This article proposes a research-informed, transferable model for online second-language prosody instruction, developed through the sustained implementation and iterative refinement of a fully virtual English intonation program for Spanish-speaking learners. Grounded in systemic functional linguistics and constructivist pedagogy, the model integrates acoustic visualization tools, explicit intonation instruction, structured distance learning guidelines, multimodal feedback, learner autonomy, peer collaboration, and reflective practice to enhance learners’ perception and production of rhythm, pitch, and intonation. Drawing on insights from interlanguage theory and translanguaging frameworks, the model addresses persistent challenges in prosody instruction within online contexts. This study examines the final-year implementation with 63 university students, employing a mixed-methods approach that combines quantitative survey data with qualitative reflections. Findings reveal significant gains in prosodic awareness, expressive intonation use, and communicative confidence, although challenges in spontaneous interaction persist. By positioning prosody as central to discourse competence, the model moves beyond traditional drill-based approaches. Implications for educators include the need to integrate prosody instruction into multimodal, learner-centered frameworks that support both reflective practice and authentic oral communication in virtual and hybrid learning environments.
Maria Dolores Ramírez-Verdugo (Tue,) studied this question.