Examining the Impact of ICT on the Teaching of English Phonetic Sounds Among Undergraduates

Cite this article as: Usman, R. A., Haruna, H. H. & Isa, M. S. (2025). Examining the Impact of ICT on the Teaching of English Phonetic Sounds Among Undergraduates. Zamfara International Journal of Humanities, 4(1), 100-110. www.doi.org/10.36349/zamijoh.2025.v04i01.0011.

EXAMINING THE IMPACT OF ICT ON THE TEACHING OF ENGLISH PHONETIC SOUNDS AMONG UNDERGRADUATES

USMAN, Rabiu Aisha
Undergraduate Student, Department of English
Al-Qalam University Katsina

And

HARUNA, Hamisu Hamisu, Ph.D
Department of English
Al-Qalam University Katsina

And

ISA, Muhammad Sulaiman, Ph.D
Department of Education Foundations
Kampala International University, Uganda

Abstract: This study aims to investigate the impact of ICT on the teaching English sounds among undergraduate students. The population comprises of all the students from the Department of English, AL-Qalam University Katsina. There are a total number of fifty one (51) Students in the Department of English in this respected Institution. A sample size of 44 students was randomly selected out of the population with the aid of random table numbers (Kreycie and Morgan, 1970). The research instrument in this study is a structured questionnaire. Simple percentage and frequency table were used to analyse the distributed questionnaires. The findings indicates that, ICT tools are widely perceived to facilitate the learning of phonetic symbols and transcription, improve pronunciation through online resources, and provide engaging learning experiences. This suggests that ICT has a valuable role to play in foundational phonetics and phonology learning. This study concludes that ICT holds significant potential for enhancing the teaching and learning of phonetics and phonology at Al-Qalam University Katsina. Students generally perceive ICT tools as beneficial for learning phonetic symbols, improving pronunciation, and providing engaging learning experiences. Future research could explore the long-term impact of ICT integration on students' actual phonetic and phonological competence, using pre- and post-tests or longitudinal studies to measure changes in pronunciation, perception, and production over time.

Keywords: Information and Communication Technology, English sounds, Phonetics, Phonology.

Introduction  

The landscape of education has undergone a significant transformation with the advent of Information and Communication Technology (ICT). This technological revolution has permeated various aspects of learning and teaching, including language education (Warschauer, 2010). Traditional pedagogical approaches have been complemented, and in some cases, supplanted by innovative ICT-based methods that offer a more interactive and engaging learning experience.

With this development, the teaching and learning processes have evolved over centuries, adapting to societal and technological changes. From the ancient Greek philosophers to modern-day educators, the methods of imparting knowledge have varied widely. However, the core principles of effective teaching and learning remain consistent: clear communication, active engagement, and meaningful practice (Haruna et al., 2024a). As technology has advanced, so too have the tools and techniques available to educators numerous studies have demonstrated the positive impact of ICT on language learning. For example, research by Warschauer (2010) has shown that ICT can promote learner autonomy, critical thinking, and problem-solving skills. Additionally, the use of multimedia resources, such as audio and video recordings, help learners develop accurate pronunciation and listening comprehension skills.

In the context of phonetics and phonology, ICT can be employed in various ways. For instance, software applications provide visual representations of the articulatory process, enabling learners to better understand the production of speech sounds. Online language laboratories offer opportunities for self-paced practice and feedback on pronunciation. Furthermore, digital dictionaries and corpora facilitate vocabulary acquisition and language analysis (Haruna et al., 2024b).

However, the successful integration of ICT in education requires careful planning and implementation. Factors such as teacher training, infrastructure, and access to technology play crucial roles in determining the effectiveness of ICT initiatives. It is essential to ensure that teachers are equipped with the necessary skills to utilize ICT effectively and that students have adequate access to technology resources.

