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Evaluating the comparative effectiveness of CAPT-based vs. native speaker-led pronunciation training
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.
Description
Keywords
ronunciation training, AI-assisted learning, language education, listening comprehension
Funding
IGA__FF_2021_001.
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Type
License
Attribution 4.0 International
Date
2025-12-02
Publisher
Bastas Publications
Book
Journal
Contemporary educational technology
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DOI
10.30935/cedtech/17481
Citation
Ondrušková, D. (2025). Evaluating the comparative effectiveness of CAPT-based vs. native speaker-led pronunciation training. Contemporary Educational Technology, 17(4), ep608. https://doi.org/10.30935/cedtech/17481