ACKNOWLEDGEMENTS

My profound gratitude goes to my supervisor, Professor Mpoche Kizitus, who exercised

patience, made corrections and gave constructive criticisms and suggestions in this project.
My gratitude also goes to my co supervisor, Prof Ayonghe Lum Suzanne Lum for providing me
with material for this research project and for exercising patience and love in correcting this project.
I equally thank my lecturers; professor Sala and Dr Magdelene Nkongho for guiding me in this
area of research.
My heartfelt gratitude also goes to Dr Patience Penn Tenneng for her guidance, love and relevant
suggestions made in this project.
My appreciation equally goes to Dr Afutendem Lucas from the University of Dschang for his
encouragement and also for providing me with a copy of his thesis to use in this project.
My sincere thanks also go to my lecturers Dr Atoh, Dr Fasse, and Dr Louisa Lum for their
advice, and for encouraging me to pursue this research endeavour.
I equally wish to express my gratitude to my colleague, Dr Siéwoué Martin Bolivar, for
providing me with material to carry out this research project.
To my husband, Mr. Muki Walter, I say a big thank you for your moral and financial support to
make this project a reality.
Finally, I thank all my classmates and well-wishers who helped me in one way or the other to
realize this project. God bless you all.
ABSTRACT
This work investigates the importance of Information and Communication Technologiesy (ICTs) in the
harmonisation of English pronunciation in some selected schools in Cameroon. It examineinvestigates
whether ICTs in order to find out whether they can help in the harmonisation of pronunciation. It has
been observed that pronunciation has been neglected by most English language teachers (Sieuwoue,
2018: page) as they tend to intentionally leave out pronunciation lessons in the course of teaching or tell
students to pronounce sounds and accept whatever pronunciation is given by the students. This is due to
the fact that teachers of other subjects could be seen teaching the English language because there is of
lack of teachers. The objectives of this study are thereforeare to verify how often teachers teach
pronunciation lessons; to evaluate how the absence of pronunciation lessons affect students’
pronunciation; to investigate how ICTs can help in the harmonisation of pronunciation lessons; to find
out teachers’ attitude towards the harmonisation of pronunciation, and to evaluate how harmonisation
can unify pronunciation teaching and facilitate understanding.
The targeted population is made up of students from Form Five and PremierrePremière classes of some
selected schools in Cameroon as well as English language teachers in these schools. The data collection
methods are experimental teaching, questionnaires and guided interviews., A and analysis is done on
tables of frequencies qualitatively and presented on charts. The theories used are Experiential learning,
Social Learning and Interlanguage theories. The findings are in relation to research questions, literature
review and theories which show that ICTs can unify and facilitate the teaching and learning of English
pronunciation. As a result, it is proposed that, students should be taught pronunciation lessons with ICT
tools, and pronunciation should be harmonised with the help of these ICTs such that students nationwide
could be taught the same pronunciation. Seminars should also be organised to enlighten teachers on the
importance of using ICTs in the teaching and learning process especially pronunciation.
LIST OF ABBREVIATIONS
SBE: Standard British English
CALL: Computer Assisted Language Learning
CALT: Computer Assisted Language Teaching
CBA-RLS: Competence Based Approach in Real Life Situations
CMC: Computer Mediated Communication
EFL: English as a Foreign Language
ELT: Experiential Learning Theory
ENL: English as Native Language
ERNWACA: Educational Research Network for West and Central Africa
ESL: English as a Second Language
L1: First Language Learner
L2: Second Language Learner
LSI: Learning Style Inventory
MINESEC: Ministry of Secondary Education
MINEDUC: Ministry of Education
NICI: National Communication and Information Infrastructure
NICT: New information and Communication Technology
OLPC: One Laptop per Child
PAQUEB: Pilot Project to Improve the Quality of Basic Education
RP: Received Pronunciation
SLT: Social Learning Theory
UNDP: United Nations Development Program
UNECA: United Nations Economic Commission for Africa
WSE: World Standard English
Topic
The Importance of Information and Communication Technology (ICT) in the Harmonisation of English
Pronunciation in Cameroon Secondary Schools: The Case of Some Selected Schools in the regions.

1.0 Introduction
This study is titled: The Importance of Information and communication Technology hence
forthforth (ICT) in the Harmonisation of English Pronunciation: The case of some selected schools in
the regions. This project will investigate the teaching of pronunciation to secondary school students both
second and foreign language learners in the context of Cameroon. The researcher wants to find out how
ICT could be used to harmonise pronunciation teaching in Cameroon such that students everywhere
should be taught the same pronunciation with the help of ICT tools.
Technology according to McGinn, (2001:page) is the technological means of using tools and
machines to do tasks efficiently. Information and Communication Technology (ICT) have become an
indispensable medium of facilitating the teaching and learning of English language. Computer
technology has affected virtually all aspects of life, including the way people communicate ideas,
conduct business and provide education. There is more internet Internet usage, computer assisted career
guidance, emails, websites, electronic news letters, online journals, networking, occupational
information network, online high school, chat rooms, electronic groups, exploring colleges and careers,
tele-conferencing, tele-surveillance, distant learning, video recording (taping) etc. (Davies, G. and &
Riley, , F.(2012:page).
ICTs are tools such as desktop computers, laptops, palmtops, internet, multimedia, Wiki, Zine,
Weblog, mobile and android phones, Wifi, Digital technologies, Cybernetics, Digital storytelling, instant
messaging, projectors, Ipods, Ipads, tablets, MP3, MP4 MUDs, audio, video, television and applications
like YouTube, WhatsApp, Facebook, Play store applications, Zoom, webinar, etc.(pleas, include a
reference here, if possible). These ICTs are fast becoming widespread and used around the world in
every domain, especially in this period of lockdown due to covid 19. Consequently, there is a need to
use them in the teaching and learning of English since English language is one of the most widely
spoken languages in the world, one of the official languages in Cameroon, and specifically, one of the
core subjects in secondary schools.

1.1 Motivation
With the outbreak of the corona pandemic (covid 19), the world has increased in technology.
Due to the lockdown order by governments of the world, people are glued to their phones, computers
and other available technologies to carry out tasks in their homes. These days we hear more of online
meetings, online classes, working from homes etc. and this is only possible with technology.
The present study is therefore motivated by the fact that in the 21 st century,; the teaching and
learning process is being revolutionalised with visible transformation from quantity to higher quality
through the use of ICTs. In the field of education, the introduction of ICTs has brought about a paradigm
shift in the teaching and learning process. Nowadays, our students are harnessing new technologies and
thus they learn in a new digital manner. They create knowledge rather than memorize and repeat
content. (Ngwa et al 2013:page) Within this new digital environment, we teachers must provide our
students with lessons where the outside world of emerging technologies is bridged to the classroom and
act as a guide. Learners should feel that they can have an online identity in networking spaces in order to
increase opportunities for learning, to foster collaboration, motivation and knowledge sharing. ICTs help
students to do research since learning is student-centered. This simply means pedagogically through
independent, self-paced learning; (learner autonomy), students interact with modern technologies to
review, construct, analyse and make suggestions in their learning processes.
Moreover, since the educational system in Cameroon has moved from the Objective Based
Approach (OBA) to the Competence Based Approach (CBA) with entries through real life situations;
ICT will be of great help since CBA aims at solving real life problems. The learners will be ready for the
job market by the time they graduate from school because ICT skills are very much indispensable in
every field of life.
Consequently, the teaching and learning of English pronunciation can be harmonised by using
ICTs. Due to the fact that there is no one-to-one relationship between spelling and pronunciation in
English,; there is need for ICTs to be used to teach pronunciation in our secondary schools in Cameroon
given that English is not a native language, but rather a second language and a foreign language to
Anglophones and Francophones respectively and English language teachers are not also native speakers
of English.