Al-Qalam University Katsina, as a modern institution of higher learning, has the potential to harness the power of ICT to enhance the teaching and learning of English sounds. By incorporating innovative technologies into the curriculum, the University can provide students with a more engaging and effective learning experience. This study seeks to investigate the current state of ICT integration in phonetics and phonology courses at Al-Qalam University Katsina. By understanding the impact of ICT on the teaching and learning of phonetics and phonology, this research aims to evaluate the effectiveness of ICT tools in enhancing students' understanding of phonetic and phonological concepts in Al-Qalam University Katsina.

Literature Review

Information and Communication Technology

Information and Communication Technology (ICT) has become an integral part of modern society, permeating various aspects of life, including education. Defining ICT precisely can be challenging due to its rapidly evolving nature and broad scope. However, at its core, ICT encompasses a diverse set of technological tools and resources used to create, store, process, transmit, and disseminate information (UNESCO, 2018). This definition highlights the multifaceted nature of ICT, encompassing not just the physical technologies themselves but also the processes and applications associated with them.

In the educational context, ICT refers to the use of technological tools and resources to support teaching, learning, and administrative functions (Pelgrum & Law, 2011). This includes the use of computers, interactive whiteboards, educational software, online learning platforms, and other digital resources to enhance the learning experience. The integration of ICT in education is not simply about using technology as a substitute for traditional teaching methods; rather, it involves rethinking pedagogical approaches and leveraging technology to create more engaging, interactive, and personalized learning environments.

The role of ICT in education has evolved significantly over time. In the early stages, ICT was primarily used for administrative tasks, such as managing student records and generating reports. However, as technology advanced and became more accessible, its role in teaching and learning expanded. Today, ICT is used for a wide range of educational purposes, including delivering online courses, providing access to digital learning resources, facilitating collaborative learning, and assessing student learning (Al-Samarraie & Saeed, 2018; Sulaiman & Hamisu, 2023).

ICT also supports collaborative learning by providing tools for students to work together on projects, share ideas, and communicate with each other. Online forums, discussion boards, and collaborative writing platforms can facilitate communication and collaboration among students, even when they are not physically present in the same classroom. This can be particularly beneficial for students in distance learning programs or those who have limited access to traditional educational resources. However, the effective integration of ICT in education requires more than just providing access to technology. It also requires teachers to have the necessary skills and knowledge to use technology effectively in their teaching practices. Teacher training and professional development are crucial for ensuring that teachers can leverage the full potential of ICT to enhance learning (Haruna & Isa, 2024).

In education, ICT has the potential to enhance teaching and learning by providing access to information, facilitating interactive learning experiences, and supporting collaboration. However, effective integration requires teacher training, addressing the digital divide, and rethinking pedagogical approaches to leverage the full potential of technology. The concept of ICT is not static; it continues to evolve with technological advancements, requiring ongoing research and adaptation in educational practices (Jonassen, 2020).

Phonetics and Phonology

Phonetics and phonology are two closely related but distinct branches of linguistics that study the sounds of human language. While both deal with speech sounds, they approach the subject from different perspectives. Phonetics is concerned with the physical properties of speech sounds (phones), their acoustic properties, how they are produced by the vocal tract (articulatory phonetics), and how they are perceived by the listener (auditory phonetics) (Kalhoro 2024). Phonology, on the other hand, focuses on the abstract mental representations of sounds (phonemes) and how they function within a particular language system (Yule, 2022).

Phonetics provides the descriptive framework for analyzing speech sounds. Articulatory phonetics describes how sounds are produced by different articulators (tongue, lips, teeth, etc.) and classifies them based on features such as voicing, place of articulation, and manner of articulation. Acoustic phonetics uses instruments to measure the physical properties of sound waves, such as frequency, amplitude, and duration. Auditory phonetics investigates how the human auditory system perceives and interprets speech sounds. This physical and perceptual study provides the raw data for phonological analysis.

