pág. 5379
USE OF VOICE RECORDINGS IN THE
IMPROVEMENT OF PRONUNCIATION
USO DE GRABACIONES DE VOZ EN LA MEJORA DE LA
PRONUNCIACIÓN
Evelyn Tatiana Loor Bailón
Universidad Laica Eloy Alfaro de Manabí
Luis Miguel Romero Zambrano
Universidad Laica Eloy Alfaro de Manabí
Daniela Marisol Nevárez Rosado
Universidad Laica Eloy Alfaro de Manabí
María Maricela Nevárez Zambrano
Ministerio de Educación del Ecuador
Mayra Auxiliadora Moreira Acosta.
Ministerio de Educación del Ecuador
pág. 5380
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16226
Use of voice recordings in the improvement of pronunciation
Evelyn Tatiana Loor Bailón1
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí
Ecuador
ABSTRACT
Pronunciation is an important component of the oral skills necessary for effective communication in a
second language. The present study aims to determine how the use of voice recordings to improve
pronunciation among English learners in a public secondary school in Canton Pichincha, Province of
Manabí. This study was carried out through a mixed methodology, combining qualitative and qualitative
approaches. The study sample was 30 second-year high school students who attended regularly during the
period 2023-2024 and four English teachers. The research instruments included a Pre-Test and Post-test,
based on a rubric and an interview. Quantitative data analysis was conducted through the IBM SPSS
statistical platform, applying the Wilcoxon test. The most significant results indicate improvements in the
pronunciation of English learners after the educational intervention using voice recordings through
WhatsApp. These improvements were reflected in participants’ knowledge, perceptions, and motivation to
use voice recordings. Furthermore, it concludes that the incorporation of voice recordings in the practice of
English classes positively influences the pronunciation of English students, leading to a reduction in the
number of errors made in each session. The study contributes to future research related to the use of
technological tools to improve students’ pronunciation.
Key words: voice recordings, pronunciation, speaking skills, students, english language
1 Autor principal
Correspondencia: evelyn.loor@pg.uleam.edu.ec
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16226
Use of voice recordings in the improvement of pronunciation
Evelyn Tatiana Loor Bailón1
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí
Ecuador
ABSTRACT
Pronunciation is an important component of the oral skills necessary for effective communication in a
second language. The present study aims to determine how the use of voice recordings to improve
pronunciation among English learners in a public secondary school in Canton Pichincha, Province of
Manabí. This study was carried out through a mixed methodology, combining qualitative and qualitative
approaches. The study sample was 30 second-year high school students who attended regularly during the
period 2023-2024 and four English teachers. The research instruments included a Pre-Test and Post-test,
based on a rubric and an interview. Quantitative data analysis was conducted through the IBM SPSS
statistical platform, applying the Wilcoxon test. The most significant results indicate improvements in the
pronunciation of English learners after the educational intervention using voice recordings through
WhatsApp. These improvements were reflected in participants’ knowledge, perceptions, and motivation to
use voice recordings. Furthermore, it concludes that the incorporation of voice recordings in the practice of
English classes positively influences the pronunciation of English students, leading to a reduction in the
number of errors made in each session. The study contributes to future research related to the use of
technological tools to improve students’ pronunciation.
Key words: voice recordings, pronunciation, speaking skills, students, english language
1 Autor principal
Correspondencia: evelyn.loor@pg.uleam.edu.ec
pág. 5381
Uso de grabaciones de voz en la mejora de la pronunciación
RESUMEN
La pronunciación es un componente importante de las habilidades orales necesarias para tener una
comunicación eficaz en un segundo idioma. El presente estudio tiene como objetivo determinar cómo se
utiliza el uso de grabaciones de voz para mejorar la pronunciación entre estudiantes de inglés en una
escuela secundaria pública del Cantón Pichincha, Provincia de Manabí. Este estudio se realizó mediante
una metodología mixta, incorporando enfoques cualitativos y mixtos. La muestra de estudio fue de 30
estudiantes de segundo año de secundaria que asistieron regularmente durante el periodo 2023-2024 y
cuatro profesores de inglés. Los instrumentos de investigación incluyeron un Pre-Test y Post-test,
basados en una rúbrica y una entrevista. El análisis cuantitativo de los datos se realizó a través de la
plataforma estadística IBM SPSS, aplicando la prueba de Wilcoxon. Los resultados más significativos
indican mejoras en la pronunciación de los estudiantes de inglés después de la intervención educativa
utilizando grabaciones de voz a través de WhatsApp. Estas mejoras se reflejaron en el conocimiento, las
percepciones y la motivación de los participantes para utilizar grabaciones de voz. Además, se concluye
que la incorporación de grabaciones de voz en la práctica de las clases de inglés influye positivamente
en la pronunciación de los estudiantes de inglés, propiciando una reducción en el número de errores
cometidos en cada sesión. El estudio contribuye a futuras investigaciones relacionadas con el uso de
herramientas tecnológicas para mejorar la pronunciación de los estudiantes.
Palabras clave: grabaciones de voz, pronunciación, habilidades de habla, estudiantes, idioma inglés
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 enero 2025
Uso de grabaciones de voz en la mejora de la pronunciación
RESUMEN
La pronunciación es un componente importante de las habilidades orales necesarias para tener una
comunicación eficaz en un segundo idioma. El presente estudio tiene como objetivo determinar cómo se
utiliza el uso de grabaciones de voz para mejorar la pronunciación entre estudiantes de inglés en una
escuela secundaria pública del Cantón Pichincha, Provincia de Manabí. Este estudio se realizó mediante
una metodología mixta, incorporando enfoques cualitativos y mixtos. La muestra de estudio fue de 30
estudiantes de segundo año de secundaria que asistieron regularmente durante el periodo 2023-2024 y
cuatro profesores de inglés. Los instrumentos de investigación incluyeron un Pre-Test y Post-test,
basados en una rúbrica y una entrevista. El análisis cuantitativo de los datos se realizó a través de la
plataforma estadística IBM SPSS, aplicando la prueba de Wilcoxon. Los resultados más significativos
indican mejoras en la pronunciación de los estudiantes de inglés después de la intervención educativa
utilizando grabaciones de voz a través de WhatsApp. Estas mejoras se reflejaron en el conocimiento, las
percepciones y la motivación de los participantes para utilizar grabaciones de voz. Además, se concluye
que la incorporación de grabaciones de voz en la práctica de las clases de inglés influye positivamente
en la pronunciación de los estudiantes de inglés, propiciando una reducción en el número de errores
cometidos en cada sesión. El estudio contribuye a futuras investigaciones relacionadas con el uso de
herramientas tecnológicas para mejorar la pronunciación de los estudiantes.
