Publicação
Using the “framework for assessment of app’s usefulness in pronunciation learning” to choose a mobile app on european portuguese
| dc.contributor.author | Castelo, Adelina | |
| dc.date.accessioned | 2026-01-05T14:15:08Z | |
| dc.date.available | 2026-01-05T14:15:08Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | A way to help learners to improve their pronunciation in a foreign language is to encourage them to use computer-assisted pronunciation training (e.g., Rogerson-Revell, 2021), especially tools allowing their learning to become more autonomous, accessible, ‘on-the-move’, and adjusted to their personal goals and needs. The mobile apps exhibit all these affordances and can even be designed to respond to challenges of specific learners’ groups more directly (e.g., difficulties in the rhotics’ pronunciation by Cantonese speakers learning European Portuguese (EP) as L2 – see Amorim et al., 2022). However, the mobile apps proposed for pronunciation training should present not only the general properties of a good language learning tool, but also the specific research-based requirements for pronunciation learning and teaching. This paper aims to observe the adjustment level to the requirements for pronunciation learning in the apps which are currently available for EP and compare it with the results obtained in a similar study completed in 2022. After using several inclusion criteria (e.g., English as the vehicular language to learn EP, availability of a free version with daily unlimited time of use), ten promising apps will be selected. These will then be analyzed according to the “Framework for Assessment of App’s Usefulness in Pronunciation Learning”, which was created for the previous study already mentioned and was based on the “Pedagogical Framework for Mobile Assisted Language Teaching and Learning” by Kukulske-Hulme et al. (2015), the “Framework for Language Learning App Evaluation” by Rosell-Aguilar (2017), and the “Framework for Pronunciation Teaching” by Author (2022). The findings from this analysis will be compared to the main findings obtained in 2022, which were (1) the inexistence of an app with all the needed properties for pronunciation learning and (2) the identification of the three most useful mobile apps to learn EP pronunciation at that moment (despite their limitations). The present study will end with a list of the main aspects to consider/improve when designing apps for pronunciation learning and teaching. | eng |
| dc.identifier.citation | Castelo, A. (2025). Using the “Framework for Assessment of App’s Usefulness in Pronunciation Learning” to choose a mobile app on European Portuguese. II Congresso Internacional de Humanidades UAb (Universidade Aberta, 04-06/06/2025). | |
| dc.identifier.uri | http://hdl.handle.net/10400.2/20626 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | pronunciation learning | |
| dc.subject | mobile-assisted language learning | |
| dc.subject | Portuguese as a Foreign Language | |
| dc.subject | app assessment | |
| dc.title | Using the “framework for assessment of app’s usefulness in pronunciation learning” to choose a mobile app on european portuguese | eng |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.citation.conferenceDate | 2025 | |
| oaire.citation.title | II Congresso Internacional de Humanidades UAb | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | Castelo | |
| person.givenName | Adelina | |
| person.identifier.ciencia-id | 821E-ABA2-80B9 | |
| person.identifier.orcid | 0000-0002-9079-1066 | |
| relation.isAuthorOfPublication | cf9b707c-a2e3-4163-8436-1e218b77fb5d | |
| relation.isAuthorOfPublication.latestForDiscovery | cf9b707c-a2e3-4163-8436-1e218b77fb5d |