Phonology moves beyond the physical properties of sounds to examine how sounds are organized and patterned within a specific language. It deals with phonemes, which are the smallest units of sound that can distinguish meaning in a language. For example, the words "cat" and "bat" differ only in their initial phoneme (/k/ and /b/), demonstrating the contrastive function of phonemes. Phonology also studies allophones, which are variations of a phoneme that do not change meaning. For instance, the /k/ sound in "kit" and "skit" are allophones of the same phoneme, even though they are produced slightly differently due to the surrounding sounds.

The relationship between phonetics and phonology can be summarized as follows: phonetics provides the inventory of sounds and their physical characteristics, while phonology explains how these sounds are used and organized in a particular language. Phonetics deals with the “phones” (the actual speech sounds), while phonology deals with the “phonemes” (the mental representations of those sounds) and their rules of combination and distribution.

The study of phonetics and phonology is crucial for language teaching and learning, particularly for pronunciation. Understanding how sounds are produced and perceived can help learners improve their pronunciation and listening comprehension. Phonological knowledge helps learners understand the sound system of the target language, including which sounds are contrastive, how sounds change in different contexts, and the rules governing syllable structure and stress.

The integration of ICT in the teaching and learning of phonetics and phonology has opened up new possibilities for both teachers and learners. Software programs can provide interactive visualizations of articulatory movements, allowing learners to see how sounds are produced. Acoustic analysis tools can help learners visualize the physical properties of speech sounds, making abstract concepts more concrete. Online resources such as pronunciation dictionaries and interactive exercises can provide opportunities for learners to practice and receive feedback on their pronunciation.

Review of Empirical Studies

Several studies have investigated the impact of ICT on language teaching and learning, including specific applications within phonetics and phonology. These studies offer valuable insights into the effectiveness of various ICT tools and approaches. A study by Saleh and Gilakjani (2021) explore the use of Computer-Assisted Language Learning (CALL) in pronunciation training. They examined the effectiveness of using speech visualization software to provide learners with visual feedback on their pronunciation. The study found that learners who used the software showed significant improvements in their pronunciation accuracy compared to those who received traditional instruction. This research highlights the potential of ICT to provide learners with personalized and immediate feedback, which is crucial for pronunciation development. The study concluded that such tools can be highly beneficial when integrated thoughtfully into a pedagogical framework.

Another study by Ambarwati and Mandasari (2020) investigate the use of online pronunciation dictionaries and interactive exercises in improving learners' perception and production of English vowels. The study found that learners who used these online resources show significant improvement in their ability to discriminate between different vowel sounds and produce them accurately. This research suggests that ICT can provide learners with opportunities for independent practice and self- assessment, which can be particularly helpful in developing pronunciation skills. The study underscore the importance of learner autonomy enabled by ICT resources.

Derwing and Munro (2005) examine the effectiveness of using multimedia software to teach suprasegmental features of pronunciation, such as stress and intonation. The study found that learners who use the software show significant improvements in their ability to perceive and produce these features. This research highlights the potential of ICT to address aspects of pronunciation that are often neglected in traditional instruction. The researchers emphasized the importance of using multimodal approaches in language instruction, especially with the aid of ICT.

A study by Rahmawati and Sianturi, (2021) focus on the use of podcast in enhancing learners' listening comprehension and pronunciation skills. The study found that learners who listen to podcasts regularly show significant improvements in their listening comprehension and pronunciation accuracy. This research suggests that readily available technologies like podcast can be effectively integrated into language learning activities, providing authentic listening materials and opportunities for practice. The study also notes the motivational aspect of using podcasts, as learners found them engaging and relevant.

Similarly, a study by Al Arif (2019) explored the use of social media platforms, such as Twitter and Facebook, in language learning. The study found that learners who use these platforms for language practice show improvements in their communication skills and intercultural competence. While not directly focused on phonetics and phonology, this research highlights the important of ICT in creating authentic communication opportunities and promote learner interaction. The study pointed out the importance of guided integration of such platforms for effective learning.

More recently, a study by Dağdeler et al. (2020) investigated the effect of using mobile-assisted language learning (MALL) on EFL learners’ pronunciation. The results indicate a positive impact of MALL on learners’ pronunciation accuracy and fluency. The study concludes that mobile devices, due to their portability and accessibility, provide a convenient and effective tool for pronunciation practice and improvement. The research stressed the need for further exploration of MALL in various language learning contexts.

