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The implementation of computer-assisted pronunciation training (CAPT) has been proven to be successful in improving learners' pronunciation abilities. Automatic speech recognition (ASR) software was used to provide mediated support to 103 pre-intermediate level students (62 males and 41 females). After experiencing a two-semester of CAPT instruction in their Freshman English course, students completed a questionnaire to assess their perceptions of and attitudes towards technology. This paper reports on the findings that examine the structural relationships using the Technology Acceptance Model (TAM). The findings indicate that students, generally, were in favor of using ASR-based pronunciation training, and although no statistically significant gender difference was found, female students appeared to view its use more favorably than were their male counterparts. The perceived effectiveness of the system, and the attitudes of students towards using it, were shown to be significantly correlated, which encourages the ongoing use of ASR-based CAPT. Based on these responses, it was established that the ASR function enhanced students' awareness of their pronunciation errors. Furthermore, they willingly engaged in individual, repetitive pronunciation exercises, allowing them to build confidence in speaking practices without fearing embarrassment in front of their peers. Recommendations were provided for EFL educators interested in implementing CAPT in EFL settings. [ABSTRACT FROM AUTHOR]

Applications of immersive virtual reality (iVR) for language learning are on the rise due to enhanced interaction possibilities with virtual agents and objects. However, iVR environments for language learning are not yet supporting speech recognition, hence limiting the potential to use iVR for fostering users' pronunciation training. This is due to a lack of methodological guidelines helping education professionals to create iVR environments effectively supporting speech recognition and pronunciation feedback. Moreover, no matter how close to reality iVR settings are designed to be, users may miss the correspondence between virtuality and reality due to design issues and lack of realistic input, with detrimental effects on enabling users to transfer iVR-acquired language skills to real-life interactions. Attempting to address these gaps, this study examines the methodology adopted by a group of researchers at the AP University of Applied Sciences and Arts in Antwerp to design an iVR experience for learning the pronunciation of Flemish words. Following a participatory design approach, an iVR prototype was planned and designed with the game engine Unity and targeted to prospective international students at the University of Antwerp. Findings from user trials revealed that virtual agents' timed feedback, environmental real-likeness and users' involvement in completing linguistic challenges were considered to be essential tenets for fostering iVR-based pronunciation training. Additionally, results suggested that further developments are needed to develop a technology for speech recognition in iVR environments that foster students' pronunciation skills and cultural exposure through pre-reality language training. [ABSTRACT FROM AUTHOR]

Applications of immersive virtual reality (iVR) for language learning are on the rise due to enhanced interaction possibilities with virtual agents and objects. However, iVR environments for language learning are not yet supporting speech recognition, hence limiting the potential to use iVR for fostering users’ pronunciation training. This is due to a lack of methodological guidelines helping education professionals to create iVR environments effectively supporting speech recognition and pronunciation feedback. Moreover, no matter how close to reality iVR settings are designed to be, users may miss the correspondence between virtuality and reality due to design issues and lack of realistic input, with detrimental effects on enabling users to transfer iVR-acquired language skills to real-life interactions. Attempting to address these gaps, this study examines the methodology adopted by a group of researchers at the AP University of Applied Sciences and Arts in Antwerp to design an iVR experience for learning the pronunciation of Flemish words. Following a participatory design approach, an iVR prototype was planned and designed with the game engine Unity and targeted to prospective international students at the University of Antwerp. Findings from user trials revealed that virtual agents’ timed feedback, environmental real-likeness and users’ involvement in completing linguistic challenges were considered to be essential tenets for fostering iVR-based pronunciation training. Additionally, results suggested that further developments are needed to develop a technology for speech recognition in iVR environments that foster students’ pronunciation skills and cultural exposure through pre-reality language training.

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This editorial summarizes 40 recent dissertations (2018–2023) on L2 pronunciation topics. Although it was nearly impossible to pigeonhole dissertations into single sub-categories (e.g., pronunciation training studies often also address questions of intelligibility), we have organized them into six main topic areas: Teachers and Learners; Special Contexts; Prosody and Fluency; Technology; Pronunciation Training; and Intelligibility, Comprehensibility and Accentedness. The wide range of dissertations from around the world indicates a bright future for the field. [ABSTRACT FROM AUTHOR]

With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning. [ABSTRACT FROM AUTHOR]

