Teacher Strategies in Integrating Multimedia into Pronunciation Instruction
Abstract
This article explores various teacher strategies for integrating multimedia tools into English pronunciation instruction for EFL (English as a Foreign Language) learners. Emphasizing the importance of multimedia in enhancing students' phonetic awareness, articulation, and intonation, the study provides practical frameworks and insights from classroom experiences. The research combines qualitative and quantitative methods to evaluate the effectiveness of multimedia integration and identifies best practices to improve pedagogical approaches in higher education contexts. Furthermore, the paper highlights the significance of technological advancements in language education, especially in facilitating autonomous learning and real-time feedback. By examining both student outcomes and teacher perspectives, the article contributes to the growing body of literature that supports the use of multimedia as a transformative element in pronunciation teaching. The findings offer valuable recommendations for educators, curriculum developers, and policy makers aiming to improve pronunciation instruction through the strategic application of digital resources.