Computer-assisted pronunciation training: A systematic review

Abstract

This systematic review maps the trends of computer-assisted pronunciation training (CAPT) research based on the pedagogy of second language (L2) pronunciation instruction and assessment. The review was limited to empirical studies investigating the effects of CAPT on healthy L2 learners’ pronunciation. Thirty peer-reviewed journal articles published between 1999 and 2022 were selected based on specific inclusion and exclusion criteria. Data were collected about the studies’ contexts, participants, experimental designs, CAPT systems, pronunciation training scopes and approaches, pronunciation assessment practices, and learning measures. Using a pedagogically informed codebook, the pronunciation training and assessment practices were classified and evaluated based on established L2 pronunciation teaching guidelines. The findings indicated that most of the studies focused on the pronunciation training of adult English learners with an emphasis on the production of segmental features (i.e. vowels and consonants) rather than suprasegmental features (i.e. stress, intonation, and rhythm). Despite the innovation promised by CAPT technology, pronunciation practice in the studies reviewed was characterized by the predominant use of drilling through listen-and-repeat and read-aloud activities. As for assessment, most CAPT studies relied on human listeners to measure the accurate production of discrete pronunciation features (i.e. segmental and suprasegmental accuracy). Meanwhile, few studies employed global pronunciation learning measures such as intelligibility and comprehensibility. Recommendations for future research are provided based on the discussion of these results.