Featured Application: The CAPT tool, ASR technology and procedure described in this work can be successfully applied to support typical learning paces for Spanish as a foreign language for Japanese people. With small changes, the application can be tailored to a different target L2, if the set of minimal pairs used for the discrimination, pronunciation and mixed-mode activities is adapted to the specific L1–L2 pair. General-purpose automatic speech recognition (ASR) systems have improved in quality and are being used for pronunciation assessment. However, the assessment of isolated short utterances, such as words in minimal pairs for segmental approaches, remains an important challenge, even more so for non-native speakers. In this work, we compare the performance of our own tailored ASR system (kASR) with the one of Google ASR (gASR) for the assessment of Spanish minimal pair words produced by 33 native Japanese speakers in a computer-assisted pronunciation training (CAPT) scenario. Participants in a pre/post-test training experiment spanning four weeks were split into three groups: experimental, in-classroom, and placebo. The experimental group used the CAPT tool described in the paper, which we specially designed for autonomous pronunciation training. A statistically significant improvement for the experimental and in-classroom groups was revealed, and moderate correlation values between gASR and kASR results were obtained, in addition to strong correlations between the post-test scores of both ASR systems and the CAPT application scores found at the final stages of application use. These results suggest that both ASR alternatives are valid for assessing minimal pairs in CAPT tools, in the current configuration. Discussion on possible ways to improve our system and possibilities for future research are included. [ABSTRACT FROM AUTHOR]

Adult Japanese speakers often experience difficulty learning English /r/-/l/. Previous research has reported the effectiveness of using perception-based high-variability identification training with natural speech stimuli on improving Japanese speakers’ perception and production of /r/-/l/. Recent studies have also shown the effectiveness of using production-based multipronged pronunciation training with explicit instruction on articulatory movements and visualized spectrograms showing F3 frequencies of English /r/-/l/. The proposed study will compare the effects of identification training and pronunciation training on Japanese speakers’ English /r/-/l/ learning, as well as the generalization of learning gains to novel phonetic environments. Further, the proposed study will contribute to speech perception and production research by exploring the relationship between perceptual learning and production learning.

The short answer to the question in the title is: not exactly, no. This paper examines the confusion between phonetics on the one hand and pronunciation on the other. It looks at what phonetics actually is (its acoustic, articulatory and auditory components), and attempts to dispel the popular myth that studying or teaching ‘(English) phonetics’ and studying or teaching ‘(English) pronunciation’ are one and the same thing – in fact, the former is general phonetics, the latter applied phonetics. Reviewing 100 years of thoughts about English pronunciation teaching (from Daniel Jones to Geoff Lindsey) it examines the contribution phonetics is considered to make in this field, looking at the roles of both phonetic theory and ear-training in pronunciation acquisition from teachers’ and learners’ perspectives. It concludes by summarizing what phonetics today can offer the language learner.

The paper presents the results of a study on the audition of a Dutch tense vowel [e:] and the diphthong [ɛi] by Polish native speakers. It was hypothesized that Polish native speakers may pronounce the Dutch [e:] as a combination of [ɛ] and [j] because they generally fail to distinguish the [e:] from the diphthong [ɛi], as both sounds lie acoustically close to each other (especially those produced by speakers of Dutch from the Netherlands); moreover, they are absent from the Polish phonetic system. Instead, the experiment has shown that Polish native speakers are very good at differentiating the isolated Dutch [e:] and [ɛi]. It seems that the pronunciation of the Dutch [e:] as a combination of [ɛ] and [j] is rather a matter of articulation than audition, but further experiments are needed to examine the problem. [ABSTRACT FROM AUTHOR]

General-purpose automatic speech recognition (ASR) systems have improved in quality and are being used for pronunciation assessment. However, the assessment of isolated short utterances, such as words in minimal pairs for segmental approaches, remains an important challenge, even more so for non-native speakers. In this work, we compare the performance of our own tailored ASR system (kASR) with the one of Google ASR (gASR) for the assessment of Spanish minimal pair words produced by 33 native Japanese speakers in a computer-assisted pronunciation training (CAPT) scenario. Participants in a pre/post-test training experiment spanning four weeks were split into three groups: experimental, in-classroom, and placebo. The experimental group used the CAPT tool described in the paper, which we specially designed for autonomous pronunciation training. A statistically significant improvement for the experimental and in-classroom groups was revealed, and moderate correlation values between gASR and kASR results were obtained, in addition to strong correlations between the post-test scores of both ASR systems and the CAPT application scores found at the final stages of application use. These results suggest that both ASR alternatives are valid for assessing minimal pairs in CAPT tools, in the current configuration. Discussion on possible ways to improve our system and possibilities for future research are included.

