TEACHING ENGLISH PRONUNCIATION THROUGH AUTOMATIC SPEECH RECOGNITION TECHNOLOGY

Abstract

Correct pronunciation is a key component of effective spoken communication in English. Most English as a Foreign Language (EFL) learners, despite possessing sufficient grammatical knowledge and vocabulary, face communication difficulties due to unclear pronunciation. This study examines the effectiveness of Automatic Speech Recognition (ASR) technology in improving English pronunciation among EFL learners. A mixed-method empirical approach was employed over a six-week period with the participation of intermediate-level students using ASR-based pronunciation tools. Quantitative findings demonstrate significant improvement in both segmental and suprasegmental pronunciation features, while qualitative feedback highlights increased learner confidence and motivation. The results indicate that speech recognition technology, when supported by teacher guidance, serves as an effective supplementary tool in pronunciation instruction.