1.2 Background to the study

Like many aspects of life, education is undergoing constant changes under the effects of
globalisation as a result of the emergence of ICT. The introduction and evolution of ICT is changing the
manner of teaching, the role of students and teachers, and producing a shift in society from
industrialisation to information. Educational institutions around the world are forced to compete globally
by engaging in entrepreneurial activities to sustain themselves in an uncertain and a changing world.
Globalization together with the development and fast spread of ICTs has caused significant
social, economic and educational changes all over the world. The impact of the digital technologies to
our daily routines is at high speed. Studying and managing a foreign language in this new context is a
way of meeting a need in order to be apt and gain access to education and employment possibilities
rather than being just a mere pleasing pastime to cater for leisure time.
 Globalisation is shaping children, the future citizens of the world into global citizens, intelligent
with a broad range of skills and knowledge to apply to competitive information- based society. As a
result, children cannot be effective in tomorrow’s world if trained in yesterday’s skills. Globalization has
caused significant changes all over the world in different fields. Education has been particularly affected
by this process of transformation especially due to the development and fast spread of ICTs which have
led to a paradigm shift in the teaching and learning process. (Njamanze, 2010:page)
Today we might not even be talking again about globalisation, but “glocalisation”. The world is
becoming more of a local village than a global village. Looking at the covid 19 pandemic, everyone in
the world is connected to ICT in one way or the other and education is not left out. We hear more of e-
learning, online learning with different ICT tools, programs and Applications. In Cameroon today,
because of lockdown, the Cameroon Radio and Television (CRTV) has taken it as a responsibility to
bring forth teachers to teach students in a program known as “#Focus on Exams”. This is a good
initiative and it can be connected to this study in that, pronunciation is involved. The teachers are
teaching a national audience, therefore there should be clarity in pronunciation for intelligibility and
effective communication. As a result, harmonisation of pronunciation in the teaching milieu cannot be
over emphasised.
More programmes in educational material are becoming available in electronic forms; teachers
and students prepare and present material in electronic forms. Blackboards are gradually being replaced
by video projector screens, books with storage device servers and the emergence of online digital
libraries. Exams and grades are made public through electronic means, notebooks are replaced by
laptops and ipadsiPads. There is a shift from industrialisation to computer or information-based
societies. The implementation of such technologies in and outside the classroom has fostered
autonomous learning thus encouraging students to become more independent and more responsible for
their learning process in new educational environments.
ICTs have been publicized as potentially powerful enabling tools for educational change and
reform. As Hartoyo, (2008:page) stated in his book, a computer is a tool and medium that facilitates
people in learning a language, although the effectiveness of learning depends totally on the users.
Technology in this era has been grown up not only from the quality but also the efficiency. The need of
technological innovation has brought the communication revolution and rapid development of
technological application in teaching and learning. It is therefore necessary to use ICTs to teach English
language especially pronunciation so that there should be harmonisation.
Language is the principal means used by human beings to communicate with each other. It is
primarily spoken although it can be transferred to other forms such as writing. If the spoken means of
communication is unavailable as maybe the case among the deaf, visual means as sign language can be
used. A prominent characteristic of language is that the relation between a linguistic sign of the meaning
is arbitrary. There is no reason other than that, that a dog should be called a dog.
 Simo Bobda and Mbangwana, (2004:1) explained how speech first came in the history of
mankind. We all learn to speak before we learn how to write. Though we learn to listen and speak
language before we can read and write, it remains intriguing to observe that we learn about spoken
language until after we have learned to handle the written language. This way of reversing priorities
causes us to think of speech in the same frame of reference as we do with writing. If our priorities were
well established, then we would not show concern for our pronunciation not matching spelling of the
written language. They quote Tench (1981:6) who says:
Pronunciation is more than a matter of consonants, vowels and diphthongs. Listen
to the sounds of people speaking and listening out for the rise and fall of pitch of
the voice, to the pausing and grouping together of words and phrases, and to the
suppression of others, and you will hear that there is more to pronunciation. Words
are indeed represented in speech by consonants, vowels and diphthongs, but by
accented and unaccented syllables too... But beyond that, sentences or better,
utterances display a kind of rhythm and are accompanied by pitch variations, or
intonation.

Pronunciation resides above and beyond speech sounds, including among other vital factors, a
complex of sounds, syllables, intonation and other dynamic attributes of speech delivery. Their complex
combinations in a continuum and in certain situational and extra-linguistic contexts give such speech
forms a certain particular texture. Living speech which is an on-going event requires the natural and
smooth joining up of its constitutive elements. Not all the differences in sound habitually made by
speakers of a particular language are heard consciously by its speakers.
There is no clear relationship between spelling and pronunciation in English. For example: the
words; cough, tough, though, through all end in –ough but they are pronounced differently. Also, both/
brother have oth but sound differently. Furthermore, the letter d in Wednesday is silent, so what is its
function in the word? What students need therefore, is some representation of the sounds of English so
that when they look up a word in a dictionary and see its phonetic transcription, they can work out the
standard pronunciation of that word. Teachers should transcribe words in order to help give students a
record of pronunciation, and for them to use a dictionary more effectively. They should get the chance to
hear the correct sound within a word before being expected to try and repeat it which will raise their
awareness.
Teachers can do this by using audio-visual tools thereby using ICTs to teach English
pronunciation. If pronunciation is harmonised with these ICT gadgets, it will therefore mean that
students all over the country are taught the same thing. The students can then watch the mouth of the
speaker and listen to the sounds or word being pronounced correctly. Meaning can be affected by
unclear pronunciation. For example: the case of homophones, homographs, hecterophones and stress
placement. The teacher should focus on the common problems experienced by that nationality and also
on other problems which can affect meaning and intelligibility. Word stress can also cause difficulties
because when stress is placed on the wrong syllable, it can lead to confusion. For example: ‘protestant
meaning protestant church and pro’testant meaning a person who protests. As a result, the teaching of
pronunciation will not only be necessary for effective communication, but will be facilitated and made
easier with the use of ICTs in the teaching and learning process thereby promoting the same
pronunciation in the nation. Considering that Cameroon has more than 280 native languages (Ref?), the
issue of harmonisation is pertinent since Cameroon English is not standardised and British English RP
still remains the reference variety.

1.3 Statement of the Research problem

ICTs have proven to be useful in the teaching/learning of English pronunciation by many researchers
(Siéwoué 2017:page).
In the context of Cameroon secondary schools, the presence of ICTs is not really felt with
regards to all the subjects in the curriculum in general and English in particular. For the past years, the
regional pedagogic inspectors have encouraged the teachers to use ICTs in the teaching/learning process
which can positively affect the teaching/learning of pronunciation if teachers have a mastery of the
technologies. It is no news that English language teachers teaching in our secondary schools are not
native speakers of English and most of them find it difficult to teach speech while students face
difficulties to understand. Some teachers are of the opinion that they have never been taught how to
teach pronunciation in the Higher Teachers’ Training Colleges. Teachers do not also have direct contact
with native speakers. How ICTs can be used to harmonise pronunciation lessons is of interest to this
study. Teaching speech has been neglected by many English language teachers especially the untrained
ones because they have not mastered the pronunciation of sounds and of words thoughtless of teaching
students.
Teachers of other subjects could be seen teaching English language because of lack of teachers
consequently some teachers turn to leave out pronunciation lessons or tell some intelligent students
according to them to pronounce sounds or words and accepts whatever pronunciation the students give
as the acceptable one because they themselves are ignorant of the standard pronunciation. Furthermore,
the real English language teachers are teachers of other subjects such as history, geography, chemistry
just to name a few. These teachers spend more time with the students than the English language teachers
who might have just 3 or 4 hours a week. This leads to the lack of mastery of pronunciation skills by the
students.
Considering the fact that there is no one to one relationship between spelling and pronunciation,
and due to mother tongue influences because we are not native English speakers and we study English
as a second and a foreign language, our different mother tongues affect the way we speak English
language. Mpoche and Chandramonan (2012:86) had this to say about Cameroon:

Notice however that Cameroon is a non-native multilingual context (officially bilingual in

English and French) with several competing languages and this does not seem to provide a
suitable background for informal learning of English.
In this light, we see that Cameroon being a multilingual country with Pidgin English and Camfranglais
as lingua Francas go beyond the border therefore, it is necessary to teach our students standard
pronunciation and this could be done with the help of ICTs by harmonisation of the lessons. Siéwoué
(2017:102) says:
There is a conspicuous negligence of the sounds of English in the new syllabus, whether in 2012
where the symbols were too strange to be called phonetic symbols […] or in 2014 where phonetic
symbols are bluntly left aside, though the teacher’s guide advises to integrate pronunciation
activities into lessons, to accompany the learners in speaking tasks.

The primary purpose of language is communication and there are different varieties, therefore, if
pronunciation is not taught, our students will not be able to compete with other students abroad because
they will not have mastered Received Pronunciation (RP) and this will make them shy away from
interacting with foreign students. In essence, there is need for us to teach our students to be global
citizens since the world can be seen as a global village.

Atechi (2009:279) in an article talks about the pedagogical implications of teaching pronunciation that:

It is clear that non-native forms are suitable for pronunciation teaching in these environments,
because the varieties take into account the socio linguistic and cultural realities of these ecologies.
The limitation here is that these local forms can only be used for intranational communication and
not for international communication. This ushers in a major problem given that science and
technology have reduced the world to a global village with English as a lingua franca. Like any
other peoples, non-native speakers of English would need to be internationally intelligible in
order to fit into this new global village.

Moreover, traditional methods of teaching and learning are fast dying in most countries, and are
being replaced with modern audio-visual tools and there is need for our schools to revolutionalise the
teaching and learning of English which is one of the core subjects in secondary schools and an official
language in Cameroon.

1.4 Research Questions

The above problem leads to the formulation of the following questions:
1. How often do teachers teach pronunciation lessons?
2. How does the absence of pronunciation lessons affect students’ pronunciation?
3. How can ICT tools help in the harmonization of pronunciation lessons?
4. What are the attitudes of teachers towards the harmonisation of pronunciation?
5. Can harmonisation of pronunciation unify pronunciation teaching and facilitate understanding?