Palabras clave: grabaciones de voz, pronunciación, habilidades de habla, estudiantes, idioma inglés
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 enero 2025
pág. 5382
INTRODUCTION
Pronunciation plays an important role in effective communication, cultural understanding, and building
authentic connections with native speakers (Kissova, 2019). It is the way in which words are spoken, and
it facilitates the conveyance of meaning from one person to another. Accurate pronunciation is essential for
successful communication, as it can prevent misunderstanding and confusion. Poor pronunciation can
hinder an individual’s ability to express themselves clearly and effectively, leading to frustration and
miscommunication.
Students at a public school in Pichincha Canton have a limited participation in speaking activities, it can be
one of the reasons students have a weak performance in pronunciation and the ideas sometimes are not
totally clear.
Improving pronunciation can be challenging, particularly for individuals learning a new language (Abdul
& Mahmood, 2021). Common challenges include difficulty in producing certain sounds, incorrect
intonation patterns, and inappropriate stress placement. These challenges can lead to a lack of confidence
in speaking and a reluctance to engage in conversation. However, the benefits of improving pronunciation
are numerous, such as increased confidence in speaking, enhanced ability to communicate effectively,
greater cultural understanding and sensitivity, increased employability and career opportunities by
addressing these challenges and improving pronunciation, individuals can experience these benefits and
become more proficient in their language learning.
This study takes as reference the research carried out by Maldonado and Dack (2024), providing solid
evidence on the effectiveness of voice recording technology in improving pronunciation and oral
expression skills in high school students. Maldonado and Dack used a mixed methodology with
qualitative and quantitative approaches and as application instruments in pre- and post-tests and an open
questionnaire. The results showed that voice recordings significantly improve communication skills,
making learning more meaningful (Maldonado & Dack, 2024).
The present research uses a mixed approach implementing qualitative and quantitative approaches. The
participants are made up of 30 second-year high school students who attended regularly during the 2023-
2024 period. The research instruments used include a Pre-Test and a Post-Test focused on pronunciation,
INTRODUCTION
Pronunciation plays an important role in effective communication, cultural understanding, and building
authentic connections with native speakers (Kissova, 2019). It is the way in which words are spoken, and
it facilitates the conveyance of meaning from one person to another. Accurate pronunciation is essential for
successful communication, as it can prevent misunderstanding and confusion. Poor pronunciation can
hinder an individual’s ability to express themselves clearly and effectively, leading to frustration and
miscommunication.
Students at a public school in Pichincha Canton have a limited participation in speaking activities, it can be
one of the reasons students have a weak performance in pronunciation and the ideas sometimes are not
totally clear.
Improving pronunciation can be challenging, particularly for individuals learning a new language (Abdul
& Mahmood, 2021). Common challenges include difficulty in producing certain sounds, incorrect
intonation patterns, and inappropriate stress placement. These challenges can lead to a lack of confidence
in speaking and a reluctance to engage in conversation. However, the benefits of improving pronunciation
are numerous, such as increased confidence in speaking, enhanced ability to communicate effectively,
greater cultural understanding and sensitivity, increased employability and career opportunities by
addressing these challenges and improving pronunciation, individuals can experience these benefits and
become more proficient in their language learning.
This study takes as reference the research carried out by Maldonado and Dack (2024), providing solid
evidence on the effectiveness of voice recording technology in improving pronunciation and oral
expression skills in high school students. Maldonado and Dack used a mixed methodology with
qualitative and quantitative approaches and as application instruments in pre- and post-tests and an open
questionnaire. The results showed that voice recordings significantly improve communication skills,
making learning more meaningful (Maldonado & Dack, 2024).
The present research uses a mixed approach implementing qualitative and quantitative approaches. The
participants are made up of 30 second-year high school students who attended regularly during the 2023-
2024 period. The research instruments used include a Pre-Test and a Post-Test focused on pronunciation,
pág. 5383
evaluated through a rubric, as well as interviews. The data analysis was carried out using the IBM SPSS
statistical platform and the application of the Wilcoxon test.
This research particularly aims to determine how voice recordings improve pronunciation in English
language learners at a public school. The sample was 30 students from second year of a public high
school. The fundamental research questions were:
• How does the use of voice recordings impact the pronunciation improvement of English language
learners?
• How does the frequency and duration of using voice recordings impact the rate of pronunciation
improvement?
• What advantages and disadvantages has the use of voice recordings through WhatsApp?
Literature review
Voice recordings have emerged as digital educational aids that have greatly advanced language
development, improving students’ fluency and language skills, current language learning methodologies
often fail to meet educators’ classroom expectations and students’ desires to improve their fluency (Infante,
2022). Particularly voice recordings serve as valuable complements to field notes, providing a durable and
easily transferable record of fieldwork that can be used in multimedia presentations or in the classroom
(Negrón, 2012). Hence, voice recordings, as digital educational aids, have boosted language development,
improving students’ fluency and linguistic skills by effectively complementing traditional methodologies
and lengthening the teaching field.
Voice recordings are used by educators to simplify student engagement in the wider world, allowing
learners to communicate and provide guidance regardless of the time and physical distance limitations
inherent in traditional classroom environments (Iza, 2022). Using voice recordings for oral practice allows
teachers to maintain an interactive classroom environment throughout the teaching and learning process
(Wijayani, 2010). Therefore, these technological tools encourage teachers to facilitate global student
engagement, overcoming time and distance limitations and maintaining an interactive classroom
environment during the learning.
Kasimov (2022) defined pronunciation as the ability to articulate the sounds of language in a way that
effectively and easily conveys the intended message. Prashant (2018) pointed out that pronunciation forms
evaluated through a rubric, as well as interviews. The data analysis was carried out using the IBM SPSS
statistical platform and the application of the Wilcoxon test.
This research particularly aims to determine how voice recordings improve pronunciation in English
language learners at a public school. The sample was 30 students from second year of a public high
school. The fundamental research questions were:
• How does the use of voice recordings impact the pronunciation improvement of English language
learners?
• How does the frequency and duration of using voice recordings impact the rate of pronunciation
improvement?
• What advantages and disadvantages has the use of voice recordings through WhatsApp?
Literature review
Voice recordings have emerged as digital educational aids that have greatly advanced language
development, improving students’ fluency and language skills, current language learning methodologies
often fail to meet educators’ classroom expectations and students’ desires to improve their fluency (Infante,
2022). Particularly voice recordings serve as valuable complements to field notes, providing a durable and
easily transferable record of fieldwork that can be used in multimedia presentations or in the classroom
(Negrón, 2012). Hence, voice recordings, as digital educational aids, have boosted language development,
improving students’ fluency and linguistic skills by effectively complementing traditional methodologies
and lengthening the teaching field.
