Modern Information Technologies as a Tool for Reducing Ukrainian Interference in the Development of intonational and stylistic variability in Pre-Service English Teachers’ Speech

Abstract

The article analyses the potential of modern information technologies as an effective tool for developing foreign-language speech mechanisms in university professional training of pre-service English teachers. Particular attention is paid to the issue of intonational and stylistic phonetic interference. The article aims to theoretically substantiate and experimentally verify the effectiveness of modern information technologies as a tool for reducing Ukrainian interference in the formation of intonational and stylistic variability of English speech. The research methods included quantitative methods (interpretation of experimental data obtained through expert assessment based on the IELTS Speaking Band Descriptors), qualitative methods, and modelling (used to interpret the educational effect and provide theoretical substantiation of the suggested model). To overcome interference and improve the phonetic portrait of pre-service English teachers, the authors systematised contemporary IT tools and suggested a model of the use of IT support tools in the course Practical Phonetics (English). The developed model provides for the step-by-step use of four groups of digital tools: (1) diagnostic resources for identifying individual accent characteristics of speech (The Accent Oracle); (2) mobile acoustic voice-analysis tools for visualizing and monitoring intonation contours in real time (Vocal Pitch Monitor, Voice Tools, Vox Tune, Nail the Pitch); (3) training online platforms based on the shadowing technique for authentic imitation of intonational and stylistic patterns of native speakers (Shadowing.tech, Engnovate.com, Storynory); (4) AI pronunciation coaches for instant automated analysis and correction of speech at both segmental and suprasegmental levels (Lexi AI Accent Coach). The experimental verification of the model demonstrated positive dynamics in the development of intonational and stylistic skills, and a gradual reduction in manifestations of Ukrainian phonetic interference. In order to improve the phonetic portrait of a pre-service English teacher, the application of the suggested model aimed at reducing intonational and stylistic interference in professional training is recommended. It is concluded that the implementation of IT in teaching practical phonetics ensures multimodality, authenticity, and personalisation of the learning process, promotes the development of professional phonetic competence of pre-service English teachers, and aligns with contemporary educational needs.