Despite renewed awareness of articulation importance, it remains a challenge for instructors to handle the pronunciation needs of language learners. There are relatively scarce pedagogical tools for pronunciation teaching and learning. Recently, an ultrasound-enhanced multi-modal method (Enunciate) has been developed by researchers at the University of British Columbia (UBC) for visualizing tongue movements of a language learner overlaid on the face-side of the speaker's head. Pre-recorded videos using that system was evaluated for several language courses via a blended learning paradigm at several university-level classes. Although that multi-modal system successfully utilized for pronunciation training, it still requires manual works and human manipulation as well as offline nature of the system, where users can not see their tongue movements in real-time. In this article, we developed a new comprehensive, automatic, real-time multi-modal pronunciation training system, benefits from powerful artificial intelligence techniques, to address the difficulties of the previous ultrasound enhanced multi-modal approaches such as the UBC system. We combined the advantages of ultrasound technology, three-dimensional printing, and deep learning algorithms to enhance the performance of previous systems. Specifically, our pronunciation training system comprises of several modules for easier future customization and development by other researchers. It empowers language learners to observe their tongue movements automatically, augmented on their face view in real-time with minimal restriction during the language training session. [ABSTRACT FROM AUTHOR]

Pronunciation is critical for English oral language proficiency because of its immediate role in language judgments. However, effective and targeted English pronunciation instruction is scarce. Given the need for pronunciation instruction and the undeniable impact of suprasegmentals on intelligibility and on comprehensibility, the Supra Tutor, a four-module online pronunciation tutor focusing on suprasegmentals, was developed. This mixed methods study assessed the impact of the Supra Tutor on the comprehensibility of international teaching assistants (ITAs). Participants were evaluated for comprehensibility before and after training. The study also examined ITAs' perceptions of the Supra Tutor in terms of usefulness, engagement, and overall quality. Findings indicated that the Supra Tutor can provide effective pronunciation instruction and engage learners to successfully complete the training. Research and pedagogical implications of the Supra Tutor and its contribution to pronunciation instruction are discussed. [ABSTRACT FROM AUTHOR]

We present a study of the development of L2 stop VOT (voice onset time) in lower-level English-speaking learners of Spanish over the course of a college semester. Participants were recorded six times in two-week intervals. Halfway through the semester, students received a brief pronunciation training session with practice and feedback. Overall, the learners did not lower their L2 VOTs in the first half of the study, before pronunciation training. Following training, however, they lowered their mean VOTs for Spanish voiceless stops significantly. A similar effect was not found for their mean VOTs of Spanish voiced stops, in line with prior work suggesting that prevoicing may be harder to acquire. Yet careful examination suggests that learners are increasing the frequency with which they use prevoicing in Spanish, suggesting this metric might inform future work on L2 Spanish pronunciation development. This work has implications for teaching and research in second language pronunciation. [ABSTRACT FROM AUTHOR]

Hearing - impaired children who have difficulty hearing and hearing go through pronunciation training. The purpose of this study is to provide the pronunciation training system based on digital contents that can be used for repeated hearing training while maintaining interest in hearing – impaired children. For this purpose, we conducted an interview survey for users and experts. Based on the results, we developed a digital content based pronunciation training system. Finally, to verify the effect of the digital service implemented, the user test was conducted for the hearing - impaired children. As a result of the interview, repeated training and interest factors were found to be essential factors affecting pronunciation training. In implementing digital services, we have used fairy tales and a variety of interactive elements to derive children's interests and designed a user flow that can train multiple words and sentences for effective repetition training. As a result of the test, this digital content was evaluated positively. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test the usability of ultrasound as a visual feedback tool in L2 pronunciation training. Six Japanese-speaking learners, aged 28-33 years, participating in a course in French phonetics for L2 learners, took part in the study. Four of them received three individual 45-minute lessons of ultrasound pronunciation training. The other two participants did not. Articulatory and acoustic data of French isolated /y/ and /u/ and Japanese [...] were recorded before and after the ultrasound training, as well as two months later for the learners receiving the training. The analysis of the articulatory data revealed that three speakers with ultrasound feedback improved in the production of the French vowels, the contrast between them, as well as the contrast between the two French vowels and the Japanese [...], suggesting that ultrasound may be a useful tool in second language pronunciation learning. [ABSTRACT FROM AUTHOR]