Voice recordings are used by educators to simplify student engagement in the wider world, allowing
learners to communicate and provide guidance regardless of the time and physical distance limitations
inherent in traditional classroom environments (Iza, 2022). Using voice recordings for oral practice allows
teachers to maintain an interactive classroom environment throughout the teaching and learning process
(Wijayani, 2010). Therefore, these technological tools encourage teachers to facilitate global student
engagement, overcoming time and distance limitations and maintaining an interactive classroom
environment during the learning.
Kasimov (2022) defined pronunciation as the ability to articulate the sounds of language in a way that
effectively and easily conveys the intended message. Prashant (2018) pointed out that pronunciation forms
pág. 5384
the basis for effective communication in English, given its global prevalence and the presence of numerous
regional dialects. However, Vallejo and Monteros (2018) emphasized that pronunciation in a language is
widely recognized as a challenge but receives comparatively little attention in the classroom from language
teachers. That is, pronunciation is indispensable for communication in English due to its global reach and
dialect diversity, it is recognized as a challenge, despite this, language teachers usually devote less attention
to it in the classroom, which affects comprehensive learning.
Without early opportunities to practice proper pronunciation, as mentioned Cakir (2012), students risk
forming incorrect habits that could persist throughout the English language learning process. Moreover,
frequently learners feel hesitant to produce sounds in English due to fear of making mistakes, limited
practice time in class, and excessive correction of pronunciation errors; hence, to improve their English
pronunciation, students should use tools that allows them to advance their pronunciation (Dandee &
Pornwiriyakit, 2022). To sum up, it is advisable to provide early opportunities and effective tools for
students to practice English pronunciation, as lack of proper practice can lead to the formation of incorrect
habits.
According to Evers and Chen (2022), to improve pronunciation plays an essential role in English
communication as it determines how well a spoken message can be comprehended by the listener.
Unquestionably, pronunciation is a key component in effective communication, so it is important for
teachers to set achievable goals that match the specific communication requirements of their learners
(Abdul & Mahmood, 2021). Generally, improving pronunciation in English poses challenges due to the
lack of clear guidelines and the presence of conflicting practices in teaching pronunciation since the absence
of a well-defined systematic approach makes it difficult for teachers to determine what aspects to teach,
when to teach them and how. do it effectively (Gilakjani, 2016).
Effective communication in English depends largely on the clarity of pronunciation, which is why language
teachers must establish realistic objectives adapted to learners’ communicative needs, without forgetting
the challenges that may appear during language acquisition. Cuenca (2021) stated that voice recordings
improve pronunciation and address the main challenges that scholars face in this aspect of language
learning. Thinh (2018) added that the use of voice recording gives students the opportunity to improve
the basis for effective communication in English, given its global prevalence and the presence of numerous
regional dialects. However, Vallejo and Monteros (2018) emphasized that pronunciation in a language is
widely recognized as a challenge but receives comparatively little attention in the classroom from language
teachers. That is, pronunciation is indispensable for communication in English due to its global reach and
dialect diversity, it is recognized as a challenge, despite this, language teachers usually devote less attention
to it in the classroom, which affects comprehensive learning.
Without early opportunities to practice proper pronunciation, as mentioned Cakir (2012), students risk
forming incorrect habits that could persist throughout the English language learning process. Moreover,
frequently learners feel hesitant to produce sounds in English due to fear of making mistakes, limited
practice time in class, and excessive correction of pronunciation errors; hence, to improve their English
pronunciation, students should use tools that allows them to advance their pronunciation (Dandee &
Pornwiriyakit, 2022). To sum up, it is advisable to provide early opportunities and effective tools for
students to practice English pronunciation, as lack of proper practice can lead to the formation of incorrect
habits.
According to Evers and Chen (2022), to improve pronunciation plays an essential role in English
communication as it determines how well a spoken message can be comprehended by the listener.
Unquestionably, pronunciation is a key component in effective communication, so it is important for
teachers to set achievable goals that match the specific communication requirements of their learners
(Abdul & Mahmood, 2021). Generally, improving pronunciation in English poses challenges due to the
lack of clear guidelines and the presence of conflicting practices in teaching pronunciation since the absence
of a well-defined systematic approach makes it difficult for teachers to determine what aspects to teach,
when to teach them and how. do it effectively (Gilakjani, 2016).
Effective communication in English depends largely on the clarity of pronunciation, which is why language
teachers must establish realistic objectives adapted to learners’ communicative needs, without forgetting
the challenges that may appear during language acquisition. Cuenca (2021) stated that voice recordings
improve pronunciation and address the main challenges that scholars face in this aspect of language
learning. Thinh (2018) added that the use of voice recording gives students the opportunity to improve
pág. 5385
their speaking skills and pronunciation, since by using voice recordings students progressed in fluency and
lexical complexity.
Sánchez and López (2023 suggested that by using voice recordings, English learners significantly improve
pronunciation, supporting the benefit of voice recordings in second language learning. While Sailema et al.
(2022) highlighted that using voice recordings with a technological tool increase speaking fluency,
especially when expressing yourself in English, giving speakers a feeling of greater freedom, ease, and
confidence when communicating. This indicates that the use of voice recordings and technological tools is
relevant to improving English language skills, not only by promoting fluency but also by influencing
confidence in communication.
Maldonado and Dack (2024) detailed that students found the voice recording activities to be very
advantageous and saw them as an opportunity to improve their oral skills, thus enriching the learning
experience; nevertheless, researchers indicated that voice recording serves as a valuable and efficient tool
to foster the continued development of communication skills. YanJu et al. (2017) claimed that voice
recordings are usefulness, especially when the main goal is for learners to speak the target language,
evaluate their own pronunciation, and improve their oral skills, this self-assessment component is a crucial
aspect of language production for foreign language learners at all levels of proficiency.
Overall, voice recordings are indispensable tools for improving pronunciation, as they allow students to
improve their speaking skills, engage in self-assessment, and practice communication in a stress-free
environment. Consequently, Pabón (2022) mentioned that voice recordings offer learners the opportunity
to gather and structure their thoughts without feeling anxious, as they can record their audio multiple times
and only share the link when they feel confident with their recording.
METHODOLOGY
This study adopts a mixed methods approach to understand the effectiveness of using voice recordings on
improving English language learners’ pronunciation (Maldonado & Dack, 2024). By combining both
qualitative and quantitative data collection implementing Pre-test, Post-test, and interviews.
Participants
The sample was 30 students from second year of high school, they are between 15 and 16 years old, 16
participants are female and 14 of them are male. The 70% of the participants live in the urban area and
their speaking skills and pronunciation, since by using voice recordings students progressed in fluency and
lexical complexity.
Sánchez and López (2023 suggested that by using voice recordings, English learners significantly improve
pronunciation, supporting the benefit of voice recordings in second language learning. While Sailema et al.
