Technology-Assisted Approaches To Enhance Phonological Awareness In English Language Learning: Case Studies Of Secondary Schools In Punjab, Pakistan

Abstract

This research investigates the efficacy of technology-assisted approaches in improving phonological awareness among secondary school students learning English in Punjab, Pakistan. Phonological awareness, crucial for proficient language acquisition, often poses challenges due to regional linguistic variations and educational disparities. The study employs a mixed-methods approach, combining quantitative assessments of phonological skills with qualitative insights from educators and students. Case studies from selected secondary schools in Punjab explore the integration of digital tools such as educational apps, interactive software, and[1] multimedia resources into language instruction. Results reveal significant improvements in students' phonetic accuracy and pronunciation proficiency following technology-supported interventions. Moreover, the research examines socio-economic factors influencing access to and utilization of technology in educational settings. Findings underscore the potential of technology to bridge educational gaps and enhance language learning outcomes in diverse cultural contexts. Implications for educators and policymakers highlight the need for strategic integration of technology in curriculum development to foster phonological awareness and linguistic competence among secondary school learners.