Posters

Revitalizing segmental phonology for intelligibility: Unlocking L2 pronunciation success through technology-mediated learning

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Abstract

This study examined how two pedagogical approaches, both delivered through technology-mediated learning, shaped the development of the Standard Southern British English front vowels /iː, ɪ, e, æ/ among Spanish-speaking undergraduate translation students in Montevideo, Uruguay. Thirty-six learners received identical instructional time and digital exposure but were assigned to groups differing in pedagogical intent and task design. Group 1 (G1) followed the Nativeness Principle through a traditional, imitation-based, focus-on-forms approach, whereas Group 2 (G2) adopted the Intelligibility Principle through a task-supported orientation integrating contextualized production, guided self-assessment, peer feedback, and reflective learning. Pre- and post-instruction recordings were assessed by native and non-native raters using 1–5 Likert scales of perceived comprehensibility and accentedness, providing listener-based evaluations of speech effectiveness. Quantitative analyses showed positive changes from pre- to post-instruction in both groups, with larger increases in ratings for G2. Qualitative findings indicated that G2 developed richer metacognitive awareness and produced more consistent vowel realizations in controlled reading tasks. Overall, the study suggests that intelligibility-oriented, reflective instruction may support the development of pronunciation as reflected in listener-based measures, particularly in contexts where segmental contrasts are critical for meaning differentiation. These findings are relevant for translator and interpreter educational contexts, where precise vowel contrasts contribute to perceived clarity and communicative effectiveness.

Keywords: pronunciation instruction, intelligibility, comprehensibility, accentedness, English vowels, L2 phonology, technology-mediated learning

How to Cite:

Chiusano, A. C., & Luchini, P. L. (2026). Revitalizing segmental phonology for intelligibility: Unlocking L2 pronunciation success through technology-mediated learning. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–15). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.21359