Methodology

The research employs descriptive research design of survey type to examine the impact of ICT in the Teaching and Learning of Phonetics and Phonology in Al-Qalam University Katsina. Survey research design is defined as the collection of quantifiable data from a population for purposes of description to identify verifications that may point to casual relationships. The descriptive survey design is suitable as it involved collection of information, then assessing, finally describing the data analysis regarding the impact of ICT in the Teaching and Learning of Phonetics and phonology in the shortest time possible.

The population of the study comprises all the students from the Department of English, Al-Qalam University Katsina. There are a total number of fifty one (51) Students in the Department of English in this respected Institution.

 

 

 

 

Table 3.3.1 List of Level and Their Students Population

S/N	LEVEL	Total no. of Students
1	Level 1	4
2	Level 2	10
3	Level 3	16
4	Level 4	21
	Total	51

Source: (Department of English, AL-Qalam University, Katsina 2024). 2022 To 2024 session.(identify the correct session e.g 2023/2024 session)

For this study, the sample size selected consists of 44 students both male and female in the Department of English, Al-Qalam University, Katsina. The sample size estimation is in line with recommendations offered by Krejcie and Morgan (1970). Stratified random sampling technique was used in selecting the students based on gender.

Simple random sampling technique was adopted in selecting the students. This is to give individual student an equal chance of being a respondent. The appropriate numbers of students are to be randomly chosen.

Table 3.4.1 Showing the Sampled Size

Level	Students	Sample
Level 1	4	4
Level 2	10	10
Level 3	16	14
Level 4	21	16
Total	51	44

Data Analysis

After selecting the required number of respondents, the researcher administered questionnaires to them for the collection of data needed for the study. A total of 44 copies of the questionnaires were distributed to elicit responses from the respondents and all were retrieved on the spot by the researcher. Responses from the questionnaires were analyzed using the descriptive statistics of frequency counts and percentages which were used in analyzing demographic variables and research questions.

Data Analysis

The analysis was carried out based on the formulated questionnaire. The results are presented below:

Table 4.2 Perceptions of ICT Use in Phonetics and Phonology

S/N	Statements	Strongly Agree	Agree	Disagree	Strongly Disagree
1	Using ICT tools makes learning phonetic symbols and transcription easier.	28(63.64%)	12(27.27%)	4(9.09%)	0
2	Online pronunciation dictionaries and software have improved my pronunciation skills.	22(50%)	11(25%)	8(18.18%)	3(6.82%)
3	I find interactive phonetics websites and apps engaging and helpful for learning.	26(59.09%)	9(20.46%)	5(6.82%)	4(9.09%)
4	ICT tools provide more opportunities for practicing pronunciation compared to traditional methods.	17(38.64%)	22(50%)	4(9.09%)	1(2.27%)
5	I am comfortable using ICT tools for learning phonetics and phonology.	11(25%)	8(18.18%)	14(31.82%)	11(25%)
6	Access to ICT resources has increased my interest in phonetics and phonology.	22(50%)	18(40.91%)	4(9.09%)	0
7	ICT-based activities help me understand the differences between sounds in different languages.	11(25%)	26(59.09%)	4(9.09%)	3(6.82%)
8	I believe ICT tools are essential for effective phonetics and phonology instruction.	22(50%)	18(40.91%)	2(4.55%)	0
9	Using audio and video recordings in class have enhanced my understanding of pronunciation.	18(40.91%)	16(36.36%)	6(13.64%)	4(9.09%)
10	I find online forums and discussion boards helpful for discussing phonetics and phonology concepts with peers.	21(47.73%)	17(38.64%)	4(9.09%)	2(4.55%)

