Data Collection Procedure

Researchers collected quantitative data at the end of the study. All 25 minutes. For the qualitative phase, the researchers administered a questionnaire at the end of the study and took notes to document the

Data Analysis and Processing

Researchers coded raw quantitative data on an Excel spreadsheet. Processed information was then transferred to the SPSS pro- the scale. In the second analysis, they generated frequencies and de- pronunciation sheets, video tutorials, English songs, electronic dictionaries, plus two other unexpected categories that emerged from the learning experiences.

Results

1. Could these three types of resources, printed, audiovisual and electronic, be useful for pre-service English teachers? Findings are detailed below: about English pronunciation

2 These three types of resources motivated the teaching of English pronunciation

These three types of resources complemented the teacher's instruction

These three types of resources helped you perform pronunciation activities in less time

5 These three types of resources helped you solve pronunciation problems

These three types of resources contributed to increasing the quality of education

These three types of resources helped you consolidate knowledge on pronunciation

These three types of resources encouraged the development of other learning experiences agreed’ that these resources were useful for the teaching and learning of - three types of resources are useful for pre-service teachers. However, to obtain more precise information, researchers administered a questionnaire to answer another research question, which is detailed below:

2. answer this question, the responses to a questionnaire were analyzed and organized according to the type and purpose of the resource. Findings are detailed below:

Findings revealed that video tutorials played a fundamental role in- context. Electronic dictionaries only stood out in two aspects: Prob-though the role of the teacher as a resource was not being explored, he also contributed to increasing the educational quality in the classroom and the whiteboard. To determine how exactly these resources were useful, another research question was derived. Findings are described below:

3. How exactly were these resources useful to these pre-service teachers? To answer this question, responses from the questionnaire were analyzed again. Excerpts are presented by categories: pronounce dif-takes related to word stress. native teachersation practice.” new searches for information related to unknown linguistic terms searches for short conversations, grammar, and vocabulary to continue learning and practicing outside the classroom.” and precise explanations on the pronunciation of complex words;sessions more interesting.” the participants received information on the segmental and suread paragraphs and dialogues faster and with the right intonation; reduce the delivery time of the communicative activAmerican, British and Australian accents.”

5. Problem Solving. The resources which contributed to prob-nounce consonants /th/, /dz/, /sh/, /z/, /s/, /b/, /v/; vowels and diphthongs; minimal pairs, ship-sheep, full-fool, lick-leak; the /r/ in the words urgent, occur, girl, world; the /ed/ of regular verbs in past. On the other hand, by watching videos, it was correct pronunciation errors, such as the rolling /r/ and learn that that consonant /r/ requires a special curvature of the tongue; /th/ requires to place the tongue between the upper ent levels of friction.” he knew the subject, answered all the questions; was prepared to help everyone; integrated all the contents and resources to explain the classes; was dynamic; made learning more attractive to students; promoted collaborative work to achieve the goals; explained in detail the use of instructional resources.”

I did not pronounce like that; I was taught that word differently; what kind of English is that person speaking?” They also watched videos after class, took notes of the most relevant parts, and used this information to discuss in an online forum. On the other hand, the textbook, despite being a traditional resource,

EFL research series for teachers: Pedagogical Innovations facilitated by ICT in the classroom to take notes; underline new words that later were looked up in online dictionaries; or as a source of information for discussion in the forums.” structures, culture, and technology management.

Discussion

People studying to become teachers of English should be aware of the educational resources that will be part of their teaching profession. They should also know how to use them to improve their pronunciation and support their explanations in class. This was evidenced when tronic dictionaries, on the other hand, contributed to problem-solving songs, pronunciation cards and the board did not stand out in any of these aspects.

Regarding which resource was the most useful in this context, repurpose, that same resource became irrelevant in another category.

This evidence of performance obtained from the use of videos partially coincides with the results obtained in ESL and EFL contexts in Costa Rica and in China, where these elements integrated with images and words provided opportunities to understand pronunciationto consult the meaning of English words, examine phonetic symbols, and listen to American and British pronunciations. These results coincide with those obtained in an EFL context in Slovakia, where monolingual dictionaries were used quite frequently to verify the pronunciation of words through the reading of phonetic symbols and repeated explicit instructional procedures integrated with resources, raised the Turkey where explicit pronunciation instruction generated positive atway to take notes, underline new words, or as a source of consultation for discussion in the forums. It contained tangible and accessible inStates, where participants in an ELT context expressed preferences

On the other hand, English songs in this ELT context were irrelevant or raising the quality of education. They slightly motivated the learn-key, and Spain, where songs, phonetic transcription, and minimal pairs helped participants to improve pronunciation, intonation, vocabulary achieve a more precise pronunciation in words, sentences, and clausboard as a resource in this context was not being explored. This category emerged from the analysis of data.

Conclusions

Explicit instruction is still necessary for ELT contexts to address complex learning elements, especially those related to phonetics and phonology. Although some resources used in other learning contexts, such as English songs, minimal pairs, and phonetic transcription, served to improve pronunciation, acquire vocabulary, and grammar, in an ELT con- clarify doubts, motivate learning, support instruction, and carry out tasks. phonetic and phonological topics with images and sounds. Electronic dictionaries ranked second as they contributed to problem solving and the development of other learning experiences. The class instructor, considered as a human resource, raised the quality of teaching in the classroom and ranked third. The textbook, a traditional and frequent material used in most classrooms, ranked fourth and served to consolidate knowledge. The - of teaching pronunciation at a higher level and in the selection of materiEnglish teachers in this context require other types of resources to improve their educational practices, improve their pronunciation, and address the phonetic-phonological aspects of the English language.

Recommendations

First, it is essential to use a larger sample of participants to generalize the results and implement a longer intervention time. Second, it is necessary to use a control group to contrast the results. Third, the demographics of the participants should be considered to make correlations of gender or age between the variables. Third, it is necessary to explore the use of pronunciation software, web 2.0 applications, and other electronic resources to contrast the results of this study.

Limitations of the Study

a public university. The study only lasted six months. The study setup was limited to the university campus. A control group was not used bestudents shared machines or used their personal phones. The internet of electronic or interactive resources in this study.

Ethical Considerations

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classrooms? International Journal of Contemporary Educational Researchprehensive schools. Techne serien - gagement. Language Learning & Technology- tations of the Same Representational Structures? Review of Philosophy and Psychology materials and tasks on students’ communicative competence at a Colombian language school.glish students. Literatura y Linguística

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Participatory Action Research: Theory and Methods for Engaged Inquiry. Routledge.

Mixed methods research. Sage Publication.

EFL research series for teachers: Pedagogical Innovations facilitated by ICT in the classroom tions and awareness of the pronunciation skill, and their attitudes towards its instruction. Novitas-ROYAL (Research on Youth and Language) - struction: The impact of professional development and directive instructional coaching model. Australian Journal of Teacher Education

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Ecuadorian in-service English Teacher Standards