The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation

What is it about?

The main aim of this paper is to contribute to the ongoing discussion about the importance of autonomy in language learning and teaching by addressing the issue of the development of autonomy in learning pronunciation by means of Internet resources among Polish senior high school learners. The data were collected by means of learners’ logs, group and individual interviews, observations, evaluation sheets and open-ended questions included in a pronunciation autonomy questionnaire. They were subjected to qualitative analysis and, in some cases, the ‘quantizing’ technique was also involved, which allowed for the transformation of the qualitative data into quantitative data (Miles and Huberman 1994, p. 42). The findings show that the use of Internet resources and the resultant independent work were not only welcomed by the experimental students but also contributed to a change in the way they learned English pronunciation and the development of certain behaviors characteristic of autonomous learning.

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