Source: Authors, 2025

Table 4.2 above shows that 28 respondents representing 63.64% strongly agreed that Using ICT tools makes learning phonetic symbols and transcription easier. In the second statement, it shows that 22 respondents representing 50% strongly agreed on the view that online pronunciation dictionaries and software have improved their pronunciation skills. Furthermore, 26 respondents representing 59.09% strongly agreed that they find interactive phonetics websites and apps engaging and helpful for learning. On the other hand, 22 respondents representing 50% agree to the view that ICT tools provide more opportunities for practicing pronunciation compared to traditional methods. However, 14 of the respondents representing 31.82%  disagree to the view that they are comfortable using ICT tools for learning phonetics and phonology. The next statement which says that ‘Access to ICT resources has increased my interest in phonetics and phonology has 22 respondents representing 50%, which show strong agreement. Also 26 respondents representing 59.09% agreed that ICT-based activities help them understand the differences between sounds in different languages. Furthermore, 22 respondents representing 50%; 21 respondents, representing 47.73%; and 18 respondents, representing 40.91% all strongly agreed that ‘they believe ICT tools are essential for effective phonetics and phonology instruction’, ‘they find online forums and discussion boards helpful for discussing phonetics and phonology concepts with peers’ and ’using audio and video recordings in class have enhanced their understanding of pronunciation’ respectively. The analysis confirms a generally positive perception of ICT's role in learning phonetics and phonology. A majority of respondents strongly agreed that ICT tools facilitate learning phonetic symbols and transcription, improve pronunciation skills through online resources, and provide engaging learning experiences via interactive websites and apps. While comfort levels with ICT tools vary, a substantial portion also believes in their essential role in effective instruction and their positive impact on understanding pronunciation and cross-linguistic sound difference.

Table 4.3 Experiences and Impact of ICT in Phonetics and Phonology

S/N	Statements	Strongly Agree	Agree	Disagree	Strongly Disagree
11	ICT tools help me identify and correct my pronunciation errors.	22(50%)	18(40.91%)	2(4.55%)	2(4.55%)
12	I prefer learning phonetics and phonology using ICT tools over traditional methods.	28(63.64%)	11(25%)	4(9.09%)	1(2.27%)
13	The use of ICT has made phonetics and phonology lessons more interactive.	23(52.27%)	16(36.36%)	4(9.09%)	1(2.27%)
14	I have adequate access to ICT resources (computers, internet, software) for learning phonetics and phonology.	16(36.36%)	9(20.46%)	13(29.55%)	6(13.64%)
15	My instructors effectively integrate ICT tools into phonetics and phonology lessons.	13(29.55%)	11(25%)	8(18.18%)	12(27.27% )
16	ICT tools have improved my understanding of phonological processes (e.g., assimilation, elision).	19(43.18%)	18(40.91%)	4(9.09%)	3(6.82%)
17	I find it easy to find reliable online resources for learning phonetics and phonology.	15(34.09%)	14(31.82%)	8(18.18%)	7(15.91%)
18	Using ICT tools has increased my confidence in speaking English.	24(54.56%)	11(25%)	5(11.36%)	4(9.09%)
19	I believe the use of ICT can bridge the gap between theory and practice in phonetics and phonology.	28(63.63%)	9(20.46%)	4(9.09%)	3(6.82%)
20	I would like to see more ICT tools used in phonetics and phonology classes.	18(40.91%)	21(47.73%)	3(6.82%)	2(4.55%)