1.5 Objectives of the study

The objectives of this study will be toas follows:
1. To Vverify how often teachers teach pronunciation lessons.
 2. To eEvaluate how the absence of pronunciation lessons affect students’ pronunciation.
3. To Iinvestigate how ICT can help in the harmonisation of pronunciation lessons.
4. To fFind out teachers’ attitude towards the harmonisation of pronunciation.
5. To eEvaluate how harmonisation can unify pronunciation teaching and facilitate understanding.

Are there no hypotheses for this study?

1.6 Scope of the Study

This research focuses on the importance of ICTs in the harmonisation of English Pronunciation in
Cameroon secondary schools. The study will be limited to some selected secondary schools in the
Littoral, Southwest, and Northwest regions both government, mission and private.

1.7 Significance of the Study

It is expected that the findings of this work will be helpful to educational authorities, curriculum
designers, course book writers, teachers, students, and future researchers as seen below:
- Firstly, it will set the pace for the harmonisation of English pronunciation in Cameroon since
English language teachers are not native speakers of English coupled with the multilingual
nature of Cameroon.
- Secondly, it will facilitate the teaching and learning of English language in general and
pronunciation in particular using ICTs which is experiencing a fast increase and usage around the
world.
- The findings of this work will help the researcher improve and facilitate her pedagogic skills in
the teaching and learning process of English language as well as her ICT skills.
- It will create awareness among readers in relation to the importance of harmonising
pronunciation with ICTs in the teaching/ learning process of English language.
- Curriculum designers will have to see the necessity or not to restructure the curricula to integrate
ICTs to teach English language and the pronunciation component.
- The findings will be beneficial to course book writers as they will increase more exercises on
pronunciation for better spoken forms of communicative skills in learners. It will equally help
them to give a better place to ICTs when designing English language course programs.
- The use of ICTs will enable learners develop ICT skills, help them in their future career and
equally enable them to learn autonomously.
- Learners will equally be motivated and their self esteemself-esteem will be raised leading to
confidence and as a result, enhance interaction and involvement in collaborative learning.
- It will also help teachers to discover new methods and techniques of teaching English, develop
ICT skills in them as well as guide them to use ICTs to teach effectively.
- It will as well help teachers to be confident in teaching pronunciation and many will not shy
away from it. Students will equally learn correct pronunciation autonomously.
 - To future researchers, it will serve as a reference and guide to those who intend to carry out
research in the domain of language and ICTs.

1.8 Definition of Key Concepts

Words have their meanings according to the context in which they are used, and as a result, these
concepts will be defined in relation to the context of the work under study.

1.8.1 Harmonisation
According to Webster dictionary (year), harmonisation means working on those areas which are
complementary in order to have the plans working together for the achievement of an overall strategic
objective. It helps different departments to share the same vision, work together and optimise the use of
resources. It is the quality of two or more things going well together and producing an attractive result.
This definition is important in this study in that, with the help of ICTs, pronunciation lessons will
be unified as teachers will come and together to work together to achieve attractive results in
pronunciation teaching and learning.

1.8.2 Language
Language has been defined differently by different linguists.
Algeo and Pyles, (20042004: page), define language as “a system of conventional vocal signs by means
of which human beings communicate.”
Sala and Ubanako, (20082008: page), quote Edward Sapir, (1921:page), who says, “Language is
a purely human and restrictive method of communicating ideas, emotions and desires by means of
voluntarily produced symbols.”
Trager, (1949: page), as cited by Sala and Ubanako, (ibid), define language “as a system of
arbitrary vocal symbols by means of which the members of a society interact in terms of their total
culture.”
Noam Chomsky, (1957: page), as quoted by Sala and Ubanako, (ibid), asserts that “language is a
set of (finite or infinite) sentences, each finite in length and constructed out of sets of elements”.
Hall, (1964: page), as cited by Sala and Ubanako, (ibid), views language as “the institute
whereby humans communicate and interact with auditory and arbitrary symbols”.
Amongst the above definitions, the one that suits the work under study is that of Algeo and
Pyles, (2004: page), which presents language as a system as explained by Sala and Ubanako, (2008:2). It
treats language as a system in which meaning in language is expressed through the combination of
meaningless units; if each meaning were expressed by only one sound, only very few meanings will be
expressed in language. English for example has only 35 sounds, but has hundreds and thousands of
words, hence, a finite means (sounds) in this meanings through patterns of sound combination. This is
the principal characteristic of human language which differentiates it from animal system of
communication. The meaningless components constitute the sound system or phonology of any
language while the meaningful unit constitutes its lexis or vocabulary and grammatical system.

1.8.3 Information and Communication Technology (ICT)

ICT is an abbreviation which stands for Information and Communication Technology. It refers to
a “diverse set of technological tools and resources used to communicate, create, disseminate, store, and
manage information.” (Tebit et al, (2011: page).
For the purpose of this research, ICT will represent those technological tools or gadgets which will help
in harmonising and facilitating the teaching and learning of English pronunciation such as computers,
internetInternet, wifi, ipadsiPads, television, applications, video and audio, projectors, etc.
Information: It means the processed data in a meaningful and purposeful form according to Shore in
Hartoyo, (2012:2).
Communication: According to Potts, communication is defined as a process by which we assign and
convey meaning in an attempt to create shared understanding. Brown, (2011: page), stated that
communication is transfer of information from one person to another, whether or not it elicits
confidence. But the information transferred must be understandable to the receiver (. Hartoyo, (2012:
page).
Technology: It is derived from the word “techno” which means technique, art, or skill, and “logos”
which means science. Therefore, technology can be defined as a scientific knowledge of art or skill.
Hartoyo, (2012:2).
ICTs as a whole can be described as the utility of technology to support the effort of conveying
information and communication particularly in the area of education. The technique includes digital
technologies mostly of electronic information processing technologies such as computers, internet,
mobile phones, networks, broad band, etc.
Technology facilitates exposure to authentic language and provides access to wider sources of
information and varieties of language. It gives opportunity to people to communicate with the world
outside. It allows a learner centered approach and develops learners’ autonomy. ICT help people to get
information and to communicate with each other in a wider range.

1.9 Structure of the Work

This work will be divided into five chapters. Chapter one will present the introduction which will
consist of the introduction, motivation, statement of research problem, research questions, objectives of
study, scope of study, significance of study, definition of key terms, the background to the study, the
sociolinguistic situation of Cameroon, the status of English, location of study areas, language teaching/
learning: pronunciation and ICT, the sounds of English and the chapter ends with the structure of the
work.
 Chapter two will be divided into two sections. The first will be review of literature both in and
out of Cameroon. At the end of that section, a point of convergence and divergence will be established
between the work under study and previous works in this area of research thereby bringing out the
originality of the present work. The second section will handle a number of theories and teaching
methods relevant to the study such as the Experiential Learning theory embedded by Computer Assisted
Language Teaching (CALT) and Computer Assisted Language Learning (CALL). The Social Learning
theory embedded by the audio lingual method and the Interlanguage theory.
Chapter three will focus on several aspects within the framework of methodology which include
research design, population of study, target population, sample population and sampling techniques.
Furthermore, it will present variables of the study, instruments of data collection, administration of
instruments, methods of data analysis, and ethical considerations.
Chapter four will deal with the analysis of data that is; data obtained from the experimental
teaching, guided interviews and questionnaires will be analysed quantitatively on tables, explained
qualitatively and presented on charts. A comparative analysis will also be done on the schools and
levels.
Lastly, chapter five will also focus on discussions of findings using research questions, theories,
approaches and authors. Summary of findings and proposals to the problems identified in the findings
will also be in this chapter. Topics for further research will also be suggested since not every aspect has
been handled in the present study. A summary of each chapter will be done and a final conclusion of the
work. The problems that the researcher will encounter in the course of carrying out this research will
equally be explained. The difficulties that teachers will encounter in using ICTs to teach English
language especially pronunciation will also be presented and possible solutions will be suggested to
solve these difficulties. The research will end with references both print and web sources.

1.10 Literature Review

For the purpose of this study, the researcher will review concepts related to the study and some works
carried out by linguists and researchers linked to the topic under study. The reviews will reveal the
intentions of previous work and show how they converge and diverge from the present work. Some of
the works to be reviewed will include Fraser, (2000), Dang, (2010), Ngefac, (2011), Ngwa, (2019), Ur
Penny, (2005), Afutendem, (2012) and, Bluton, (1999).
Fraser, (2000) in her work, carried out a study on some principles developed through theoretical
and practical investigation to help ensure effective communication between teachers and learners of
pronunciation. Her aim was to embody knowledge of linguists, phoneticians and teachers and embed
this knowledge in a product that allow learners to do what they need to do in order to learn to pronounce
English words effectively. Also, to reconceptualise speech in terms appropriate to English and practise
the articulatory skills required to transform their new concepts into sound fluently and confidently.
 She used the CD to demonstrate to teachers some methods of teaching pronunciation that are
seldom used with computer technology, since most language teachers have little training or confidence
in teaching pronunciation, and those that do, often take a non communicative approach.