(2022) highlighted that using voice recordings with a technological tool increase speaking fluency,
especially when expressing yourself in English, giving speakers a feeling of greater freedom, ease, and
confidence when communicating. This indicates that the use of voice recordings and technological tools is
relevant to improving English language skills, not only by promoting fluency but also by influencing
confidence in communication.
Maldonado and Dack (2024) detailed that students found the voice recording activities to be very
advantageous and saw them as an opportunity to improve their oral skills, thus enriching the learning
experience; nevertheless, researchers indicated that voice recording serves as a valuable and efficient tool
to foster the continued development of communication skills. YanJu et al. (2017) claimed that voice
recordings are usefulness, especially when the main goal is for learners to speak the target language,
evaluate their own pronunciation, and improve their oral skills, this self-assessment component is a crucial
aspect of language production for foreign language learners at all levels of proficiency.
Overall, voice recordings are indispensable tools for improving pronunciation, as they allow students to
improve their speaking skills, engage in self-assessment, and practice communication in a stress-free
environment. Consequently, Pabón (2022) mentioned that voice recordings offer learners the opportunity
to gather and structure their thoughts without feeling anxious, as they can record their audio multiple times
and only share the link when they feel confident with their recording.
METHODOLOGY
This study adopts a mixed methods approach to understand the effectiveness of using voice recordings on
improving English language learners’ pronunciation (Maldonado & Dack, 2024). By combining both
qualitative and quantitative data collection implementing Pre-test, Post-test, and interviews.
Participants
The sample was 30 students from second year of high school, they are between 15 and 16 years old, 16
participants are female and 14 of them are male. The 70% of the participants live in the urban area and
pág. 5386
the 30% live in the rural area. All of them have a technological device at home (cellphone, tablet,
computer etc). The sample also includes four English teachers from the educational institution, who were
interviewed about the use of voice recordings.
Instruments
Pre-test and Post-test: The purpose of these instruments is to determine the level of pronunciation of each
student and analyze the most common mistakes answering the research question: How does the use of voice
recordings impact the pronunciation improvement of English language learners? The pre-test was applied
in face-to-face classes and part of virtual classes, and it consists of reading a short story which included
basic vocabulary, simple past, past progressive and past perfect tenses.
This Speaking Activity was focused on Pronunciation based on an Evaluation Rubric-A2 level before and
after the intervention with voice recordings. It included criteria such as intelligibility, word stress, sentence
stress, rhythm and flow, consonant sounds, and vowel sounds. During the virtual classes because of the
emergency…students could use the voice recordings through WhatsApp, receiving the teacher’s feedback.
After the treatment the post test was applied to analyze the scores and to see the differences.
Interviews
The purpose of this instrument is to analyze the different opinions of experts about teaching English
language. It was conducted with experienced English teachers from public schools to gather their
perspectives on the use of voice recordings, frequency, and duration to improve students’ pronunciation, as
well as the advantages and disadvantages of using WhatsApp to send and receive voice recordings.
Data analysis
Quantitative data is based on numeric outcomes (Ahmad, 2019), the Pre-test and Post-test were analyzed
using descriptive statistics and inferential statistics to determine the impact of voice recordings on
pronunciation improvement, by analyzed the comparison the scores of both tests. The normality test was
carried out which indicated performing a non-parametric Wilcoxon test. The data obtained from the tests
were analyzed through SPSS, which is an innovative statistical analysis software, designed especially for
research and data analysis (Hazarika, 2019).
the 30% live in the rural area. All of them have a technological device at home (cellphone, tablet,
computer etc). The sample also includes four English teachers from the educational institution, who were
interviewed about the use of voice recordings.
Instruments
Pre-test and Post-test: The purpose of these instruments is to determine the level of pronunciation of each
student and analyze the most common mistakes answering the research question: How does the use of voice
recordings impact the pronunciation improvement of English language learners? The pre-test was applied
in face-to-face classes and part of virtual classes, and it consists of reading a short story which included
basic vocabulary, simple past, past progressive and past perfect tenses.
This Speaking Activity was focused on Pronunciation based on an Evaluation Rubric-A2 level before and
after the intervention with voice recordings. It included criteria such as intelligibility, word stress, sentence
stress, rhythm and flow, consonant sounds, and vowel sounds. During the virtual classes because of the
emergency…students could use the voice recordings through WhatsApp, receiving the teacher’s feedback.
After the treatment the post test was applied to analyze the scores and to see the differences.
Interviews
The purpose of this instrument is to analyze the different opinions of experts about teaching English
language. It was conducted with experienced English teachers from public schools to gather their
perspectives on the use of voice recordings, frequency, and duration to improve students’ pronunciation, as
well as the advantages and disadvantages of using WhatsApp to send and receive voice recordings.
Data analysis
Quantitative data is based on numeric outcomes (Ahmad, 2019), the Pre-test and Post-test were analyzed
using descriptive statistics and inferential statistics to determine the impact of voice recordings on
pronunciation improvement, by analyzed the comparison the scores of both tests. The normality test was
carried out which indicated performing a non-parametric Wilcoxon test. The data obtained from the tests
were analyzed through SPSS, which is an innovative statistical analysis software, designed especially for
research and data analysis (Hazarika, 2019).
pág. 5387
Qualitative data primarily consist of non-numeric information and are typically descriptive (Kabir, 2016);
hence, interviews with four English teachers were thematically analyzed to identify patterns and themes
related to the effectiveness of voice recordings in pronunciation instruction.
RESULTS
Pronunciation pre and post tests
N Min Max Mean
Std.
Deviation
Mean
Difference
P-value
Cohen’s
d
Pre-Test 30 5,4 9,1 7,4 1,2
0,75 <0,05 0,63
Post-Test 30 7,2 10 8,15 0,89
Valid N
(listwise)
30
Source. SSPS results of the pre-test and post-test applied to the pronunciation of high school students, from
a public educational unit in Pichincha, Manabí.
Table 1 presents quantitative data that compares the results of the Pre-test and Post-test of pronunciation,
applied to 30 high school students from a public educational institution. The average score in the pretest
was 7.4, with a standard deviation of 1.2; by contrast, in the post-test, it was 8.15, with a standard
deviation of 0.89. The average difference between the two tests was 0.75, being statistically meaningful
with a p-value < 0.05 and a Cohen’s d effect size of 0.63.
After the analysis of the qualitative results in Table 1, a favorable increase in the improvement of English
pronunciation is observed between the pre-test and the post-test, with an average difference of 0.91.
Nonetheless, higher-performing participants achieved notable scores, possibly due to their attention and
successful error correction, while lower-performing learners may not have paid attention to the teacher’s
recording and made the same errors repeatedly.
Results of interviews with English teachers regarding the use of voice recordings to improve
students’ pronunciation through WhatsApp.
