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Evaluating the Comparative Effectiveness of CAPT-Based vs. Native Speaker-Led Pronunciation Training

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Title: Evaluating the Comparative Effectiveness of CAPT-Based vs. Native Speaker-Led Pronunciation Training
Language: English
Authors: Dana Ondrušková (ORCID 0000-0001-9591-5673)
Source: Contemporary Educational Technology. 2025 17(4):608.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Assisted Instruction, Artificial Intelligence, Second Language Instruction, Second Language Learning, Instructional Effectiveness, Pronunciation Instruction, French, Listening Comprehension, Accuracy, Mutual Intelligibility, Intonation, Information Technology, Foreign Countries
Geographic Terms: Czech Republic
Abstract: This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners' performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494795
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Dana+Ondrušková%22">Dana Ondrušková</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9591-5673">0000-0001-9591-5673</externalLink>)
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners' performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.
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