Dang, (2010) on his part was out to explore possible factors which could facilitate or hinder the
use of ICT in language teaching. He illustrated extensive benefits of ICT in language teaching and
learning. E.g. getting access to endless on-line resources of authentic material, making teaching and
learning more enjoyable, and promoting autonomous learning. He posed the following challenges; lack
of ICT training, lack of ICT access, equipmentsequipment and training, confidence in ICT skills,
unreliable internet access, lack of technical administrative support, insufficient competent teachers. A
mixed method approach was applied, questionnaires were collected from language teachers and follow-
up interviews were conducted.
In his analysis, he discovered that teachers use ICT to prepare lessons and to deliver those
lessons in class. They searched the internet, downloaded relevant material, designed practice activities
with word processing, and prepared presentations with Microsoft PowerPoint. E-mail was used for
exchange of communication with other colleagues and or students.
His analysis also reviewed some barriers such as lack of vision in which respondents claimed
that they have never read an ICT plan and this plan had not been disseminated to the teaching staff.
Consequently, teachers do not know why they need to apply ICT and what ICT will lead them to.
Teachers also believe that ICT increases work load for them because, it requires three to four hours of
preparation.
He concluded that an ICT plan needed to be developed with clear purposes, expectations and
vision, to be well disseminated to all the staff and to look beyond current development in ICT. ICT
equipment was important however, but ICT support and training were vital. Training workshops have to
be conducted on regular bases taking into cognisance the specific needs of teachers and finally an
organisational culture of organisation and training which should be cultivated and nurtured.

Blurton, (1999) has also made reviews on several important issues. His objective was to focus on
“new” digital ICTs with special emphasis on educational uses of the internet and World Wide Web. To
him, ICTs are valuable tools to enhance teaching and learning. It is a mode of classroom delivery and
opportunity for students to communicate more effectively and to develop literacy skills.
ICT has the potential to be used to support new educational methods of teaching such as (critical
thinking, problem solving, authentic learning experiences, social negotiation of knowledge and
collaboration) tools enabling students learning by doing. ICT can make it possible for teachers to engage
students to self-paced, self-directed, problem based or constructivist learning experiences, and also test
students learning a new interactive and engaging ways that may better assess deep understanding of
content and processes.
 Therefore, to him, to equip students to be literate lifelong learners and global citizens of the 21 st
century, we must be able to successfully integrate ICT into both the English curriculum and English
pedagogical practice.

According to Ur Penny (2005), the concept of pronunciation includes the sounds of the language
or phonology, stress, rhythm, and intonation. A learner might pronounce the sounds perfectly but still
sound foreign because of unacceptable stress and intonation. He also talked of the importance of listing
and defining sounds or phonemes of a language by writing them down using phonetic representations.
He defines “phonetic” as the transcriptions of the sounds of all human languages which make
distinctions between sounds that may not be distinguished in a given language system that is
transcriptions of a particular sound system.
Rhythm and stress as explained by Ur is characterised by tone-units: a word or group of words
which carries one central stressed syllable and others lightened if any.) stress can also be indicated in
writing probably the simplest way to do is to write the stressed syllable in capital letters for examples
PEter. Intonation refers to the rises and falls in tone that make the “tune” of an utterance, is an important
aspect of the pronunciation of English often making a difference to meaning and implication. Stress is
mostly indicated not by increased volume but by a slight rise in intonation. A native speaker usually has
little difficulty in hearing intonation changes in her own language. The rhythm of English is mainly a
function of its stress patterns which can affect aspects of speech delivery, volume and the use of pause.
He equally talked of flow of speech. According to him, there should be awareness of the way
different sounds, stresses and intonations may affect one another within the flow of speech. For
example, the way a sound is articulated is influenced by what other sounds are next to it: the “ed” suffix
of the past tense in English may be pronounced /d/ /t/ /Id/ depending on what comes immediately before.
Intonation affects how we hear stress which is not usually expressed by saying the stressed
syllable louder: it is more often a matter of a raised or lowered tone level. A change in the stress pattern
of a word will change its sounds as well: for example, subject is stressed on first syllable as a noun and
second as a verb. It is therefore useful to be aware of the way sounds, stresses and intonations interact
within entire utterances to produce easily comprehensible pronunciation. Ur proposed that foreign
accents could be recorded to compare with native accents in order to identify the errors and equally see
how spelling affects pronunciation. This is directly linked to the focus of this study.
Ur’s aim of pronunciation improvement is not to achieve a perfect imitation of a native accent,
but simply to get the learner to pronounce accurately enough to be easily and comfortably
comprehensible to other competent speakers. Perfect accents are difficult if not impossible for most to
achieve in a foreign language and may not even be desirable. Ur explains why learners make
pronunciation errors as seen below:
- A particular sound may not exist in the mother tongue making the learner unable to form it and
therefore tends to substitute the nearest equivalent he knows, for example /d/ or /z/ for /θ/
- A sound does exist in the mother tongue, but not as a separate phoneme: that is the learner does not
perceive it as a distinct sound that makes a difference to meaning for example ship/sheep
- The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of
words or they are using an intonation from their mother tongue which is inappropriate to the target
language. The result is a foreign sounding accent, and possibly misunderstanding.
In order to teach pronunciation, the first thing is to check that the learner can hear and identify
the sounds you want to teach and the same for intonation rhythm and stress. The learner should hear the
difference between how a competent or native speaker says a word and how a foreign learner says it.
This can be done through imitation or seeing if the learners can distinguish between minimal pairs such
as ship/sheep, thick/tick or by contrasting acceptable with unacceptable pronunciation through
recordings or live demonstration. This is very relevant to this work.
For sound formation, describe the pronunciation of a sound in terms of lips, tongue and teeth but
for other aspects, a brief explanation is sufficient, followed by demonstration, imitation and practise.
Ideas for improving learners’ pronunciation include imitation of the teacher or recorded model of
sounds, words and sentences. Recording of learner speech, contrasted with native model. Systematic
explanation and instruction (including details of the structure and movement of parts of the mouth) The
imitation of drills that is repetition of sounds, words and sentences. Choral repetition of drills and varied
repetition of drills (varied speed, volume, mood). Learning and performing dialogues (as with drills,
using choral work and varied speech, volume, mood). Learning of sentences by heart, rhymes, jingles,
jazz chants, tongue twisters and self-correction through listening for recordings of own speech. When
satisfied with the pronunciation of learners, more practice is needed for consolidation and establishing
the habit of acceptable pronunciation through exercises that provide repetition and reinforcement.
In most languages there is a fairly correspondence between sounds and symbols: certain letters or
combinations of letters are pronounced in certain ways, and if there are variations, these are governed by
consistent rules: when letter C is pronounced /k/ or /s/. The basic sound symbol correspondence is
learned at the stage of learning the alphabet. If the alphabet is a totally new one, then there is a lot to
learn, but it is clear that every new symbol needs to be taught with its pronunciation. Words or sets of
words with unusual pronunciation or spelling need to be taught and practised on their own. Dictation is
one excellent technique.
Some pronunciation errors are caused due to the difficulty in pronouncing the “th” which
sounds /θ/ and /ð/, difficulty in pronouncing the schwa /ә/ vowel, a tendency to give uniform stress to
syllables that should be lighter or heavier, a tendency to shorten diphthongs and make them into
monophthongs for example the sound /eI/ as in “way” which tends to be pronounced /e/ and he proposes
a recording to be used to get the correct pronunciation which is very relevant to the present study.
Works by Cameroonian writers were also reviewed and the first of such works is that of
Afutendem, (2012) who examined Language Resource Centres as motivational strategies for
Francophone learners of spoken English. In his opinion, there is insufficient attention given to
developing spoken English skills in the language teaching/learning process in Cameroon. He examined
the communicative competence approach and reliance on his experience as an English language teacher;
he discovered that the poor performance of some Francophone Cameroonians in spoken English is due
to low or inadequate motivational strategies. The classrooms are poorly lighted, choked up, dilapidating
and generally de-motivating and his work examined this alongside learning goals.
The main research question asks what impact is multimedia resource centres on teaching and
learning of spoken English to Francophone Cameroonians, and if they do have an impact on their
motivation and performance in spoken English. His hypothesis was that the introduction of audio-visual
devices in Language Resource Centres in Cameroon may have positive impact on the teaching/learning
of English and the performance of Francophones.
His method of data collection included an experimental design done with questionnaires,
observation and evaluation exercises which were constructed on selected phonological aspects and
tested to a control group that was taught English in the traditional type of environment and on an
experimental group of teachers and learners working in language resource centres with multimedia
devices.
His findings affirmed that introducing language resource centres in Francophone schools and
colleges will enhance teaching, motivate learners and improves on performance in spoken English. The
integration of sound, text, video and animation will create self-paced interactive teaching/learning
environments which in turn will enhance the classroom model of language teaching/learning
significantly. Moreover, autonomy in language learning will be created and the success rate improved
upon in schools and colleges that possess language resource centres.