Use of voice recordings to improve student’ pronunciation:
Voice recordings are a useful tool to improve students’ pronunciation, they can actively identify their
pronunciation errors. This self-assessment according to the teachers improves when students listen to
Qualitative data primarily consist of non-numeric information and are typically descriptive (Kabir, 2016);
hence, interviews with four English teachers were thematically analyzed to identify patterns and themes
related to the effectiveness of voice recordings in pronunciation instruction.
RESULTS
Pronunciation pre and post tests
N Min Max Mean
Std.
Deviation
Mean
Difference
P-value
Cohen’s
d
Pre-Test 30 5,4 9,1 7,4 1,2
0,75 <0,05 0,63
Post-Test 30 7,2 10 8,15 0,89
Valid N
(listwise)
30
Source. SSPS results of the pre-test and post-test applied to the pronunciation of high school students, from
a public educational unit in Pichincha, Manabí.
Table 1 presents quantitative data that compares the results of the Pre-test and Post-test of pronunciation,
applied to 30 high school students from a public educational institution. The average score in the pretest
was 7.4, with a standard deviation of 1.2; by contrast, in the post-test, it was 8.15, with a standard
deviation of 0.89. The average difference between the two tests was 0.75, being statistically meaningful
with a p-value < 0.05 and a Cohen’s d effect size of 0.63.
After the analysis of the qualitative results in Table 1, a favorable increase in the improvement of English
pronunciation is observed between the pre-test and the post-test, with an average difference of 0.91.
Nonetheless, higher-performing participants achieved notable scores, possibly due to their attention and
successful error correction, while lower-performing learners may not have paid attention to the teacher’s
recording and made the same errors repeatedly.
Results of interviews with English teachers regarding the use of voice recordings to improve
students’ pronunciation through WhatsApp.
Use of voice recordings to improve student’ pronunciation:
Voice recordings are a useful tool to improve students’ pronunciation, they can actively identify their
pronunciation errors. This self-assessment according to the teachers improves when students listen to
pág. 5388
their classmates, recordings and provide constructive comments on pronunciation. They can compare
their voice recordings with models offered by teachers allowing students to notice specific areas of
improvement. Overall, the iterative process of recording, receiving feedback, and comparing with
accurate models encourages students to refine their pronunciation.
The frequency and duration of voice recordings:
They influence learners’ pronunciation progress, teachers state that regular practice, such as weekly
recordings or simply recorded scripts of approximately 20 seconds ensure that students are constantly
engaged in oral activities, which is important for noticing and addressing. Short, frequent recordings
encourage students to repeatedly identify and correct errors, resulting in a more sustained and positive
impact on their pronunciation development. The practice helps learners make incremental improvements
and reinforces their learning, improving their overall pronunciation skills.
Advantages of using WhatsApp to send and receive voice recordings:
Some of the advantages of using WhatsApp to send and receive voice recordings, according to teachers,
are practicality, accessibility, and ease of use for students. WhatsApp is more accessible than many other
media, making it easier for learners to constantly engage in pronunciation activities. Its easy-to-use interface
allows students to quickly record and share their voice clips, making regular practice easier. In fact, the
convenience of WhatsApp encourages more frequent interactions and immediate feedback.
Disadvantages of using WhatsApp to send and receive voice recordings:
Teachers identify some disadvantages of introducing WhatsApp to practice pronunciation through voice
recordings, for example: some students may lack confidence and be afraid of making mistakes, they may
become distracted when using it. It is also difficult to ensure consistent participation from all learners, as
monitoring engagement and progress is less straightforward compared to more structured platforms.
DISCUSSION
The findings presented in this study shed light on the benefits of using voice recordings in educational
aspects and distributing using WhatsApp. This work studies a method to improve pronunciation on English
language learners. Therefore, the results obtained in the empiric segment of the study allow to the author
agree to the position of Iza (2022), related that voice recordings are used by educators to simplify student
engagement in the wider world, allowing learners to communicate and provide guidance regardless of the
their classmates, recordings and provide constructive comments on pronunciation. They can compare
their voice recordings with models offered by teachers allowing students to notice specific areas of
improvement. Overall, the iterative process of recording, receiving feedback, and comparing with
accurate models encourages students to refine their pronunciation.
The frequency and duration of voice recordings:
They influence learners’ pronunciation progress, teachers state that regular practice, such as weekly
recordings or simply recorded scripts of approximately 20 seconds ensure that students are constantly
engaged in oral activities, which is important for noticing and addressing. Short, frequent recordings
encourage students to repeatedly identify and correct errors, resulting in a more sustained and positive
impact on their pronunciation development. The practice helps learners make incremental improvements
and reinforces their learning, improving their overall pronunciation skills.
Advantages of using WhatsApp to send and receive voice recordings:
Some of the advantages of using WhatsApp to send and receive voice recordings, according to teachers,
are practicality, accessibility, and ease of use for students. WhatsApp is more accessible than many other
media, making it easier for learners to constantly engage in pronunciation activities. Its easy-to-use interface
allows students to quickly record and share their voice clips, making regular practice easier. In fact, the
convenience of WhatsApp encourages more frequent interactions and immediate feedback.
Disadvantages of using WhatsApp to send and receive voice recordings:
Teachers identify some disadvantages of introducing WhatsApp to practice pronunciation through voice
recordings, for example: some students may lack confidence and be afraid of making mistakes, they may
become distracted when using it. It is also difficult to ensure consistent participation from all learners, as
monitoring engagement and progress is less straightforward compared to more structured platforms.
DISCUSSION
The findings presented in this study shed light on the benefits of using voice recordings in educational
aspects and distributing using WhatsApp. This work studies a method to improve pronunciation on English
language learners. Therefore, the results obtained in the empiric segment of the study allow to the author
agree to the position of Iza (2022), related that voice recordings are used by educators to simplify student
engagement in the wider world, allowing learners to communicate and provide guidance regardless of the
pág. 5389
time and physical distance limitations inherent in traditional classroom environments, it was applied during
the emergency time in virtual classes and it worked successfully.
Additionally, the author agrees to Kasimov’s (2022) p.21 definition of pronunciation as "the ability to
articulate the sounds of language in a way that effectively and easily conveys the intended message". This
definition emphasizes the significance of clear and intelligible speech in conveying meaning accurately and
efficiently and that encapsulates the fundamental role that pronunciation plays in oral communication,
during the intervention it was necessary that the educator sent clear and intelligible voice recordings which
were the guidance for learners.
Evers and Chen (2022) assert that improving pronunciation is crucial in English communication, as it
directly impacts the comprehensibility of spoken messages. This perspective emphasizes the fundamental
value of pronunciation proficiency in facilitating effective oral communication and ensuring successful
interaction between speakers and listeners. The results of the interviews and pre-test and pos-test indicate
that the use of voice recordings has a significative impact on students’ pronunciation progress when using
WhatsApp. This social network helps them overcome the fear of making mistakes and improves aspects
such as accentuation, intonation, and articulation of sounds, which were initially difficult for them.
