O n f e r e n c e

Using technology in foreign language teaching: Conclusion and discussion 
One of the arguments for using modern digital technology in the foreign language 
classroom is the fa
miliarity of “digital natives” with it. Although it may be a very good
idea to use computers for speaking tasks in both L1 and L2, real communication requires 
certain levels of L2 proficiency to be effective. Furthermore, digital technology is usually 
not used in the contexts where face-to-face communication is possible, and therefore 
would not function like in a natural context. However, in real life situations, audio and 
video technology has been successfully used by actors and public speakers to refine and 
advance their pronunciation and intonation skills, often in the language they already 
speak fluently. Modern computers make audio and video applications available to all 
users. They can be used as mini “speech laboratories” in any language class, to stu
dy 
and refine L1 or L2 pronunciation and to improve oral performance in general.

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2014 CALL Conference 
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The results of the present study suggest that watching and analyzing videorecordings of 
their oral performance allowed the students to be aware of the mistakes they made, and 
thereby made it easier for them to improve their L2 pronunciation and intonation, 
following the teacher’s instructions. However, just immitatiing model oral texts is not 
enough to make much progress in mastering L2 pronunciation. Qualified teacher’s 
guidance would be necessary for the effective use of iMovie application. IMovie 
application can only optimize the teacher’s instructions and offer the students more 
opportunities for practice, and self-evaluation. More detailed study would be required to 
finalize the conclusions about the effects of using iMovie application on the optimization 
of foreign language teaching and learning. 
References 
Baker, A. (2006). Ship or Sheep? An Intermediate Pronunciation Course. Cambridge: 
Cambridge University Press. 
Gilbert, J. (2009). Rhythm and phonemic awareness as a necessary precondition to 
literacy: recent research. Speak Out! 40, 8-9. 
Kitao, K., & Kitao, S. K. (1995). Difficulties Japanese Have in Reading English. In K. Kitao 
& S. K. Kitao. English Teaching Theory, Research and Practice (pp.147-167). Tokyo: 
Eichosha. 
Pennington, R. O. (2005). Raising Student Consciousness of Pronunciation Differences of 
English /r/, /l/ and /w/ and the alveolar flaps in Japanese. Retrieved March 3, 2013 from 
http://www.phon.ucl.ac.uk/home/johnm/ptlc2005/pdf/ptlcp25.pdf 
Shimamune, S., & Smith, S. L. (1995). The relationship between pronunciation and 
listening discrimination when Japanese natives are learning English. Journal of Applied 
Behavior Analysis, 28(4), 577-578. Retrieved January 20, 2013 from 
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1279861/ 
Stephens, M. A. (2011). Why exposure to prosody should precede the teaching of 
reading. The Language Teacher, 35(4), 68-73. 
Vernon, S. (2011). The Hows and Whys of Teaching Pronunciation. Teaching English. 
Retrieved January 5, 2013 from 
http://www.teachingenglishgames.com/Articles/Teaching_Pronunciation.htm 
Walter, C. (2009). Teaching phonology for reading comprehension. Speak out! 40, 4-7. 
Wells, J. (2006). English intonation: An introduction. Cambridge: Cambridge University 
Press. 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be