Learning English Word Stress with Technology

  • Veronica G. Sardegna (Duquesne University)
  • Anna Ewa Jarosz orcid logo (University of Lodz)


When learners misplace the stress in a word, they distort the rhythm, which may render it unrecognizable to the listener. Yet, despite its significance for intelligibility, word stress is rarely taught in English as a foreign language (EFL) courses. This study investigated an alternative to classroom instruction of lexical stress: autonomous practice outside of class. Participants were six Polish EFL high-school students taking a language course at a school in Poland. To improve their prediction and production of English word stress, the students learned and practiced orthographic word-stress rules using practice worksheets and YouGlish, a YouTube dictionary, out of class for four weeks. Data were gathered from read-aloud pre- and post-tests assessing students’ ability to predict and produce the stress of English polysyllabic words; a background questionnaire; the teacher’s observation field notes; and pronunciation activity trackers eliciting students’ behaviours, practice choices, time spent practicing, and opinions about the resources used. The results provided support for the efficacy of the materials in supporting autonomous pronunciation learning for successful and highly motivated EFL students.

Keywords: word stress, technology, autonomous learning, EFL context, production

How to Cite:

Sardegna, V. G., & Jarosz, A. (2023). Learning English word stress with technology. In R. I. Thomson, T. M. Derwing, J. M. Levis, & K. Hiebert (Eds.), Proceedings of the 13th Pronunciation in Second Language Learning and Teaching Conference, ­­­­­­­­held June 2022 at Brock University, St. Catharines, ON. doi:

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Published on
25 Jul 2023
Peer Reviewed