The author also concurs with the viewpoint of Sailema (2022) p.17, that underscore the efficacy of utilizing
voice recordings with technological tools to enhance speaking skills, particularly in the context of
expressing oneself in English. The findings suggest that this approach not only improves fluency but also
instills a sense of freedom, ease, and confidence among speakers, thereby enriching the communication
experience and fostering greater language proficiency.
It highlights the transformative impact of using voice recordings with technological tools on speaking
fluency and confidence, particularly in English communication contexts. Through the researcher’s
perception, during the application of the tests, it was evident that when using these tools, learners can
enhance their fluency, experience greater freedom and ease in communication, build confidence, and take
control of their learning process.
These benefits are reflected in feedback from English teachers, who emphasize the tools’ ability to increase
awareness of pronunciation errors, enable self-correction, and facilitate feedback and peer collaboration.
As educators and learners adopt innovative approaches to language instruction, voice recordings stand out
time and physical distance limitations inherent in traditional classroom environments, it was applied during
the emergency time in virtual classes and it worked successfully.
Additionally, the author agrees to Kasimov’s (2022) p.21 definition of pronunciation as "the ability to
articulate the sounds of language in a way that effectively and easily conveys the intended message". This
definition emphasizes the significance of clear and intelligible speech in conveying meaning accurately and
efficiently and that encapsulates the fundamental role that pronunciation plays in oral communication,
during the intervention it was necessary that the educator sent clear and intelligible voice recordings which
were the guidance for learners.
Evers and Chen (2022) assert that improving pronunciation is crucial in English communication, as it
directly impacts the comprehensibility of spoken messages. This perspective emphasizes the fundamental
value of pronunciation proficiency in facilitating effective oral communication and ensuring successful
interaction between speakers and listeners. The results of the interviews and pre-test and pos-test indicate
that the use of voice recordings has a significative impact on students’ pronunciation progress when using
WhatsApp. This social network helps them overcome the fear of making mistakes and improves aspects
such as accentuation, intonation, and articulation of sounds, which were initially difficult for them.
The author also concurs with the viewpoint of Sailema (2022) p.17, that underscore the efficacy of utilizing
voice recordings with technological tools to enhance speaking skills, particularly in the context of
expressing oneself in English. The findings suggest that this approach not only improves fluency but also
instills a sense of freedom, ease, and confidence among speakers, thereby enriching the communication
experience and fostering greater language proficiency.
It highlights the transformative impact of using voice recordings with technological tools on speaking
fluency and confidence, particularly in English communication contexts. Through the researcher’s
perception, during the application of the tests, it was evident that when using these tools, learners can
enhance their fluency, experience greater freedom and ease in communication, build confidence, and take
control of their learning process.
These benefits are reflected in feedback from English teachers, who emphasize the tools’ ability to increase
awareness of pronunciation errors, enable self-correction, and facilitate feedback and peer collaboration.
As educators and learners adopt innovative approaches to language instruction, voice recordings stand out
pág. 5390
as a valuable tool for empowering learners and facilitating meaningful communication experiences in the
digital age.
Regarding the results obtained through the observation sheet, the favorable factors of using voice recordings
through WhatsApp are highlighted in the ease of sending long and complex messages quickly, in addition
to multimedia files such as images and audio, they better transmit the tone of voice, ensuring the authenticity
of the message and providing security for the student to express themselves naturally.
Nevertheless, as teachers stated, there are also disadvantages in using this social network, such as limited
ability to provide detailed feedback on complex pronunciation errors in short recordings, difficulty in
monitoring and ensuring the constant participation of all students and possible distractions, or misuse of
the WhatsApp due to its informal nature. The disadvantages directly affect the learning of the English
language, as evidenced in non-formal observation, learners tended to get distracted when using the social
network for other non-pedagogical activities.
Recordings allow to multitask and receive feedback, since other activities can be carried out while sending
or listening to a message, and they make it easier to make corrections and observations while listening.
According to some teachers’ comments, voice recorders also make it easier for learners to record themselves
to identify pronunciation errors and then provide feedback to their classmates by listening to their
recordings and comparing them with the teacher’s models.
Likewise, these recordings serve as a record and practice tool, since they can serve as a test or record of a
conversation and allow the student to reproduce the message and repeat it, if necessary, they save the teacher
time by allowing clear instructions to be given to the entire group, and they are accessible to many people,
since in the digital age the majority of the population owns a device with WhatsApp. From the pedagogical
perspective of teachers, this social network is a valuable tool to improve students’ pronunciation, as long
as it is used effectively and combined with other teaching strategies.
The author declares no unexpected findings.
This work proposes a method to improve pronunciation on English language learners, using the voice
recording tool that most of the students have access, allowing them the opportunity to have self-feedback
and practice safely and comfortably by themselves. While this research is promising, a weakness
as a valuable tool for empowering learners and facilitating meaningful communication experiences in the
digital age.
Regarding the results obtained through the observation sheet, the favorable factors of using voice recordings
through WhatsApp are highlighted in the ease of sending long and complex messages quickly, in addition
to multimedia files such as images and audio, they better transmit the tone of voice, ensuring the authenticity
of the message and providing security for the student to express themselves naturally.
Nevertheless, as teachers stated, there are also disadvantages in using this social network, such as limited
ability to provide detailed feedback on complex pronunciation errors in short recordings, difficulty in
monitoring and ensuring the constant participation of all students and possible distractions, or misuse of
the WhatsApp due to its informal nature. The disadvantages directly affect the learning of the English
language, as evidenced in non-formal observation, learners tended to get distracted when using the social
network for other non-pedagogical activities.
Recordings allow to multitask and receive feedback, since other activities can be carried out while sending
or listening to a message, and they make it easier to make corrections and observations while listening.
According to some teachers’ comments, voice recorders also make it easier for learners to record themselves
to identify pronunciation errors and then provide feedback to their classmates by listening to their
recordings and comparing them with the teacher’s models.
Likewise, these recordings serve as a record and practice tool, since they can serve as a test or record of a
conversation and allow the student to reproduce the message and repeat it, if necessary, they save the teacher
time by allowing clear instructions to be given to the entire group, and they are accessible to many people,
since in the digital age the majority of the population owns a device with WhatsApp. From the pedagogical
perspective of teachers, this social network is a valuable tool to improve students’ pronunciation, as long
as it is used effectively and combined with other teaching strategies.
The author declares no unexpected findings.
This work proposes a method to improve pronunciation on English language learners, using the voice
recording tool that most of the students have access, allowing them the opportunity to have self-feedback
and practice safely and comfortably by themselves. While this research is promising, a weakness
pág. 5391
lies in the potential lack of qualified feedback. Ideally, recordings should be reviewed by a teacher or
language tutor to provide targeted corrections.
