the teacher’s role is to be a pronunciation
coach for the student, shifting from dependent (teacher led and
assessed) to independent (self-monitoring) practice. With this
method, the teacher can provide diagnostic analysis, choose and
prioritize features with maximal impact, provide pronunciation
models, develop a set of instruction formats and exercises and
give cues and suggestions for modifications. The teacher can
also promote the independence of the students by encouraging
them towards self-awareness and self-monitoring. He gives
suggestions on how the students can observe their own speech
and practice the self-correction.

Appendixes
Appendix 1. Websites cited in this study
Projet León – Grenoble http://flenet.rediris.es/projetLG/
webProjetLG05.htm
Oral FLE Audio Projet http://flenet.rediris.es/OralFLEprojet/
index.htm
Campus - UStream TV http://www.ustream.tv/campus
Campus FLE Ning http://campusfle.ning.com/
Plataforma Moodle Departamento Filología Moderna
(Universidad de León)
http://www3.unileon.es/dp/dfm/moodle/
Activités pédagogiques FLE http://flenet.rediris.es/
actipedago.html
Typologie des activités dans les blogs http://flenet.rediris.es/
blog/typactiblogs.html
A O L X X (I I ) Developing speaking skills and learning pronunciation... 349

Campus Virtuel FLE - Audio Vidéo Blog http://www3.unileon.

es/personal/wwdfmmtd/blogFLE/
Audio Blog FLE 2006 - Podomatic http://campus6.podomatic.
com/
Audio Blog FLE 2007- Podomatic http://campus7.podomatic.
com/
AudioBlogs Jamglue 2008 http://flenet.rediris.es/blog/actiblog4.
html#Jamglue08
AudioBlogs Jamglue 2007 http://flenet.rediris.es/blog/actiblog4.
html#Jamglue07
AudioBlogs Etudiants Campus FLE http://flenet.rediris.es/blog/
actiblog4.html#EtuBlogsAudio
Chinswing - FLE Campus
http://www.chinswing.com/pages/discussion.
aspx?id=69bc2b25-91ac-4fc1-afd9-fe68b9cee53d

Dailymotion http://www.dailymotion.com/
HotPotatoes http://hotpot.uvic.ca/
Ning http://www.ning.com/
Podomatic http://www.podomatic.com/
StepVoice Recorder http://www.stepvoice.com/
Voki http://www.voki.com/
Youtube http://www.youtube.com/

Appendix 2. Questionnaires
QUESTIONNAIRE: ICT COMPETENCES (CCTIC)
Application of the standards of ICT for students - International
Society for Technology in Education (ISTE), 2007

1. Digital tools or websites used:

a. Text editor, photos or videos (MSWord, Paint, web editor,
blog, etc.).
b. Presentation programs (PowerPoint, SlideShare, web
page, etc.).
350 Mario Tomé Díez A O L X X (I I )

2. Virtual navigation:
a. Web browsers (Mozilla, Explorer, Chrome, etc.).
b. DVD multimedia, digital books, games, virtual
environments and any others.

3. Use and evaluation of resources, digital tools and the

Internet:
a. Databases, libraries, magazines, websites, dictionaries,
Wikipedia.
b. Critical view on a search engine (Google, Yahoo, Ask,
search audio or video).
c. Criteria for evaluating the credibility or validity of the
content of a website.

4. Websites and media used:

a. E-mail.
b. Messenger, discussion forum, chat and any others.
c. Social network (Facebook, MySpace, Tuenti, Twitter,
Youtube, Fotolog, etc.).

5. Participation in educational or virtual collaborative projects:

a. Teaching platform or training outside of the classroom.
b. Telecollaboration project with other students or another
school.
c. Educational social networks.

6. Application of digital tools/resources in learning a foreign

language:
a. Use of audio recording (MP3, Windows or Web recorder).
b. Classroom activities (exercises, specialized web, DVD,
dictionaries, tasks, etc.).
c. Independently (courses, DVD, online exercises,
dictionaries, etc.).
d. Projects or exchanges with foreign students.
A O L X X (I I ) Developing speaking skills and learning pronunciation... 351

7. Legal and ethical behaviour in the use of information and

technology:
a. Legal acquisition of resources and tools.
b. Citation and use of texts, documents and resources in an
appropriate manner.

QUESTIONNAIRE: FLE PRONUNCIATION SKILLS

(CCP)

1. My greatest difficulties when communicating in French

are:
a. Problems with pronunciation.
b. Problems of language (grammar, syntax, vocabulary).

2. My greatest difficulties with French sounds are :

a. The understanding of, and differentiation between
phonemes.
b. The correct pronunciation and articulation of phonemes.

3. I am aware of my difficulties of pronunciation:

a. I have some problems with certain vowels or consonants.
b. I have problems of articulation with certain sounds.
c. I have problems related to rhythm and intonation.

4. You think that your classmates or a native French speaker

would understand your pronunciation:
a. Absolutely.
b. Partly.
c. Not really.

5. I apply certain techniques to correct my difficulties with

pronunciation:
a. Listen and repeat sounds or words.
b. Use the different methods to correct myself.
c. I do not know.
352 Mario Tomé Díez A O L X X (I I )

6. My experience in the practice of pronunciation correction

include:
a. Exercises and correction given by the teacher in class.
b. Activities in the language lab.
c. Use of digital resources or the internet (courses, DVD,
online exercises, etc.).
d. Correction practices with classmates or native French
speakers.

7. I consider that in my learning of French the most important

goal is:
a. To acquire good understanding and speaking skills.
b. To acquire writing skills.
c. To acquire grammatical, lexical or cultural understanding.

FINAL QUESTIONNAIRE: ICT AND PRONUNCIATION

(CFTICP)
1. Indicate which tools, resources and ICT technology you
have discovered this year:
a. New ICT tools and resources.
b. New tasks and technologies.

2. What activities have motivated you in the computer room?

a. Listening and recording oral sequences.
b. Participating in a blog or social network.
c. Participate in the project Leon - Grenoble.

3. How did you find the proposed tasks?

•easy •appropriate to your level •difficult •other

4. How have you preferred to carry out the tasks?

•Individually •In a group • With the help of the teacher
•With the help of a tutor
A O L X X (I I ) Developing speaking skills and learning pronunciation... 353

5. Have you improved your skills and knowledge of French

in the following areas?
a. Pronunciation (a lot - little - not at all).
b. Grammar, syntax and vocabulary (a lot - little - not at all).
c. Interculturally (a lot - little - not at all).

6. What kind of task have aided your progress most with

regards to your pronunciation?
a. Techniques and assistance from the teacher.
b. Techniques and assistance from tutors or Erasmus
students.
c. Techniques and assistance from other students.
d. Techniques and assistance gained from ICT.

7. What you find most useful when correcting your

pronunciation ?
a. Listening and repeating sounds or words frequently.
b. The help of another person (student, tutor, native speaker,
teacher).
c. Participating more by talking and making recordings.

8. What methods will you continue to use in future to correct

your own pronunciation?
a. Greater articulatory effort (lips, vocal cords, nasal cavity).
b. Models and games used in class (noise, onomatopoeia,
rhyme).
c. Listening and repetition of difficult sounds.
d. Other

9. What memorable moments in the correction of

pronunciation do you remember from the course?
a. Videos, songs and games.
b. Recordings with fellow students and/or Erasmus
students.
354 Mario Tomé Díez A O L X X (I I )

10. What do you think of your experience with ICT course?

Will you continue it next year?
• Yes • No
• Three adjectives to describe it:

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