Ngwa, (2019), in her work investigates whether NICTs influence the teaching and learning of
pronunciation. She observed that pronunciation was neglected by most English language teachers as
they tend to intentionally leave out pronunciation lessons in the course of teaching or tell students to
pronounce sounds and accept whatever pronunciation given by the students.
The objectives of her study were to find out how NICTs influence the teaching and learning of
pronunciation, how the availability of NICT tools influence the teaching and learning of pronunciation,
how students’ readiness to learn with NICTs affect the teaching and learning of pronunciation, how
often teachers teach pronunciation lessons and how the absence of pronunciation lessons affect students’
pronunciation.
Her targeted population was made up of 329 students from Form Four and Troiseme classes of
Government Bilingual High School Bepanda, Central Bilingual College Bepanda and Nal Bilingual
Complex Kotto. The data collection method was experimental teaching and analysis was done on tables
of frequencies qualitatively.
Her findings were discussed in relation to research questions, literature review and theories
which showed that NICTs influence the teaching and learning of English pronunciation positively. The
tools were available in schools and students were ready to learn with these tools. Teachers did not often
teach pronunciation lessons and the absence of pronunciation lessons affected students’ pronunciation as
they diphthongised monophthongs, monophthongised diphthongs, pronounced silent letters in some
words, mistake sequences for silent letters, and interchange sounds.
In conclusion, she proposed that, students should be taught pronunciation lessons with NICT
tools, they should be taught silent letters in words, sequences in different words and their pronunciation,
in order that they understand more about description of consonant and vowel sounds as well as
sequences and renditions in sounds. Seminars should be organised to enlighten teachers on the
importance of using NICTs in the teaching and learning process especially pronunciation.

Ngefac, (2011) in his article argues that, the promotion of Standard British English accent in
Cameroon to the detriment of educated Cameroon English pronunciation is an unrealistic goal. The
argument is based on the fact that Cameroon displays unique sociolinguistic and pragmatic realities that
make the promotion of standard British English accent an unattainable goal.
He concludes that the scarcity of standard British English pronunciation features in the speech of
both teachers and learners shows that the necessary human and material to ensure the effective teaching
of this variety of English are lacking if at all the teaching of this variety is necessary.
The Cameroon government is out to promote ICT through education found in an online journal
called FOSI published in 2012. The government’s intentions to increase the public’s access to modern
technologies became evident in programs such as the current Multipurpose Community Tele-centres
(MCT) project, which began in 2002.
Their objective is to enable rural areas to access modern technologies and bridge the digital
divide, the establishment of Modern Computer Rooms (MCRs) offering phone and Internet services are
funded by the initiative for Highly-Indebted Poor Countries (HPIC). It is envisaged that nearly 2,000
tele-centres will be provided across the republic by 2015, supporting education, health and livelihoods in
rural areas, and promoting ICT through education. This is seen as the head of state recently provided
500.000 laptops to university students in 2016.
An inter-ministerial committee is working on ICT for education, and a commitment to introduce
ICT into all levels of the public education system was made in 2003. However, while higher educational
establishments are better equipped and prepared, secondary and especially public schools are still poorly
equipped. Where ICTs are available, their use is still in its infancy. Internet safety is not yet a factor in
the education system, especially because although schools are being provided with computer equipment,
only a tiny percentage actually has internet access at present. With country-wide internet penetration at
only 3.8%, it may be later that Cameroon’s Ministries of Education will begin to integrate safety into its
ICT curriculum.
In order to promote the use of technology in schools, the country’s laws do not have any
penalties for technology usage. In spite of the fact that there is low rate of internet penetration in the
country, and also that very few residents of Cameroon actually have internet access, the country’s
National ICT Agency does provide some basic advice on the use of filtering to prevent children from
accessing illegal or harmful content.
From 2001-2007, the Ministry of Secondary Education (MINESEC) carried out the Cyber
Education Project in secondary schools, which succeeded in establishing access to computers for 60,000
students, up from 10,000 at the start of the project. In addition, seventeen Multimedia Resource Centers
(MRCs) were established in public secondary schools, while their educators, directors and the
administrative staff also received the necessary training. According to MINESEC data from 2007, 80%
of secondary schools had computer rooms and 60% had computer labs.
ICT as a pedagogical tool was officially introduced in Cameroonian schools in 2001. Later in
2004, the ‘Cameroon National Information and Communication Infrastructure (NICI) Policy and Plan
2004 – 2015’ highlighted key strategies on using ICTs in an educational setting. In this document,
prepared with support from the United Nations Development Program (UNDP) and the United Nations
Economic Commission for Africa (UNECA), the Cameroonian government recognizes ICTs as a
national priority and sets out to achieve the following goals: modernizing the educational system
through the introduction of ICTs in schools; preparing an ICT in Education policy; training teachers in
the use of modern technologies; equipping all schools with ICT facilities and supporting the
development of ICT teaching materials. To help implement these ambitious goals, the Prime Minister of
Cameroon signed a decree creating and organizing the national sub-committee for the integration of
ICTs in education in June, 2005.
However, despite clearly good intentions and although the necessary hardware was provided to
schools, it appears as though no measures were taken to accomplish the efficient integration of ICTs into
the classroom until 2007.
In 2003, a decree introducing ICTs in education was published by (MINESEC) making ICT an
obligatory discipline in secondary schools, with effect from September that year. Regarding basic
education, ICT was introduced into the curriculum as an optional subject in 2010 in accordance with
Order No. 5592/B1/780/MINEDUB/CAB passed in 2007 by the Ministry of Basic Education. Before
the Order was passed, only 0.5% of public basic education schools taught the use of ICT. Since then, all
student-teachers receive ICT training at college.
In addition, an ICT curriculum for nursery and primary schools with an implementation guide for
teachers has been published, and 96% of public schools now teach ICT to primary school pupils.
However, a study conducted in 2009/2010 by Educational Research Network for West and Central
Africa (ERNWACA) in collaboration with Projet Pilote pour l'Amélioration de la Qualité de l'Education
de Base (PAQUEB) – Pilot Project to Improve the Quality of Basic Education found that 87% of all
teaching is theory as only 3% of all public primary schools have computers.
Although lessons in internet research and web publication feature in the curriculum, online safety
issues are not discussed. This is not surprising considering that only 1.25% of schools with computers
have internet access. The previously mentioned study concluded that the "gap between the best and
worst ICT provisions is unacceptably wide and still increasing, and pupils’ ICT experiences varied
widely between schools, especially between public and private institutions”.
In 2003, the New Partnership for Africa Development (NEPAD) prioritized efforts towards
bridging the digital divide between Africa and the developed world. One of the projects initialised was
the e-Schools Program, whose objective is to integrate ICT in the delivery of education curriculum at
secondary and primary school levels in order to improve access, quality and equity in education. This
entails equipping schools with computers, radios, televisions, phones, fax machines, communication
equipment and connection to the internet.
The project was implemented in Cameroon in 2007. One Laptop per Child (OLPC) in
conjunction with PAQUEB will be distributing nearly 5,000 laptops across fifty-one pilot schools across
six of Cameroon’s regions, financed by the Islamic Development Bank. Cameroon is the first African
country to benefit from the OLPC project and planning is currently underway to expand the project to
the entire country.
Despite clear challenges such as connecting more Cameroonian schools to the national network
and the internet, equipping schools with hardware and the training of teachers, success stories such as
the one of remote public school “Les Champions FCB in Memiam”, where all students have access to a
computer, show that much progress has been made, and the government has recognized the need for ICT
to become a requirement for Cameroon's educational system.
All the works reviewed above are related to the work under study in that most of them focus on
the use, the integration, the utilisation, the impact, the importance and the influence of ICT in the
teaching and learning of English. Some also review the pronunciation component and how it could be
taught.
In spite of these points of convergence with the other works, a point of divergence is established
in the sense that the present work shifts a bit to focus on ICT in the harmonisation of English
Pronunciation in Secondary schools in Cameroon as a result of the fact that English language teachers in
Cameroon are not native speakers and Cameroon being a multilingual country. The harmonisation of
pronunciation lessons with ICTs will facilitate learners’ understanding and empower teachers to develop
confidence in them when teaching pronunciation, even though they are not native speakers of the
language. Communicative skills will equally be enhanced as well as learner autonomy and collaborative
learning.

