Pedagogical Evaluation and Recommendations on Software Design for English Intonation Learning

  • Nawel Bengrait University 8 Mai 1945-Guelma
Keywords: CALL evaluation, English intonation, pronunciation software


Learning prosody with the integration of computer technologies, mainly speech processing, gained interest among Foreign Language (FL) learners and teachers. The present paper aims at (i) evaluating different set of speech technologies that were used by the researcher in English Foreign Language (EFL) classroom during courses of phonetics, and (ii) providing pedagogical suggestions on how to design software for the teaching and learning of English intonation that suits Algerian non-native speakers’ needs. The adopted approach is qualitative in nature that employs observation of the pronunciation software based on checklist criteria. The materials include Pronunciation Power, Rosetta stone, Better Accent Tutor, RTPitch, Speech Analyzer, and Praat. In light of this, the results exhibit the pros and cons of each speech program and recommendations are proposed on the criteria to select Computer Assisted Language Learning (CALL) devices for teaching English intonation. The findings revealed that Pronunciation Power and Rosetta stone focus more on the teaching of English segmental over prosodic features except for Better Accent Tutor that stresses the learning of intonation. Other speech tools as Speech Analyzer, Praat, and RTPitch provide automatic audio-visual assessment of intonational patterns and measurement of pitch and intensity values. As a result, more focus is to be given to the teaching of discourse intonation and developing materials with the employment of technological tools in order to supplement textbook instructions, and what the teacher and learner should be aware of when teaching and learning English intonation.


Download data is not yet available.


Bengrait, N. (2020). Analysis of Algerian Students English Intonation Deviations with the Employment of Speech Analyzer and Praat Programmes. Journal of Studies in Language, Culture and Society, 3(1), 27- 65.

Boersma, P., & Weenink, D. (1993). Praat [Computer Program]. from

Bradin, C. (1999). CALL issues: Instructional aspects of software evaluation. In J. Egbertand & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 159-175). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.

Chun, D. M. (2002). Discourse Intonation in L2. From Theory and Research to Practice. Amsterdam/ Philadelphia: John Benjamins Publishing Company.

Clark, R. C., & Mayer R. E. (2011). E-Learning and the Science of Instruction (3rd ed.). San Francisco: Pfeiffer.

Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Malden, MA Blackwell Pub.

Curtain, H., & Dahlberg, C. (2004). Languages and children, making the match: New languages for young learners (3rd ed.). Boston: Pearson.

Griffin, M. (2006). Background music and the learning environment: borrowing from other disciplines. (Master). Retrieved from

Hamlaoui, N., & Bengrait, N. (2016). Using Better Accent Tutor and Praat for the Learning of English Intonation. Arab World Journal of English Studies, 7(3), 99-112.

Heift, T., & Schulze, M. (2015). Tutorial Computer-assisted language learning. Language Teaching, 48(4), 471-490.

Hubbard, P. (1987). Language teaching approaches, the evaluation of CALL software, and design impli¬cations. In W. F. Smith (Ed.), Modern media in foreign language education: Theory and implementation (pp. 227-254). Lincolnwood, IL: National Textbook Company.

Hubbard, P. (1996). Elements of CALL methodology: Development, evaluation, and implementation. In M. Pennington (Ed.), The power of CALL (pp. 15-33). Bolsover, TX: Athelstan.

Hubbard, P. (2006). Evaluating CALL software. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new direction in foreign language teaching. Calico monograph series (Vol. 5, pp. 313–338). San Marcos, TX: Computer Assisted Language Instruction Consortium.

Huckvale, M. (2011). RTPitch [Computer Program]. from

Inc., E. C. L. (1995). Pronunciation Power. Alberta: Canada: Edmonton.

Inc., R. S. (1991). Rosetta Stone Totale [Computer Program]. from

International, S. (2012). Speech Analyzer [Computer Program]. from

Komissarchik, J., & Komissarchik, E. (1997). Better Accent Tutor [Computer Program]. from

Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language learning. Mahwah, NJ: Lawrence Erlbaum.

Mayer, R., E. (2014). Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press.

McMurry, B. L., Williams, D. D., Rich, P. J., & Hartshorn, K. J. (2016). An Evaluation Framework for CALL. The Electronic Journal for English as a Second Language, 20(2), 3-18.

Moreno Fuentes, E., & Risueño Martínez, J. J. (2018). Design of a Checklist for Evaluating Language Learning Websites. Porta Linguarum, 30, 23-41.

Pederson, K. M. (1987). Research on CALL. In W. F. Smith (Ed.), Modern media in foreign language education: Theory and implementation (pp. 99-131). Lincolnwood, IL: National Textbook Company.

Phillips, M. (1985). Logical possibilities and classroom scenarios for the development of CALL. In C. Brumfit, M. Phillips & P. Skehan (Eds.), Computers in English language teaching (pp. 25-46). New York: Pergamon.

Sklar, J. (2005). Principles of Web Design (J. Sklar Ed. 3rd ed.). Boston: Course Technology.

Thompson, I. (1999). Foreign language multimedia software. NFLRC: University of Hawaii.

Umale, J. (2019). Developing Criteria for Evaluating CALL Software. International Journal of Humanities and Social Science Invention (IJHSSI), 8(3), 44-51.

How to Cite
Bengrait, N. (2021). Pedagogical Evaluation and Recommendations on Software Design for English Intonation Learning. JELITA, 2(1), 69-94. Retrieved from