Source: Authors, 2025

Table 4.3 above shows that 22 respondents representing 50% strongly agreed that ICT tools help them identify and correct my pronunciation errors, 28 respondents representing 63.64% strongly agreed on the view that they prefer learning phonetics and phonology using ICT tools over traditional methods. Furthermore, 23 respondents representing 52.27% strongly agreed that the use of ICT has made phonetics and phonology lessons more interactive, 16 respondents representing 36.36% strongly agreed to the view that they have adequate access to ICT resources (computers, internet, software) for learning phonetics and phonology. Likewise, 13 of the respondents representing 29.55% strongly agreed on the view that their instructors effectively integrate ICT tools into phonetics and phonology lessons. The statement ‘ICT tools have improved my understanding of phonological processes (e.g., assimilation, elision).’ has 19 respondents representing 43.18%, who showed strong agreement. Also 15 respondents representing 34.09% strongly greed that they find it easy to find reliable online resources for learning phonetics and phonology, 24 respondents representing 54.56% strongly agreed that using ICT tools has increased their confidence in speaking English, 28 respondents representing 63.63% strongly agreed that they believe the use of ICT can bridge the gap between theory and practice in phonetics and phonology, lastly the statement ‘I would like to see more ICT tools used in phonetics and phonology classes’, has 18 respondents who showed strong agreement while 21 respondents which represents 47.73% only agreed.

Therefore, these analyses reveal a mixed reception regarding specific aspects of ICT use in phonetics and phonology. While a significant portion agreed that ICT aids in identifying pronunciation errors, makes lessons more interactive, boosts confidence in speaking, and bridges the gap between theory and practice, a substantial number disagreed with preferring ICT over traditional methods and finds it difficult to locate reliable online resources. Furthermore, perceptions regarding access to ICT resources and effective integration by instructors are less strongly positive. Therefore, while ICT is seen as beneficial in certain areas, there's a clear indication of a need for improved resource availability, better integration by instructors, and perhaps a balanced approach combining ICT with traditional teaching methods.

Discussion

The analysis reveals a generally positive perception of ICT's role in the teaching and learning of phonetics and phonology. A significant number of respondents believe that ICT tools facilitate learning phonetic symbols, improve pronunciation through online resources like pronunciation dictionaries and software, and provide engaging learning experiences via interactive websites and apps. This aligns with research objectives which emphasize the potential of technology to enhance language learning by offering diverse and interactive learning opportunities (Ibrahim et al, 2018). The ease of accessing audio and video resources, coupled with interactive exercises, can create a more dynamic and engaging learning environment compared to traditional methods.

However, the findings also highlight a mixed picture regarding certain aspects of ICT integration. While a substantial portion of respondents agrees that ICT aids in identifying pronunciation errors and makes lessons more interactive, there's no strong preference for ICT over traditional methods. This suggests that ICT should be viewed as a complementary tool rather than a complete replacement for traditional teaching approaches. This also supported the findings of Beatty (2013), who advocated for blended learning approaches that strategically combine the strengths of both traditional and technology-mediated instruction.

Furthermore, concerns regarding access to reliable online resources and adequate ICT infrastructure, such as computers, internet connectivity, and software, are evident. This echoes broader concerns about the digital divide and the challenges educational institutions face in providing equitable access to technology (Afzal et al., 2023; Kaura et al., 2024). These limitations can hinder the effective implementation and utilization of ICT tools, even when there is a positive attitude toward their use. The less strong agreement on the effective integration of ICT tools by instructors further underscores this point. This suggests a need for targeted professional development programs for educators to enhance their skills in effectively integrating ICT into their phonetics and phonology lessons. This aligns with findings of (Fullan, 2016), that teacher training is crucial for successful technology integration in education.

Conclusion

This study concludes that ICT holds significant potential for enhancing the teaching and learning of phonetics and phonology at Al-Qalam University Katsina. Students generally perceive ICT tools as beneficial for learning phonetic symbols, improving pronunciation, and providing engaging learning experiences. The use of online resources, interactive websites, and multimedia tools offers valuable opportunities for practice and skill development. This positive perception suggests that integrating ICT into phonetics and phonology instruction can be a valuable strategy for improving learning outcomes.

However, the study also reveals important areas for improvement. Concerns regarding access to reliable online resources, adequate ICT infrastructure, and the effective integration of ICT tools by instructors highlight the need for targeted interventions. Simply providing access to technology is not enough; ensuring that resources are readily available, instructors are adequately trained, and pedagogical approaches are effectively adapted to leverage ICT's potential is crucial for realizing its full benefits in phonetics and phonology teaching.

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