1.11 Theoretical Framework

According to Murfin R., and Supryia M. Ray, (2003) a theory is “a set of principles and
assumptions used in certain situations to explain or make predictions about a particular phenomenon.”
Mitchell, R. and Myles, F. (2004) define a theory as “a more or less abstract set of claims about the units
that are significant within the phenomenon under study, relationships that exists between them and the
processes that bring about change.” Ubanako, V. (2018) define a theory in his article as “a framework or
model for observation and understanding, which shapes both what we see and how we see it.” It
explains the relationship between variables. A theory is based on hypothesis and backed by evidence.
The theories adopted for this study are Experiential Learning Theory (ELT) by David Kolb (year),
Social Learning Theory (SLT) by Albert Bandura (year) and Inter language theory by Selinker (year).

1.11.1 Experiential Learning Theory (ELT) by David Kolb

Experience is the teacher of all things (Julius Caesar)
The only source of knowledge is experience (Albert Einstein)
We don’t learn from experience...we learn from reflecting on experience (John Dewey)
From the above quotes, we realize that the general concept of learning through experience is
ancient. Earlier on around 350 BC, Aristotle wrote in the Nichomachean Ethics "for the things we have
to learn before we can do them, we learn by doing them". (1908:page), (cited by Penn (, 2016:page) But
in the beginning of the 1970s, David Kolb helped to develop the modern theory of experiential learning,
drawing heavily on the works of John Dewey, Kurt Lewin, and Jean Piaget. Kolb (1984:page) defined
learning simply as: “the process whereby knowledge is created through the transformation of
experience” Experiential Learning therefore has its roots in constructivist perspectives of learning,
which assert that experience gained through life, education and work, should play a central role in
learning. We consider that an appreciation of the experiential learning theory through the lens of Kolb
(1984) is necessary for the teaching and learning of pronunciation which is the basis of this study.
Experiential learning is based on the notion that understanding is not a fixed or unchangeable
element of thought and that experiences can contribute to its forming and re-forming. It is a continuous
process and implies that we all bring to learning situations our own knowledge, ideas, beliefs and
practices at different levels of elaboration that should in turn be amended or shaped by the experience –
if we learn from it. He developed the Experiential Learning Theory, (ELT) in order to explain the
connections between the human developmental stages of maturation, learning processes, and
experiences. He believes that experience shapes the way learners grasp knowledge, which then affects
their cognitive development. Experiential Learning theorists theorise that knowledge is not static but
dynamic, evolves and gets constructed and re-constructed as it seeks to interact with the external content
and context. The continuously cycling model of learning that has become known as the ‘Kolb Learning
Cycle’ requires four kinds of abilities or undertaking if learning is to be successful. (Penn, 20162016:
page)
The registrative, interpretative, and integrative levels of consciousness govern the process of learning
from experience through the selection and definition of that experience. This should normally lead to
solving problems. (Penn, 2016) citing Fry, Ketteridge and Marshall, (2009:34) corroborate this by
insinuating that:
 The experiential cycle does not simply involve having an experience, or
‘doing’, but also reflecting, processing, thinking and furthering
understanding, and usually ‘improvement’ the next time something is
encountered or done”.

Description of the Experiential Learning Theory

Kolb’s (1984) experiential learning theory consists of a four stage learning cycle where a learner
will encounter all four stages of the cycle in varying degrees: experiencing, reflecting, thinking, and
acting. However, at the most basic level, a learner will generally show a preference or strength in only
one of the stages. The preferred learning stage determines a learner’s learning style. Drawing from the
works of 20th century experiential scholars like Dewey, Lewin, and Piaget, Kolb (1984), develops a
holistic model of the experiential learning process and a multi-linear model of adult development (Kolb
& Kolb, 20052005: page). Kolb and Kolb (2005) describe experiential learning as a process of
constructing knowledge from a creative tension among the four learning modes that is responsive to
contextual demands.
This process is portrayed as an idealized learning cycle where the learner experiences all four
modes – experiencing (concrete experience or CE), reflecting (reflective observation or RO), thinking
(abstract conceptualization or AC), and acting (active experimentation or AE) - in a recurring process
that is responsive to the learning situation and to what is being learned. The experiential learning theory
proposes that the learning cycle varies according to individuals’ learning style and the learning context
in which they are participating.
Kolb (1984) proposes that learners, through their choice of experience, program themselves to
grasp reality through varying degrees and then transform their reality. The self-programming through
experience determines the extent to which the learner will emphasize the four modes of the learning
process. To assess individual orientations towards the four modes of the learning process, Kolb
developed the Learning Style Inventory (LSI). At this stage, we also find links with this theory and the
work under study in terms of it being used to explain teaching and learning of pronunciation using ICTs
mirroring the four stage experiential learning model, explained as follows:

The Kolb Learning Style Inventory (LSI)

Much of Kolb’s research on the experiential learning theory focuses on the concept of learning
styles, using the Learning Style Inventory to assess individual learning styles and to help individuals
identify the way they learn from experience. The LSI is based on Kolb’s experiential learning theory and
draws upon a comprehensive theory of learning and development (Kolb & Kolb, 2005:2). The concept
of learning style describes individual differences in learning based on the learner’s preference for using
different modes of the learning cycle. Kolb and Kolb (2005) explain that hereditary make-up, unique life
experiences and the demands of our present environment, all contribute to developing a preferred
learning mode. They also indicate that we resolve the conflict between being concrete or abstract and
between being active or reflective in four patterned, characteristic ways: diverging, assimilating,
converging, or accommodating. These four patterns are the defined learning styles in Kolb’s LSI. Kolb
and Kolb (2005:8) created the LSI to fulfill two purposes:

 To serve as an educational tool to increase individuals’ understanding of the process of

learning from experience and their unique approach to learning.

 To provide a research tool for investigating experiential learning theory and the
characteristics of individual learning styles. (Penn, 2016)
Looking at the theory, it best fits in the work under study in that the work will make use of active
experimentation in terms of data collection method as seen above. The converging learning style equally
applies to this work. The cases of best practice will be viewed in terms of some teaching methods like
the Computer Assisted Language Learning (CALL) and Computer Assisted Language Teaching (CALT)
Experiential learning can therefore help in increasing understanding in students and confidence
in teachers in the teaching and learning of pronunciation with ICT gadgets. It is basically the knowledge
you gain beyond the books. That is what experiential learning is all about. You actually do what you
read to make your base strong.
Experiential Learning Theory is therefore an important theory to this study, considering its links
with ICTs and pronunciation as explained above. There are also sayings attributed to various cultures
related to experiential learning such as: I hear, and I forget, I see, and I remember, I do, and I
understand. Experiential Learning is a must and it absolutely increases values and ICT skills as well.

1.11.2 Social Learning Theory by Albert Bandura

Another important theory of learning that can be very useful in understanding this study is the
social learning theory. According to Albert Bandura, (1977) one of the major proponents of this theory;
“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the
effects of their own actions to inform them on what to do. Fortunately, most human behaviour is learned
observationally through modelling: From observing others form an idea of how new behaviours are
performed and on later occasions this coded information serves as a guide for action”. The above view
of Bandura (1977) adds a social element to the learning process, theorising that people can learn new
information and behaviours by watching and modelling what other people do. This kind of learning is
known as observational learning or modelling and can be used to explain a wide range of behaviours.
Some basic principles of social learning include the following:-
People can learn through observation. By observing the behaviours of others and the outcomes of those
behaviours, people learn. For exampleexample, Bandura carried out an experiment where children were
allowed to watch an adult’s reaction with a Bobo doll. The adult acted violently with the Bobo doll.
When the children were later allowed to play in a room with the Bobo doll, they began to imitate the
aggressive behaviours and actions they had previously observed. According to Bandura, (1977) there are
three models of observational learning or modelling:
- A live model where a person or teacher actively demonstrates what he intends his learners to emulate. -
A verbal instruction, involving explanations and descriptions of the behaviour intended to teach - A
symbolic model in books and films, television programmes, radio, online media. This aspect perfectly
ties to this study because the work deals with NICTs and the teaching pronunciation.
While Behaviourists think that learning should always be accompanied by a permanent change in
behaviour, social cognitivists like Bandura argue and theorise that learning can take place without any
significant and symbolic change in behaviour. They say that because people can learn through
observation alone, the learning may not necessarily be shown in their performance. So learning may or
may not be accompanied by a permanent change in behaviour.
Bandura, (1977) also notes that intrinsic values reinforce learning so that external environmental
reinforcement is not the only factor necessary for learning to take place. He describes intrinsic
reinforcement as a form of internal reward, such as satisfaction and a sense of accomplishment and
confidence. Linking this to this work, if teachers will effectively use ICTs to deliver their pronunciation
lessons, they will have the qualities of internal reward such as satisfaction and confidence and will not
shy away from the lessons. This dimension of Bandura’s social learning theory places him more as a
social cognitivist. Learning does not mean that there will be a change in the behaviour of an individual.

