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The Role of a Pronunciation LMOOCc in Higher Education Studies

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dc.contributor.authorEstebas Vilaplana, Eva
dc.contributor.authorSoláns García, Mariángel
dc.date.accessioned2024-12-10T17:47:52Z
dc.date.available2024-12-10T17:47:52Z
dc.date.issued2020-12-02
dc.descriptionThe registered version of this article, first published in Journal of Interactive Media in Education, is available online at the publisher's website: EDITOR, http://dx.doi.org/10.5334/jime.589
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Journal of Interactive Media in Education, está disponible en línea en el sitio web del editor: EDITOR, http://dx.doi.org/10.5334/jime.589
dc.description.abstractThis paper examines the creation and running of the Language MOOC (LMOOC) “The Acquisition of English Pronunciation through Songs and Literary Texts” (1st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics teaching and learning based on the stress and rhythmic patterns of literary and music forms. It was offered as voluntary, complementary material to the 640 students registered on the second-year compulsory course on English Pronunciation. The results of a final oral exam showed that the students who took the LMOOC did much better in their oral production than those who only worked with the regular course materials. The LMOOC allowed us to investigate a reversed methodology to phonetics teaching, from rhythmic patterns to sounds, which proved to be highly beneficial to the students of higher education programs with a relevant impact on their pronunciation competences and skills. These findings also suggested that using an implicit methodology to phonetics teaching based on poems and songs is a good complement to explicit learning.en
dc.description.versionversión publicada
dc.identifier.citationEstebas-Vilaplana, Eva; Soláns García, Mariángel. The Role of a Pronunciation LMOOCc in Higher Education Studies. Journal of Interactive Media in Education, Vol. 2020, Núm. 1, pp. 1-10 DOI: 10.5334/jime.589 URL http://dx.doi.org/10.5334/jime.589
dc.identifier.doihttp://dx.doi.org/10.5334/jime.589
dc.identifier.issn1365-893X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24801
dc.journal.issue1
dc.journal.titleJournal of Interactive Media in Education
dc.journal.volume2020
dc.language.isoen
dc.page.final10
dc.page.initial1
dc.publisherUbiquity Press
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject57 Lingüística
dc.subject55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filología
dc.subject.keywordsLMOOCen
dc.subject.keywordsenglish pronunciationen
dc.subject.keywordsdistance learningen
dc.subject.keywordsstress; rhythmen
dc.subject.keywordsenglish literatureen
dc.titleThe Role of a Pronunciation LMOOCc in Higher Education Studiesen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicatione3dac3fc-0be3-4639-bebf-75ef3d4de757
relation.isAuthorOfPublicationcf90661d-1912-41b2-982e-17069c89a6bd
relation.isAuthorOfPublication.latestForDiscoverye3dac3fc-0be3-4639-bebf-75ef3d4de757
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