Computer-Assisted Pronunciation Teaching: An Analysis of Empirical Research

Abstract

Computer-assisted pronunciation teaching has been shown to have favourable learning outcomes for language learners, which brought about the emergence of increasing body of research on this topic. Despite some attempted review studies, no systematic review of the line of the relevant literature has hitherto been observed. This study seeks to fill in this gap by reviewing the research on computer-assisted pronunciation teaching in L2 classes published between 2010 and 2021 May. 26 studies were scrutinized in terms of their contexts and participants, technology used, pronunciation aspect analysed, research design and focus, data collection tools and theoretical framework. The results showed that most of the studies were conducted with EFL/ESL learners at university level. Computer-assisted pronunciation training (CAPT) and Automatic Speech Recognition (ASR) programs were utilized more than other technological tools. Quantitative design was the dominant research method, which was followed by mixed method design while few studies were grounded in a theoretical framework. Segmental features of pronunciation received more attention. Pronunciation achievement, learner perceptions, relationship between some variables related to pronunciation learning and student interaction/ participation were the main topics of investigation. The findings suggested that teachers had a key role in promoting the effectiveness of computer-assisted pronunciation teaching by scaffolding, motivating, and guiding the learners as they use CAPT or technological tools. To this end teacher training that supports teachers in developing these competencies can be beneficial. Further research can focus on languages other than English, be conducted in primary and secondary school level and have longitudinal designs.