Many researches show that college students are not keen in learning vocal music, and their satisfaction with vocal music teaching is low. How to improve the teaching effect of vocal music teaching in colleges and universities has become a popular concern. Under this background, this study introduces pronunciation training into the vocal music teaching in colleges and universities, and probes into the promoting effect of pronunciation training on the teaching effect of vocal music in colleges and universities. The results show that pronunciation training can increase students' basic knowledge of music theory, enhance their basic understanding of vocal music, improve their interest in learning vocal music, and finally improve the practical effect of vocal music teaching in colleges and universities. This study is of practical guiding significance to the development of vocal music teaching in colleges and universities, especially non-art colleges and universities. [ABSTRACT FROM AUTHOR]

Learners often struggle with L2 sounds, yet little is known about the role of prior pronunciation knowledge and explicit articulatory training in language acquisition. This study asks if existing pronunciation knowledge can bootstrap word learning, and whether short-term audiovisual articulatory training for tongue position with and without a production component has an effect on lexical retention. Participants were trained and tested on stimuli with perceptually salient segments that are challenging to produce. Results indicate that pronunciation knowledge plays an important role in word learning. While much about the extent and shape of this role remains unclear, this study sheds light in three main areas. First, prior pronunciation knowledge leads to increased accuracy in word learning, as all groups trended toward lower accuracy on pseudowords with two novel segments, when compared with those with one or none. Second, all training and control conditions followed similar patterns, with training neither aiding nor inhibiting retention; this is a noteworthy result as previous work has found that the inclusion of production in training leads to decreased performance when testing for retention. Finally, higher production accuracy during practice led to higher retention after the word-learning task, indicating that individual differences and successful training are potentially important indicators of retention. This study provides support for the claim that pronunciation matters in L2 word learning.

Pronunciation is an often-neglected aspect of language instruction. Teachers usually place the blame on lack of time and resources, as well as curricular restrictions. However, in recent years, we have witnessed a proliferation of various tools that can be used to render work on different aspects of pronunciation much more interesting. In the present paper, we will focus on one particular technique: video dubbing. By examining the answers provided by the participants of a dubbing project conducted by the author of the present study, we will try to reflect on the potential advantages of such activities, and determine whether they are considered stimulating and effective by language learners. [ABSTRACT FROM AUTHOR]

Recent research has shown that beat gestures (hand gestures that co-occur with speech in spontaneous discourse) are temporally integrated with prosodic prominence and that they help word memorization and discourse comprehension. However, little is known about the potential beneficial effects of beat gestures in second language (L2) pronunciation learning. This study investigates the impact of beat gesture observation on the acquisition of native-like speech patterns in English by examining the effect of a brief training with or without beat gestures on participants’ ratings of accentedness. In a within-participants, pre-/post-test design, participants (undergraduate students learning English as a foreign language) watched a training video in which an L2 instructor gave spontaneous responses to discourse prompts. The prompts belonged to one of two categories (easy and difficult), and were presented by the instructor either with or without accompanying beat gestures. Participants’ own answers to the prompts were recorded before and after training and evaluated by five native speaker judges. The results of the comparison between the participants’ pre-training and post-training speech samples demonstrated that beat gesture training significantly improved the participants’ accentedness ratings on the set of difficult (more discourse-demanding) items. The results of the study support the role of beat gestures as highlighters of rhythmic information and have implications for pronunciation instruction practices. [ABSTRACT FROM AUTHOR]

Pronunciation training based on speech production techniques illustrating tongue movements is gaining popularity. However, there is not sufficient evidence that learners can imitate some tongue animation. In this paper, we argue that although controlling tongue movement related to speech is not such an easy task, training with visual feedback improves its control. We investigated human awareness of controlling their tongue body gestures. In a first experiment, participants were asked to perform some tongue movements composed of two sets of gestures. This task was evaluated by observing ultrasound imaging of the tongue recorded during the experiment. No feedback was provided. In a second experiment, a short session of training was added where participants can observe ultrasound imaging in real time of their own tongue movements. The goal was to increase their awareness of their tongue gestures. A pretest and posttest were carried out without any feedback. The results suggest that without a priori knowledge, it is not easy to finely control tongue body gestures. The second experiment showed that we gained in performance after a short training session and this suggests that providing visual feedback, even a short one, improves tongue gesture awareness. [ABSTRACT FROM AUTHOR]