Observational Learning
Children observe the people around them behaving in various ways. This is illustrated during the
famous Bobo doll experiment (Bandura, 1961). Individuals that are observed are called models. In
society, children are surrounded by many influential models, such as parents within the family,
characters on children’s TV, friends within their peer group and teachers at school.  These models
provide examples of behaviour to observe and imitate, e.g., masculine and feminine, pro and anti-social,
etc. This can be linked to this work in that, if students are given the opportunity to observe native
speakers in audios and videos if only their English language teachers use ICTs to teach them
pronunciation, they will be motivated to imitate the behaviour and practice using ICTs in their
pronunciation lessons also which is more authentic than the teacher who is not a native speaker.

This relates to an attachment to specific models that possess qualities seen as rewarding.
Children will have a number of models with whom they identify. These may be people in their
immediate world, such as parents or older siblings, or could be fantasy characters or people in the media.
The motivation to identify with a particular model is that they have a quality which the individual would
like to possess. Here we can say that, students can see not just their teachers as models but also native
speakers of English they watch on Television or video, they listen over the radio or audio or over the
internet saying something they have been taught in their pronunciation lessons. They will be motivated
to repeat after the audio, television or video in order to repeat to the teacher in class in order to gain
approval.
 A teaching approach that can be fitted to social learning theory is the audio lingual method. This
method focuses on the presentation of an oral instrument like a tape to the students either in a native
speaker’s voice or the teacher’s voice. This enables the students to learn the language in its real and
original form and end up speaking it as exactly as the native speaker or the teacher. The student imitates
the teacher or native speaker’s voice.

1.11.3 Interlanguage
The word “interlanguage” was coined by Selinker, (1972) as cited by Lightbown and Spada,
(2006) which refers to “the L2 knowledge system that the learners processed as they move towards the
target language proficiency”. According to Lightbown and Spada, (ibid) interlanguage is a learner’s
development of second language learning. It may have some characteristics of the learner’s native
language, his second language and some characteristics which seem to be very general; and tend to
occur in all or most interlanguage systems. Interlanguages are systematic but they are also dynamic.
They change as learners’ receive more input and revise their hypothesis about the second language.
Interlanguage is transitional and continually opened to refinement. Definitions of interlanguage
may vary in the details and scope as Selinker identifies them to be; transfer of training, learner
strategies, communication strategies and over generalisation as principally responsible for interlanguage.
The Interlanguage continuum can be seen as a construction and reconstruction of a mental target
language, and underlying second language competence.
In the context of this research, some learners might tend to pronounce English words wrongly
due to the influence of their mother tongue or their first language. E.g. a learner who is a native speaker
from Banso (a tribe in the North West region of Cameroon), will pronounce “coat” /kәυt/ as *“coot”
*/kυt/ because the Lamso language does not have the diphthong /әυ/. Another possibility could be for
the speaker to pronounce the same word as */kot/ due to the influence of Pidgin English. Furthermore, a
French speaker who wants to learn English might also bring into English some characteristics of French.
E.g. in French the word “garage” is pronounced as /gәrәʒ/ and in RP it is /gærIdʒ/ so due to the influence
of French the learner might pronounce something like /garaʒ/. This problem can be solved by using
NICTs to teach the pronunciation of words as learners will learn the pronunciation from the native
speakers of English themselves with the use of audio and video cassettes or computers.
Looking at the explanations given about theories and methods, it can be seen that there is no
particular theory or approach which is the best to analyse English pronunciation since all of them have
shortcomings. Consequently, a blend of the theories and the approaches with ICTs can help in the
harmonisation of English pronunciation.
1.12 RESEARCH METHODOLOGY

1.12.0 Introduction

Foche, (2012), says “a scientific research entails putting organised ideas in a systematic manner
to reach a conclusion”. D. Slesinger and M. Stephenson in the Encyclopaedia of Social Sciences cited by
Kothari, C.R. (2004), define research as “the manipulation of things, concepts or symbols for the
purpose of generalising to extend, correct or verify knowledge, whether that knowledge aids in the
construction of theory or in the practice of an art.”
In one of the definitions of research by Amin, (2005), he says:
“Research is the systematic search for new knowledge. It is an intellectual endeavour pursued at
the frontiers of knowledge for the cardinal objective of extending such knowledge for the
enhancement of knowledge and the improvement of society in general.”
Methodology is the study of methods. It may be understood as a science of studying how
research is done scientifically. Thus, when we talk of research methodology, we do not only talk of the
research methods but also consider the logic behind the methods we use in the context of our research
study and explain why we are using a particular method or technique and why we are not using others so
that research results are capable of being evaluated either by the researcher herself or by others.
The methodology will deal with the strategies and the procedures that will be used in this
research project. To succeed in this research endeavour, the researcher will work with some respondents.
Instruments such as, oral test, guided interview, questionnaires and teaching experimentation will be
used. These instruments are very vital in this study because they will ensure varied and successful
results to the findings. The discussion in this methodology will be based on the sources of data, location
of study area, population of study, sample population, sampling techniques, presentation and description
of instruments, administration of instruments, variables of the study, and the methods that will be used
in data analysis.
The research will be both qualitative and quantitative research since both are relevant to the study.

12.1.1 Qualitative Research

This research is qualitative because it has to do with analysis of ideas of respondents of the
study.
Amin, (ibid) defines qualitative research as “research based upon observable experiences or
empirical evidence, demanding accurate observation and interaction with respondents.” It describes
events and persons scientifically without the use of numerical data. Through intensive and extensive
observation, interviews and discussions, the qualitative researcher seeks to derive and describe findings
that promote greater understanding of how and why people behave the way they do. It has to do with
literature. It deals a lot with explanations of literature related to the study. It is concerned with
qualitative phenomenon, i.e. phenomena relating to or involving quality or kind. Qualitative studies
generally are set up as experiments; the data cannot be easily quantified and the analysis is interpretive
rather than statistical.
Linking this to this study, the researcher will gather information from students using oral test
and teaching experiment which will be done through the simple random sampling technique. The
researcher will analyse the data qualitatively using explanation in the form of a discussion.

12.1.2 Quantitative research

Quantitative research is based on the measurement of quantity or amount. It is applicable to
phenomena that can be expressed in terms of quantity. It consists of those studies in which the data
concerned can be analysed in terms of numerical values i.e. it deals with numbers in order to explain,
predict and control phenomena of interest. Different techniques used to analyse quantitative data are
surveys or questionnaires, pre/post tests, existing databases and statistical analysis. In quantitative data,
pieces of information can be counted mathematically. It is usually gathered by surveys (from large
numbers of respondents selected randomly), documentary methods, observations and experiments. It is
analysed using statistical methods. Quantitative research generally starts with an experimental design in
which a hypothesis is followed by the quantification of data and some sort of numerical analysis is
carried.
Linking this to this study, the researcher will gather information from teachers using
questionnaires and guided interviews. This information will be presented using numerical values in
statistical tables of frequencies, percentages and charts.

12.1.3 Research Design

A research design is the plan for carrying out a research project. It includes an outline of what
the researcher will do from writing or formulating the hypothesis to the final analysis of data. (Amin,
2005:210). In order to attain the objectives of this study, a scientific method will be used including data
collection, analysis of data and discussion of findings. This research investigates the importance of ICT
in the harmonisation of English pronunciation in some secondary schools in Cameroon. It is based on
primary and secondary sources. The investigation started with a library and internet Internet research
and will be followed by field work. Oral test was given to students. The objective of this exercise was to
verify students’ knowledge about pronunciation lessons. Equally, experimental teaching will be done
with two groups of students in each school. One group will be taught a pronunciation lesson using ICTs
while the other group will beas taught the same lesson without ICTs in order to verify if the group of
students taught with ICTs will easily understand the lesson better than the group taught without ICTs.
The results obtained from the respondents will be analysed qualitatively and the findings will be
discussed in chapter five.
A guided interview and questionnaires will be given teachers to investigate their attitude towards
the harmonisation of pronunciation lessons.
12.1.4 Sources of Data Collection
This research will be carried out in some schools in Douala, Bamenda, Limbe and Mbengwi
made up of government, mission and private schools. The primary source of data will be Form Five and
Première students of these schools selected randomly. The secondary data is collected from the library
and the internetInternet. Some ideas are also gotten from other works which are related to this study.
Such works will be included in the literature review.

12.1.5 Geographical Location of Study Area

This study will be carried out in the Littoral Region, the Northwest and Southwest regions of
Cameroon precisely in Douala, Bamenda, Limbe and Mbengwi. The choice of these areas is because the
researcher is a student in the University of Douala, whose origin is North West but grew up in
Southwest. Therefore, the researcher will easily have access to these areas.

12.1.6 The Population

In social science statistics, the population of study is not necessarily people on whom the
research is carried but the total number of subjects that conform to a clearly defined set of
characteristics. Amin, (2005:235) states that, population refers to “the totality of objects or individuals
having one or more characteristics in common which later infers to the entire population”. Furthermore,
he considers the population of study as a complete collection (or universe) of all the elements that are of
interest in a particular investigation. The population of the present study consist of students and English
language teachers of the selected schools under study.

