أطراس
Volume 7, Numéro 1, Pages 102-117
2026-01-15
Pronunciation Syllabi In Algerian Higher Education Institutions: The Need For Implementing Ict-focused Frameworks
Authors : Dahia Hadil . Alouache Amel .
Abstract
The present research paper revolves around investigating the common teaching practices of pronunciation at university level in the Algerian context and the potential of implementing digital tools and information and communication technologies (ICTs) to address the issues that English as Foreign Language (EFL) students and teachers usually face. The paper focuses on previous syllabi analyses carried out by teacher-researchers from different Algerian higher educational institutions who investigated the logistics of traditional pronunciation teaching, the challenges encountered by students, and the potential benefits of incorporating digital tools and ICTs. Ten (N=10) studies that met the inclusion criteria were reviewed and analysed to find themes and patterns that met the research objectives. The results suggest that the traditional teaching practices fall short in meeting the set objectives of the module and in providing students with necessary pronunciation skills. Based on the findings, this study proposes the implementation of digital tools to enhance methods of instruction, provide opportunities for practice and engagement, and improve students’ pronunciation. This study enriches the literature on this topic and highlights the potential of digital tools and ICTs.
Keywords
Algerian Higher Education ; Digital tools ; Information and Communication Technologies ; Pronunciation skills ; Pronunciation teaching ; Syllabus analysis
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