Generation of digital competences for autonomy in Foreign Language oral performance

The potential contribution of ICT to training and education has been developed in different papers (Cabero, 2001, 2007; Martinez y Prendes, 2004; Martinez, 2008), some of their most meaningful advantages are: expanding the provision of information, creation of more flexible learning environments, removal of time and space barriers between teacher and students, increasing of communicative styles, empowerment of interactive settings and environments. In foreign language teaching, pronunciation is a key aspect for the development of oral skills. It is linked to segmental as well as suprasegmental features that are required for intelligibility. Technological resources have been used in this field for a long time. However, it is not possible to guarantee the student autonomy if, not only them but also professors have not developed the digital competences required for learning. The purpose of the present study is to analyze different affordable technological resources from hybrid learning perspective, to establish which of them favour not only pronunciation development but also autonomous learning. The above-mentioned study belongs to the project "Learning Management Systems (LMS) integration and social web environments in Higher Education" (Patagonia Austral National University) and the experiences in English Phonetics and Phonology II in the Translation, Research and Teaching English Language programs in La Rioja National University, were taken in consideration.