12.1.7 Target Population

The target population is the population to which the researcher ultimately wants to generalise the results.
(Amin ibid: 235)
The target population in this case are secondary school students studying English as a second
language and English as a foreign language and English language teachers in selected schools. The
common characteristics between the target and sample population include the classes, English language,
which the students learn as second language and foreign language, the gender, made up of boys and
girls, and the cultural background which will be worthy to generalise findings.

12.1.8 Sample of the Population

A sampled population is the population from which the sample is actually drawn. (Amin, ibid:
235).
The sample population will be students of Form Five, Première Espagnol and Première Allemande of
the selected schools as well as English language teachers of these schools. The above classes are chosen
for the following reasons: the researcher intends to analyse data gotten from both the English and French
subsystems of education since English language is taught in both subsystems. The choice of the
Première classes is because students from these classes they are mature enough to retain knowledge of
ICT tools, and they are able to handle these tools. They are also already in the examination class in
which they are preparing to write the Probatoire examination. Form Five students are chosen because
they are already in the examination class in which GCE Ordinary Level is written and English language
being one of the compulsory subjects. Since the students of Form Five offer English as a second
language, they can easily understand English with the use of ICTs. In both classes, English language is
compulsory and they have been learning English including pronunciation since from Sixièéme and Form
One respectively thereby expected to have sufficient knowledge on pronunciation. The background of
the students reveals that they come from different regions and consequently share either a French-
speaking or an English-speaking heritage.

12.1.9 Sampling Techniques

According to Amin, E. M, (2004), sampling is “the process of selecting elements from a
population in such a way that the sample element selected represents the population”. He goes ahead to
say that statistically, sample is a selected segment of a population studied to gain knowledge of the
whole. Amin, (2005:236) says, “sampling is a process of extracting a portion of the population from
which generalisation to the population can be made.” This means that a sample is a portion of the
population whose results can be generalised to the entire population. From the above definition, the
sample of this study constitutes students of Form Five, Premiere A4 Espagnol and Premiere A4
Allemande of selected secondary schools which will be worthy to generalise the findings taking into
consideration the diverse nature of the sampled population.
“The simple random sampling technique is a sample obtained from the population in such a way
that samples of the same size have equal chances of being selected.” (Amin, 2005:244) The simple
random sampling technique was used in this study because it enabled the researcher to select the
students for the experimental groups randomly since she has never been to those schools before. It
equally avoided bias and favouritism because no student was considered privileged than the other. With
regards to teachers, the purposeful sampling will be used since we will be working with all the English
language teachers in the selected schools.

12.2.10 Presentation of Instruments for Data Collection

An instrument is commonly defined as a means of collecting information to be analysed.
Research instruments are meant to translate attributes or traits into quantities. (Amin, 2005:261).
To collect data for this work, four instruments will be used which are; oral test, and teaching
experimentation for students; while guided interview and questionnaire will be administered to teachers.

12.2.1 Oral Test

An oral test will be given to students as one of the instruments for data collection. The objective
of the oral test is to test their level of pronunciation.
12.2.2 Teaching Experiment
Experimental research observes how the conditions or behaviour of the subject is affected or
changed. (Amin, 2005:219). This is linked to this study in that, experimental teaching will be done with
two groups of students. One group will be taught a pronunciation lesson using ICTs and this group is
known as the experimental group which will be exposed to the treatment. While the other group will be
taught the same lesson without ICTs known as the control group, which will not be exposed to the
treatment. The objective of this teaching experiment is to verify the effect of the independent variable on
the dependent variable. The active method of teaching will be used by the researcher, that is, the
teaching will be student centered in order to increase the thinking abilities of the students and also
enhance autonomous learning and classroom interaction. The students will be evaluated at the end of
the lesson through formative evaluation in order to verify whether the lesson was understood or not.

12.2.3 Guided interview

The guided interview will be administered to teachers of English language to get their opinions about the
teaching of pronunciation. They will be asked to talk about what they think concerning harmonisation of
English pronunciation with ICTs.

12.2.4 Questionnaires
Questionnaires will also be administered to teachers of English language to find out their perception
about their frequency of pronunciation teaching. Also, questions on why or why not they don’t like
pronunciation teaching.

12.1.11 Validation of Instruments

After spending a great deal of time and effort designing a study, we want to make sure that the
results of our study are valid. That is, we want them to reflect what we believe they reflect and that they
are meaningful in the sense that they have significance not only to the population that was tested, but, to
a broader, relevant population.
Amin, (2005:284) says validity refers to “the appropriateness of the instrument”. This means that
instruments must serve the purpose for which the instruments are intended. He also defines validity as
“the ability to produce findings that are in agreement with theoretical or conceptual values; to produce
accurate results and to measure what it is supposed to be measured. A research instrument is said to be
valid if it actually measures what it is supposed to measure. (Amin, ibid: 285).
The instruments in this research will be out to gather information related to the importance of
ICTs in the harmonisation of English language specifically in pronunciation lessons.
After conceiving the instruments of data collection for this study which will be oral test, teaching
experiment, guided interview and questionnaires, they will be taken to the supervisor for validation and
criticisms. After the necessary adjustments, a pilot study will be carried out so as to verify the validity
and reliability of the instruments in a secondary school.

12.1.12 Administration of Instruments

The instruments will be administered to Form Five, Première A4 Espagnol and Première A4
Allemande students and English language teachers of the selected secondary schools.

12.1.13 Variables in the Study

Variables can be seen as characteristics that vary from person to person, text to text, or object to
object. Simply put, they are features or qualities that change. Amin, (ibid: 90), defines a variable as
“anything that can take on differing or varying values”. We have different types of variables such as
dependent, independent and intervening variables”. For the purpose of this study, the dependent,
independent and extraneous variables will be used.
According to Amin, (ibid:93), the independent variable also known as the predictor variable or
explanatory variable is the one that influences the dependent variable and it is the presumed cause of the
variation in the dependent variable. It explains or accounts for variations in the dependent variable. It
can also be seen as the variable manipulated by the experimenter. It is the one that we believe may
"cause" the results. In this study, the independent variable is ICT tools because they can be manipulated
by the researcher which can result to a change in the dependent variable which is pronunciation.
Still drawing inspiration from Amin, (ibid: 92), the dependent variable is the main variable of
interest in a research situation. It is the variable whose variation is being studied. This variable cannot be
manipulated by the researcher. It is the one we measure to see that the effects the independent variable
has on it. It is also called the criterion variable. It is the variable of primary interest to the researcher.
To link it to this study, the dependent variable is pronunciation because its change depends on
the independent variable which is ICT gadgets. Consequently, the manipulation of ICT tools such as
computers, internetInternet, applications, audio and video can lead to the harmonisation of the teaching
and learning of English pronunciation.
The extraneous variable is any variable other than the treatment variable (independent) that if not
controlled, can affect experimental research outcome or result. The extraneous variables that can
influence this research will be any unforeseen circumstance that the researcher will face in the field
while carrying out data collection.

12.1.14 Methods of Data Analysis

A method of data analysis is a model used for the verification of general hypothesis formulated.
A method is a planned way of doing something, and implies an orderly way of going about something, a
certain degree of advanced planning. Thus, the term method may describe both the procedures, steps and
techniques used by researchers to analyse data. (Amin, (ibid)). With respect to this research, data will be
analysed in the form of descriptive statistics and charts.
 Descriptive statistics provides the techniques of numerically presenting information that gives an
overall picture of the data. The distributions will be presented quantitatively on tables of frequencies,
and percentages as well as quantitatively and on charts. These tables of frequencies and percentages will
be used to explain the different responses qualitatively which will be collected by the researcher from
the respondents, then represented on charts and finally a comparative analysis between the levels and the
schools will be done.

12.1.15 Ethical Considerations

Ethics refers to well based standard of right and wrong that prescribe what humans ought to do
usually in terms of rights, obligations, benefits to society, fairness or specific virtues (Amin 2005). The
ethical consideration will be discussed in terms of methodology and data collection method.
The methodology of this work is chosen based on the research questions which will be done
objectively without bias or favoritism. This explains the use of the simple random sampling since the
researcher has never been to the schools under study before or met with the students prior to this
research endeavour.
The data will be interpreted according to general methodological standards based on the research
questions, theories used and what some other researchers have done in this line of research to bring out
the originality of work. The findings will be reported based on the results obtained from the instruments.
No data will be altered as well as figures to avoid misleading the readers. This research will meet
up internally accepted standards of research. No Plagiarism will be done as all the works cited have been
referenced.
In relation to researcher and respondents there is autonomy as the respondents will not be forced to
participate in any activity but will have to decide by themselves whether to participate or not.
For further research, we can work on the challenges of the using ICTS ICTs in teaching and
learning process of English language, the importance of ICTS ICTs in increasing students vocabulary,
ICT apps; an assert or a detriment to learners of English e.g. whatsapp, facebook, instagram, twitter.
Researchers could also do this same work using a different population to see if the results will be the
same as that of the present work.

No conclusion?
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