Integrating Technology into English Pronunciation Learning: A Combination of Both Synchronous and Asynchronous Activities

Abstract

Integrating technology into teaching and learning has become an undeniable trend in English education. This study investigates the impact of the combination of asynchronous AI-based tool tasks with synchronous, interactive practices such as virtual exchanges and pronunciation workshops on EFL learners’ pronunciation development. Conducted over a 12-week schedule, the research included 23 Vietnamese university students who acquired pronunciation via self-directed training using the ELSA Speak software and engaged in facilitated virtual exchange sessions and workshops. A pre-test/ post-test design comprising mixed-method data through the test-retest results, the ELSA Speak app’s dashboard, and focus group discussions was used. Quantitative data revealed significant development of some segmental (phonemes) and suprasegmental (intonation) aspects of pronunciation but not fluency. Besides the frequency of the ELSA Speak app usage, students’ perceived English level seemed to have an impact on their pronunciation learning. Qualitative findings revealed that the students appreciated the interactivity and feedback of the app but also pointed out drawbacks such as cost, limited use, and the difficulty of ensuring regular use. The research accentuates the pedagogical potential of integrating AI-powered apps with real-time communicative practice. It suggests more focus on motivation, teaching, and accessibility to enhance learning gains to their maximum. Pedagogical implications for technology-mediated language learning research and instructional design are suggested to inform subsequent research.

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