ICT in the Learning of Phonology in University Students of a Public University in Lima

The subject of Phonology has always presented a complex learning curve. Most teachers consider it very difficult to teach the production of sounds, as well as their description to discriminate them. This, which is essential for the learning of phonology, does not receive the importance due to the cloister when this course is taught. The purpose of this research has been to demonstrate how the use of ICT positively influences the learning of phonology. The observed reality was interpreted from the positivist paradigm, using the hypothetical deductive method, with a quantitative approach, of an applied type, with an experimental design. Four treatments were applied which were evaluated with each pretest and posttest to 20 student-collaborators. These instruments were validated by seven experts. The normality test has been processed with Shapiro-Wilk (0.011). Intentional non-probabilistic sampling was used; Non-parametric statistics were used with the Wilcoxon signed rank tests, the Kruskal-Wallis test and the Bonferroni post hoc comparison tests with SPSS 26. It was shown that there are significant differences in the results of each treatment in terms of regarding the use of ICT in the learning of Phonology. The score obtained in treatment 4 was significantly better than treatment 1. Finally, there was a significant improvement between the pretest of treatment 1 (8.35) and the posttest of treatment 4 (18.40) with respect to the outstanding achievement level. on a vigesimal basis. Non-parametric statistics were used with the Wilcoxon signed rank tests, the Kruskal-Wallis test and the Bonferroni post hoc comparison tests with SPSS 26. It was shown that there are significant differences in the results of each treatment in terms of regarding the use of ICT in the learning of Phonology. The score obtained in treatment 4 was significantly better than treatment 1. Finally, there was a significant improvement between the pretest of treatment 1 (8.35) and the posttest of treatment 4 (18.40) with respect to the outstanding achievement level. on a vigesimal basis. Non-parametric statistics were used with the Wilcoxon signed rank tests, the Kruskal-Wallis test and the Bonferroni post hoc comparison tests with SPSS 26. It was shown that there are significant differences in the results of each treatment in terms of regarding the use of ICT in the learning of Phonology. The score obtained in treatment 4 was significantly better than treatment 1. Finally, there was a significant improvement between the pretest of treatment 1 (8.35) and the posttest of treatment 4 (18.40) with respect to the outstanding achievement level. on a vigesimal basis. It was shown that there are significant differences in the results of each treatment regarding the use of ICT in the learning of Phonology. The score obtained in treatment 4 was significantly better than treatment 1. Finally, there was a significant improvement between the pretest of treatment 1 (8.35) and the posttest of treatment 4 (18.40) with respect to the outstanding achievement level. on a vigesimal basis. It was shown that there are significant differences in the results of each treatment regarding the use of ICT in the learning of Phonology. The score obtained in treatment 4 was significantly better than treatment 1. Finally, there was a significant improvement between the pretest of treatment 1 (8.35) and the posttest of treatment 4 (18.40) with respect to the outstanding achievement level. on a vigesimal basis.