The effectiveness of computer‐assisted pronunciation training: A meta‐analysis

Abstract

Computers are used in almost all aspects of language learning and have also created numerous opportunities in this area. This study aims to examine the overall effectiveness of using a computer in pronunciation learning and training. A meta‐analysis of studies was conducted, which compared the outcomes of students learning the pronunciation of a foreign language (FL) using a computer with the results from those learning pronunciation based on traditional methods of teaching. This meta‐analysis examined how effect sizes varied depending on the learners’ age, learners’ target language proficiency, features of pronunciation, educational level, settings, treatment duration, and assessment tasks. This meta‐analysis examined the effect of using a computer on pronunciation learning by reviewing 20 studies involving 1014 participants. The findings of the meta‐analysis suggest that computer‐assisted training has a positive effect on FL pronunciation (d = 0.68), and is equally effective for both young and adult learners, but more effective for beginner and intermediate learners than advanced learners. The studies also suggest that computer‐assisted pronunciation training (CAPT) is more beneficial for university students than for school students. However, caution has to be exercised in interpreting the results. The small number of studies, all of very low quality (most with fewer than 100 participants, conducted within the same institution using intervention‐related assessments) means that the evidence of effectiveness can only be indicative and not conclusive. More robust, large‐scale studies involving several institutions and using objective standardised tests would be needed for more conclusive results.

An Empirical Study on Reading Aloud and Learning English by the Use of the Reading Assistant SRS

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Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes

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A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading

“…They are also fun, motivating, and cost‐effective (e.g., Lyytinen et al, 2007; Ronimus, Kujala, Tolvanen, & Lyytinen, 2014). Extensive research has demonstrated that as a supplementary learning tool, computer‐assisted training facilitates many aspects of literacy development such as phonological awareness (e.g., Chai, Ayres, & Vail, 2016), decoding (see Mahdi & Khateeb, 2019 for a meta‐analysis), and vocabulary (see Chen, Tseng, & Hsiao, 2018 for a meta‐analysis). According to Chen et al (2018), the design of a game influences learning outcomes, regardless of a learner's age or linguistic background.…”