Moving forward, future research should explore deeper into the specific mechanisms through which voice
recordings facilitate pronunciation learning. Investigating factors such as the frequency and duration of
exposure to recordings, the role of individual learner characteristics, and the effectiveness of different
feedback mechanisms could provide valuable insights for optimizing instructional strategies. The author
suggests applying educational intervention for minimum six months.
CONCLUSIONS
This analysis aimed to determine how voice recordings influence the improvement of pronunciation in
English language learners. Through an analysis of various studies and experimental data the author
concludes that the objective was achieved at 100%.
The research overwhelmingly supports the use of voice recordings as a valuable tool. Learners who record
themselves practicing pronunciation can identify and address their mistakes, leading to measurable
improvement. This finding has significant implications for both classroom settings and independent
learning. Educators can integrate voice recording activities into their curriculum, allowing students to
receive feedback and track their progress. Learners can leverage recording technology to practice
pronunciation exercises outside of class, fostering self-directed learning. Results indicate that students who
used voice recordings exhibited greater improvement in scores between pretest and posttest, with a
difference of 2.20, after the educational intervention. This led to greater accuracy and fluency in
pronunciation compared when they did not use voice recordings, showing a difference of less than 0.20.
The use of voice recordings has a positive impact in terms of improving pronunciation, by facilitating
various pedagogical factors that promote the development of clear and precise pronunciation. Although
challenges exist, they can be mitigated through a combination of multiple appropriate pedagogical strategies
and constant supervision by the educator. In summary, the results reveal that voice recordings represent a
valuable and effective tool in teaching pronunciation, especially when used in a structured and
complementary way with other strategies.
The frequency and duration of voice recordings are factors that impact the rate of pronunciation
improvement in English learners. The findings of this study emphasize that regular, brief practice not only
lies in the potential lack of qualified feedback. Ideally, recordings should be reviewed by a teacher or
language tutor to provide targeted corrections.
Moving forward, future research should explore deeper into the specific mechanisms through which voice
recordings facilitate pronunciation learning. Investigating factors such as the frequency and duration of
exposure to recordings, the role of individual learner characteristics, and the effectiveness of different
feedback mechanisms could provide valuable insights for optimizing instructional strategies. The author
suggests applying educational intervention for minimum six months.
CONCLUSIONS
This analysis aimed to determine how voice recordings influence the improvement of pronunciation in
English language learners. Through an analysis of various studies and experimental data the author
concludes that the objective was achieved at 100%.
The research overwhelmingly supports the use of voice recordings as a valuable tool. Learners who record
themselves practicing pronunciation can identify and address their mistakes, leading to measurable
improvement. This finding has significant implications for both classroom settings and independent
learning. Educators can integrate voice recording activities into their curriculum, allowing students to
receive feedback and track their progress. Learners can leverage recording technology to practice
pronunciation exercises outside of class, fostering self-directed learning. Results indicate that students who
used voice recordings exhibited greater improvement in scores between pretest and posttest, with a
difference of 2.20, after the educational intervention. This led to greater accuracy and fluency in
pronunciation compared when they did not use voice recordings, showing a difference of less than 0.20.
The use of voice recordings has a positive impact in terms of improving pronunciation, by facilitating
various pedagogical factors that promote the development of clear and precise pronunciation. Although
challenges exist, they can be mitigated through a combination of multiple appropriate pedagogical strategies
and constant supervision by the educator. In summary, the results reveal that voice recordings represent a
valuable and effective tool in teaching pronunciation, especially when used in a structured and
complementary way with other strategies.
The frequency and duration of voice recordings are factors that impact the rate of pronunciation
improvement in English learners. The findings of this study emphasize that regular, brief practice not only
pág. 5392
facilitates the identification and correction of errors, but also reinforces learning in a continuous and less
intimidating way. Teachers should consider using frequent, short duration recording sessions in their
teaching strategies to optimize students’ progress in pronunciation. This methodology undoubtedly aligns
with the best pedagogical practices, adapting to the different needs and abilities of students, promoting
enriching learning for the language learner.
When it comes to using WhatsApp for voice recordings in teaching English pronunciation provides a
practical and accessible solution that can encourage regular practice and immediate feedback. However, it
is essential to encourage the emotional and technological barriers that can limit its use. Teachers should
seek to balance the flexibility and accessibility of WhatsApp with strategies that mitigate its disadvantages,
such as setting clear expectations, providing emotional support, and supplementing with other more
structured tools when necessary. In this way, the potential of WhatsApp as an effective educational tool to
improve pronunciation can be maximized.
REFERENCES
Abdul, H., & Mahmood, H. H. (2021). The importance of Pronunciation in English Language Teaching.
Salahaddin University-Erbil, 1-6.
Ahmad, M. B. (2019). Quantitative Data Collection Methods. Franklin International Publications.
Cakir, I. (2012). Promoting correct pronunciation through supported audio materials for EFL learners.
Energy Education Science and Technology Part B: Social and Educational Studies, 1801-1812.
Cuenca, S. E. (2021). Music as an Influential Listening Factor for Improving Pronunciation in A1 Students.
Universidad Casa Grande, 1-31.
Dandee, W., & Pornwiriyakit, P. (2022). Improving English Pronunciation Skills by Using English Phonetic
Alphabet Drills in EFL Students. Journal of Educational Issues Vol. 8, No. 1 , 611-628.
Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on
pronunciation instruction for adults. Computer Assisted Language Learning, 35:8, 1869-1889.
Retrieved from https://doi.org/10.1080/09588221.2020.1839504
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. International Journal of
Research in English Education Vol. 1, No. 1, 1-6.
facilitates the identification and correction of errors, but also reinforces learning in a continuous and less
intimidating way. Teachers should consider using frequent, short duration recording sessions in their
teaching strategies to optimize students’ progress in pronunciation. This methodology undoubtedly aligns
with the best pedagogical practices, adapting to the different needs and abilities of students, promoting
enriching learning for the language learner.
When it comes to using WhatsApp for voice recordings in teaching English pronunciation provides a
practical and accessible solution that can encourage regular practice and immediate feedback. However, it
is essential to encourage the emotional and technological barriers that can limit its use. Teachers should
seek to balance the flexibility and accessibility of WhatsApp with strategies that mitigate its disadvantages,
such as setting clear expectations, providing emotional support, and supplementing with other more
structured tools when necessary. In this way, the potential of WhatsApp as an effective educational tool to
improve pronunciation can be maximized.
REFERENCES
Abdul, H., & Mahmood, H. H. (2021). The importance of Pronunciation in English Language Teaching.
Salahaddin University-Erbil, 1-6.
Ahmad, M. B. (2019). Quantitative Data Collection Methods. Franklin International Publications.
Cakir, I. (2012). Promoting correct pronunciation through supported audio materials for EFL learners.
Energy Education Science and Technology Part B: Social and Educational Studies, 1801-1812.
Cuenca, S. E. (2021). Music as an Influential Listening Factor for Improving Pronunciation in A1 Students.
Universidad Casa Grande, 1-31.
Dandee, W., & Pornwiriyakit, P. (2022). Improving English Pronunciation Skills by Using English Phonetic
Alphabet Drills in EFL Students. Journal of Educational Issues Vol. 8, No. 1 , 611-628.
Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on
pronunciation instruction for adults. Computer Assisted Language Learning, 35:8, 1869-1889.
Retrieved from https://doi.org/10.1080/09588221.2020.1839504
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. International Journal of
Research in English Education Vol. 1, No. 1, 1-6.
pág. 5393
Hazarika, J. (2019). SPSS as a means for Scientific Analysis in Social Science Research. International
Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(12), 2043-2045.
doi:10.35940/ijitee.L3252.1081219
Infante, A. C. (2022). VOICE RECORDING APPLICATIONS FOR THE DEVELOPMENT OF L2
SPEAKING FLUENCY. Pontificia Universidad Católica del Ecuador , 1-56.
Iza, J. I. (2022). Use Of Voice Recording To Enhance Fluency In Speaking In Efl Classroom. Universidad
Técnica De AmbatO, 1-75.
Kabir, S. M. (2016). Basic Guidelines for Research: An Introductory Approach for All Disciplines. Book
Zone Publication, Chittagong., 201-276.
Kasimov, A. (2022). The İmportance Of Teaching Pronunciation. Zenodo, 57-59. Retrieved from
https://doi.org/10.5281/zenodo.6047740
Kissova, O. (2019). The Role And Goals In Teaching English Pronunciation. 6th SWS International
Scientific Conference on Arts and Humanities ISCAH 2019, 6, pp. 827-834.
doi:10.5593/SWS.ISCAH.2019.1/S14.105
Maldonado, N. B., & Dack, T. F. (2024). The effect of voice recording as a tool to improve speaking skills.
Runas Journal of Education and Culture 5(10), 1-16. Retrieved from
http://dx.doi.org/10.46652/runas.v5i10.161
Negrón, R. (2012). Audio RecordingEveryday Talk. Field Methods 24(3), 1-18.
doi:http://dx.doi.org/10.1177/1525822X11432082
Pabón, V. N. (2022). Self- Assessing Students’ Recordings to Improve Interaction in Speaking skill.
Universidad Casa Grande, 1-16.
Prashant, P. D. (2018). Importance Of Pronunciation In English Language Communication. Voice of
Research Volume 7 Issue 2, 15-20.
Sailema, S., Mariela, L., Iza, V., & Isabel, J. (2022). Use of voice recording to enhance fluency in speaking
in efl classroom. Universidad Técnica de Ambato.
Sánchez, E. J., & López, G. L. (2023). The Impact of Audio-Readings on the Pronunciation of Past Tense
Verbs in EFL Students. polodelconocimiento. Revista multidisciplinar de innovación y estudios
aplicados., 949-968.
Hazarika, J. (2019). SPSS as a means for Scientific Analysis in Social Science Research. International
Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(12), 2043-2045.
doi:10.35940/ijitee.L3252.1081219
Infante, A. C. (2022). VOICE RECORDING APPLICATIONS FOR THE DEVELOPMENT OF L2
SPEAKING FLUENCY. Pontificia Universidad Católica del Ecuador , 1-56.
Iza, J. I. (2022). Use Of Voice Recording To Enhance Fluency In Speaking In Efl Classroom. Universidad
Técnica De AmbatO, 1-75.
Kabir, S. M. (2016). Basic Guidelines for Research: An Introductory Approach for All Disciplines. Book
Zone Publication, Chittagong., 201-276.
Kasimov, A. (2022). The İmportance Of Teaching Pronunciation. Zenodo, 57-59. Retrieved from
https://doi.org/10.5281/zenodo.6047740
Kissova, O. (2019). The Role And Goals In Teaching English Pronunciation. 6th SWS International
Scientific Conference on Arts and Humanities ISCAH 2019, 6, pp. 827-834.
doi:10.5593/SWS.ISCAH.2019.1/S14.105
Maldonado, N. B., & Dack, T. F. (2024). The effect of voice recording as a tool to improve speaking skills.
Runas Journal of Education and Culture 5(10), 1-16. Retrieved from
http://dx.doi.org/10.46652/runas.v5i10.161
Negrón, R. (2012). Audio RecordingEveryday Talk. Field Methods 24(3), 1-18.
doi:http://dx.doi.org/10.1177/1525822X11432082
Pabón, V. N. (2022). Self- Assessing Students’ Recordings to Improve Interaction in Speaking skill.
Universidad Casa Grande, 1-16.
Prashant, P. D. (2018). Importance Of Pronunciation In English Language Communication. Voice of
Research Volume 7 Issue 2, 15-20.
Sailema, S., Mariela, L., Iza, V., & Isabel, J. (2022). Use of voice recording to enhance fluency in speaking
in efl classroom. Universidad Técnica de Ambato.
Sánchez, E. J., & López, G. L. (2023). The Impact of Audio-Readings on the Pronunciation of Past Tense
Verbs in EFL Students. polodelconocimiento. Revista multidisciplinar de innovación y estudios
aplicados., 949-968.
pág. 5394
Thinh. (2018). Voice Recording in second language outside theclassroom: Process and product. Journal of
NELTA, Vol 23, 129-141.
Vallejo, L. A., & Monteros, I. (2018). Online Language Learning Communities and the Development of
Pronunciation in English as a Foreign Language. Kronos, 13-25.
Wijayani, T. A. (2010). Using Digital Audio Recording In Learning Speaking. Journal of English and
Education, Vol. 4 N. 2, 37-51.
YanJu, S., Mei, S. Y., & Mohamed, Y. (2017). Implementation of Voice Recording Activities in Improving
Mandarin Oral Fluency. European Journal of Interdisciplinary Studies, 56-51.
Thinh. (2018). Voice Recording in second language outside theclassroom: Process and product. Journal of
NELTA, Vol 23, 129-141.
Vallejo, L. A., & Monteros, I. (2018). Online Language Learning Communities and the Development of
Pronunciation in English as a Foreign Language. Kronos, 13-25.
Wijayani, T. A. (2010). Using Digital Audio Recording In Learning Speaking. Journal of English and
Education, Vol. 4 N. 2, 37-51.
YanJu, S., Mei, S. Y., & Mohamed, Y. (2017). Implementation of Voice Recording Activities in Improving
Mandarin Oral Fluency. European Journal of Interdisciplinary Studies, 56-51.